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ISL
WEEK 4
Behaviourism
The philosophical or theoretical view that is most often shared by the scientists of a
given period is referred to as its Zeitgeist a German word meaning the spirit of the
times. In the early days of a science, the zeitgeist could change dramatically from
one time to the next. Major change in thinking concerning one of the most basic
issues of human development had already appeared several times in the centuries
before the science of developmental psychology emerged in the mid 1800s.
In the mid 19th century Charles Darwin, the British biologist, submitted his theory of
evolution. With his theory he offered the likelihood that many human behaviours had
their source in the past and as the 20th century dawned, the theories of biological
definitions of development swung back to the environmental site (Vasta,R.,
Haith,M.M., Miller,S.A. 1995).
In the light of this environmental understanding a new approach behaviourism was
recognised. By the behavioural point of view, learning is viewed as the ability to
perform new behaviour which is established as goals by the researcher or in applied
situations, the teacher. There is an effort made to create conditions which will
enable the learner to demonstrate these behaviours and continue to perform them
over a period of time. One creates these changes in behaviour by manipulating the
environmental conditions. Attention is given to these environmental changes both
before and after a response from the learner.
Most of the researches done in the beginning were done on animals though the
application of these theories related to a wide range of human behaviours including
both classroom and therapy situations.
The three most known psychological theorists, who lay the ground for the
development of the behavioural theories in the beginning of the century, were
Thorndike, Pavlov and Watson.
Edward Lee Thorndike(1874-1949).
His theory was a type of bound psychology usually called connectionism. He saw
the most typical learning as a form of trial and learning process. He claims that one
learns by selecting a response and receiving reinforcements if it is correct, then a
connection is made.
EDU 3103
ISL
WEEK 4
With his experiments on animals Thorndike established the laws of learning, that is,
the conditions which the right response to chosen stimuli will be firmly fixed in the
animal's behaviour. These laws can be divided into three categories:
1. Law of Effect, once a connection is made the strength of that connection is
depended on what follows. A reward will strengthen that behaviour and a
punishment will weaken the behaviour, later Thorndike added that rewards are
more important than punishment.
2. Laws of Readiness, indicated that if an organism has a state of readiness, making
a connection will be satisfying and the animal will do things to maintain the
connections. If the organism is not ready, the connection will become annoying
and the animal will do things to eliminate it. This readiness, however is not like
reading readiness, it is more like preparation for action. It has nothing to do with
having the necessary prerequisite skills, or being mature enough. Rather it is
much more a physical readiness.
3. Law of Exercise relates to the strengthening connections through practice and
weakening other connections through disuse. The Laws of Exercise has
implications for the use of practice and concepts of forgetting. .He later added to
this law the importance of not simple practice but of practice followed by
rewards. Thus his Laws of Effect and Exercise are related (Richey,
Rita.,1986,p58).
Thorndike did not put any emphasis on the role of meaning or understanding. His
work was purely devoted to ways of increasing the occurrence of certain behaviours
and trying to understand how the events occurred.
Ivan Petrovich Pavlo (1849-1936)
The second psychologist to mention is Pavlov the father of Russian psychology. He
originally trained and worked as a physiologist but his experiment with animals laid a
fundamental base for the development of behavioural theories.
He studied circumstances in which one could produce a given response (salvation)
by using unrelated stimulus (light, bell) alone. This phenomenon presented itself
after the unrelated stimulus had been combined for a period of time with the more
natural elicitor of the desired response (food).
The technical term used is the unconditioned stimulus (food) for the normal way of
getting the response. In this normal situation, the natural response (salvation) is the
unconditioned response. It can become conditioned response if pair enough with a
conditioned stimulus (bell, light).
EDU 3103
ISL
WEEK 4
There are four aspects to the theories Pavlov constructed, based upon such classical
conditioning experiments, they are:
1.
by
an
unconditioned
stimulus
(e.g.
food)
and
its
natural
EDU 3103
ISL
WEEK 4
Quiz:
1.