An Overview to the Behavioral Perspective

Citation: Huitt, W., & Hummel, J. (2006). An overview of the behavioral perspective. Educational Psychology Interactive. Valdosta, GA: Valdosta State University. Retrieved [date], from http://www.edpsycinteractive.org/topics/behavior/behsys.html

Return to | EdPsyc Interactive: Courses | EdPsyc Topics | Overview According to the behaviorists, learning can be defined as the relatively permanent change in behavior brought about as a result of experience or practice. [Note: an internal event displayed by overt behavior; contrasted with biological maturation or genetics as an explanation for relatively permanent change.] In fact, the term "learning theory" is often associated with the behavioral view. Researchers who affiliate with this position do not generally look with favor on the term "behavior potential" (i.e., may be capable of performing but did not for some reason such as illness, situation, etc.) that was included in a definition accepted by those with a cognitive or humanistic viewpoint. The focus of the behavioral approach is on how the environment impacts overt behavior. The psychomotor domain is associated with overt behavior when writing instructional objectives. Cunia (2005) provides an excellent overview of the behavioral approach applied to learning. Behavior analysis is the term used to describe the scientific study of behavior and behavior modification is the term used to describe the application of behavior analysis concepts and principles for the systematic or programatic changing of behavior. As we discuss the behavioral approach, for the most part we will assume that the mind is a "black box" that we cannot see into. The only way we know what is going on in the mind, according to most behaviorists, is to look at overt behavior. The feedback loop that connects overt behavior to stimuli that activate the senses has been studied extensively from this perspective. There are three types of behaviorial learning theories:
1.

Contiguity -- any stimulus and response connected in time and/or space will tend to be associated (a baseball player wearing a certain pair of socks on the day he hits three home runs; a student making a good grade on a test after trying several different study techniques) ASSOCIATED TERMINOLOGY:

stimulus = environmental event response = action = behavior = overt behavior 2. Classical (Respondent) Conditioning -- association of stimuli (an antecedent stimulus will reflexively elicit an innate emotional or physiological response; another stimulus will elicit an orienting response)
1. 2.

ASSOCIATED TERMINOLOGY: conditioning = learning antecedent = a stimulus occuring "before" a response reflexive = involuntary (e.g., involuntary responses cannot be consciously stopped once they start) 4. innate = inborn 5. elicits = causes (to bring forth) 3. Operant (Instrumental) Conditioning -- connection of emitted behavior and its consequences (reinforcement and punishment)
1. 2. 3.

ASSOCIATED TERMINOLOGY: emitted = voluntary (e.g., voluntary responses can be consciously stopped) 2. consequent or consequences = a stimulus occuring "after" a response that changes the probability the response will occur again
1.

Note: Observational (Social) learning (learning through observing and modeling) is sometimes considered a behavioral learning theory but is covered with social cognition in these pages Additional Terminology: Return to Top There are several terms associated with the behavioral approach that deserve further explanation. Extinction -- the breaking of the stimulus-stimulus or stimulus-response connection 1. contiguity theory -- if the stimulus is no longer paired with the response, the association will be discontinued. 2. classical conditioning -- if the conditioned stimulus (CS) is repeatedly presented by itself (without pairing with the unconditioned stimulus [US]) the conditioning / association process is reversed, and the CS will become an NS.

3. operant conditioning -- if the response is no longer followed by a consequence (it is not reinforced or punished), it will cease to be emitted. 4. social learning theory -- if the observed response is no longer followed by a consequence (it is not reinforced or punished), or if the model begins to display an incompatible behavior, the response will cease to be emitted. Spontaneous recovery: Sometimes, after extinction in classical conditioning, if the conditioned stimulus (CS) is again presented, it will "spontaneously" elicit the conditioned response (CR). Higher (or second) order conditioning: Classical conditioning does not have to involve pairing an neutral stimulus (NS) with an unconditioned stimulu (US). If an NS is paired with an existing conditioned stimulus (CS), the NS will also become a CS. Stimulus generalization and discrimination generalization -- behaviors learned in one context or situation are transfered to another (e.g., studying hard in Ed Psyc is transfered to studying hard in other classes) discrimination -- behaviors reward or punished in one context or situation have a different contingency in another (e.g., spending 5 hours per week in most courses is OK, but must spend 10 hours per week in Ed Psyc)

References

Cunia, E. (2005). Behavioral learning theory. Principles of Instruction and Learning: A Web Quest. Retrieved April 2006, fromhttp://suedstudent.syr.edu/~ebarrett/ide621/behavior.htm

There are a variety of principles for applying a behavior modification program in a classroom. | Internet Resources | Electronic Files |

Social Learning Theory (Bandura)

Summary: Banduras Social Learning Theory posits that people learn from one another, via observation, imitation, and modeling. The theory has often been called a bridge between behaviorist and cognitive learning theories because it encompasses attention, memory, and motivation. Originator: Albert Bandura Key Terms: Modeling, reciprocal determinism Social Learning Theory (Bandura) People learn through observing others behavior, attitudes, and outcomes of those behaviors. Most human behavior is learned observationally through modeling: from observing others, one forms an idea of how new behaviors are performed, and on later occasions this coded information serves as a guide for action. (Bandura). Social learning theory explains human behavior in terms of continuous reciprocal interaction between cognitive, behavioral, and environmental influences. Necessary conditions for effective modeling: 1. Attention various factors increase or decrease the amount of attention paid. Includes distinctiveness, affective valence, prevalence, complexity, functional value. Ones characteristics (e.g. sensory capacities, arousal level, perceptual set, past reinforcement) affect attention. 2. Retention remembering what you paid attention to. Includes symbolic coding, mental images, cognitive organization, symbolic rehearsal, motor rehearsal 3. Reproduction reproducing the image. Including physical capabilities, and self-observation of reproduction. 4. Motivation having a good reason to imitate. Includes motives such as past (i.e. traditional behaviorism), promised (imagined incentives) and vicarious (seeing and recalling the reinforced model) Bandura believed in reciprocal determinism, that is, the world and a persons behavior cause each other, while behaviorism essentially states that ones environment causes ones behavior, Bandura, who was studying adolescent aggression, found this too simplistic, and so in addition he suggested that behavior causes environment as well. Later, Bandura soon considered personality as an interaction between three components: the environment, behavior, and ones psychological processes (ones ability to entertain images in minds and language). Social learning theory has sometimes been called a bridge between behaviorist and cognitive learning theories because it encompasses attention, memory, and motivation. The theory is related to Vygotskys Social Development Theoryand Laves Situated Learning, which also emphasize the importance of social learning. For more information, see: Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W.H. Freeman.

Bandura, A. (1986). Social Foundations of Thought and Action. Englewood Cliffs, NJ: Prentice-Hall. Bandura, A. (1973). Aggression: A Social Learning Analysis. Englewood Cliffs, NJ: Prentice-Hall. Bandura, A. (1977). Social Learning Theory. New York: General Learning Press. Bandura, A. (1969). Principles of Behavior Modification. New York: Holt, Rinehart & Winston. Bandura, A. & Walters, R. (1963). Social Learning and Personality Development. New York: Holt,

Rinehart & Winston.