Theories Of Behaviourism

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Behaviourism is a learning theory that only focuses on objectively observable behaviours and discounts any independent activities of the mind. Behaviour theorists define learning as nothing more than the acquisition of new behaviour based on environmental conditions.
According to behaviourists, learning can be defined as “a relatively permanent change in behaviour brought about as a result of experience or practice.” Behaviourists recognize that learning is an internal event. However, it is not recognized as learning until it is displayed by unconcealed behaviour. Behaviourism impacts learning
Experiments by behaviourists identify conditioning as a universal learning process. …show more content…

Basically, operant conditioning is a simple feedback system: If a reward or reinforcement follows the response to a stimulus, then the response becomes more probable in the future. For example, leading behaviourist B.F. Skinner used reinforcement techniques to teach pigeons to dance and bowl a ball in a mini-alley.
This theory is relatively simple to understand because it relies only on observable behaviour and describes several universal laws of behaviour. Its positive and negative reinforcement techniques can be very effective– such as in treatments for human disorders including autism, anxiety disorders and antisocial behaviour. Behaviourism is often used by teachers who reward or punish student behaviours. Behaviourism is the scientific study of observable behaviour of living organisms in relation to environmental events. Behaviourists view observable behaviour as an important subject matter in its own right and avoid interpreting behaviour as a sign of some other psychological phenomenon as other psychological systems do (e.g., interpreting behaviour as an indication of …show more content…

This is why we think it's possible for someone to be in pain without engaging in pain behaviour. Sometimes the effect can be brought about by different causes. How one behaves depends on all the mental states one has. There's no such thing as the distinctive behaviour associated with a single mental state in isolation. Any plausible connection between mental states and behaviour will have to invoke many mental states in explaining the behaviour
It is relatively easy to see how teachers might use these i deas for what we tend to think of as behavioural issues. The challenge is for a teacher to work out what constitutes reinforcement and punishment for each child and then very specifically to target desirable and undesirable behaviour.
Skinner highlighted the importance of generalised reinforces such as praise, stars and points. He also said that punishment should be avoided; extinction i.e. ignoring is the way to remove inappropriate behaviour. Certainly classical conditioning would suggest maintaining a positive environment, or the possibility arises of pupils developing a negative attitude towards a subject because of the

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