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Dakota State University

Learning Theory Paper

Behaviorism

Abbie Wilke

EPSY 302

Hawkes

June 23, 2015


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Behavior is much more complicated than just actions. Theorists created behaviorism to

just study behavior. Behaviorism is about much more than just learning to control ones actions.

This theory emphasizes why the behavior happened by looking at the environment at the time of

the behavior. Behaviorism is a learning theory that should be used in the classroom because it

allows teachers to better understand students. Behaviorism looks at the reason behind the

behavior.

Behaviorism focus on behaviors and changing those behaviors through conditioning.

Researchers focus on two things that can be observed and measured: peoples behaviors and the

environmental events that come before and after the behavior (Ormrod). This theory is more

focused on what is happening externally rather than internally of the body. Behaviorism is

focused on the learner learning passively by responding to environmental stimulus

(Behaviorism). In having the learner react normally to events in the environment causes the

behavior to occur normally. Behaviorist strive to adapt the behavior through two different kinds

of conditioning: classical and operational. Which will be talked about in greater depth later.

Behaviorism is used a lot in an educational classroom to allow students a safe place to change a

behavior.

Behaviorism can be contributed to many theorists. The theory first took off from the work

of John B. Watson who believed that psychology should only be concerned with behavior

(Cooper). However, Watson was not the first theorist to deal with adapting behaviors. Watson

based a majority of his ideas off of the experiments of Ivan Pavlov who originated classical

conditioning (Cooper). Most of what Watson had in mind could not be experimented on during

his time. Due to this reason, behaviorism today is credited to B.F Skinner. Skinner tested

Watsons theories and rejected most of his ideas. Skinner also created the theory of operant
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conditioning (Cooper). Skinner was the person who really created a case that behaviorism was a

theory that could actually be studied. There have been many other theorists who have helped

behaviorism advance to the theory it is today. Those theorists include: Edward Thorndike, Clark

Hull, and Edward Tolman. It is important that these names be known, especially when

implementing this theory in the classroom, because students and other colleagues may become

curious in the theory and want to do some research about it.

The theory of behaviorism started based off the concept of classical conditioning by Ivan

Pavlov. Classical conditioning is a technique of pairing a response with a naturally occurring

stimulus then pairing a neutral stimulus with a naturally occurring one eventually causing the

neutral stimulus provokes a response without the existence of the natural stimulus (Cherry).

Pavlovs famous experiment in classical conditioning was the training of dogs salivating at the

sound of a bell with the unconditioned stimulus of food (Atherton). Classical conditioning can be

used in the classroom in many ways. One way that teachers tend to use classical conditioning is

when the teacher wants the class to stop talking he/she would turn the lights off. Eventually the

class will learn that when the lights are off, it is not a time to talk. Another example of classical

conditioning in the classroom is teaching students that they need to have folders up on their

desks during tests. With enough reminders and prompts, students will know that when it is time

to take a test they need to have folders up on their desk.

Operant conditioning is different form of conditioning that is part of behaviorism.

Operant conditioning is marked by B.F. Skinner and is defined as a form of learning in which a

response increases in frequency as a result of its being followed by a reinforcement (Ormrod). A

simple explanation of this definition would be that if a person does something good or correct,

he/she is rewarded with something positive. This type of conditioning can also decrease the
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frequency of a bad behavior if the reinforcement is a negative one. Teachers can use operant

conditioning in the form of rewarding good behaviors by giving points and then allowing the

students to purchase items of interest with the points. A teacher can use operant conditioning in

terms of decreasing a behavior by having children who have a bad behavior pull a card which

results in missing recess, having a note sent home and/or meeting with the principal.

There are some basics that teachers should learn when it comes to reinforcers and

reinforcements. A reinforcer is known as consequence of a response that can lead to an

increase or decrease in the frequency of the response (Ormrod). Reinforcers effective each

learner differently. There are primary reinforcers that please basic biological needs (Ormrod).

Examples of primary reinforcers include food, warmth, physical affection, etc. A secondary

reinforcer is a reinforcer that is built over time (Ormrod). Examples of this include praise,

money, awards, etc. In most cases these items come alongside a primary reinforcer, money from

parents is usually contains a hug as well, and eventually the item will become reinforcing.

Teachers should strive to create reinforcers that are individualized. A hug might be more

comforting to one student than another. When giving reinforcements, teachers need to attempt to

keep the reinforcements as equal but individualized as possible to create maximum effect.

Offering choices when it comes to receiving a positive reinforcement will allow students to feel

reinforced and the choice will also help the teacher know what is rewarding to the student.

It is important that teachers also learn about positive and negative reinforcements.

Positive reinforcements involve the presentation of a stimulus rather than a removal (Ormrod).

Examples include getting a reaction and/or attention from the teacher and/or the class; receiving

good grades and awards for achievement; going home with no homework. Positive

reinforcements when used in the classroom allow students to see that the teacher is noticing their
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hard work and good behavior. However, there are times when a students behavior is

inappropriate. When this occurs it is best for the teacher to enforce a negative reinforcement.

This type of reinforcement ends up in the removal of a stimulus rather than in a presentation.

Examples include taking away worry from a big assignment by getting it done early or avoiding

homework assignments that are too difficult. Negative reinforcement is usually done to relieve or

avoid negative feelings.

Punishment is often thought of when distributing negative reinforcement. However

punishment is defined as a consequence that decreases the frequency of the response it follows

(Ormrod). There are two kinds of punishment and are very similar to reinforcements.

Presentation punishments involve the presentation of something that the learner finds unpleasant

(Ormrod). Examples include a scowl from a teacher or having the teacher add on more problems

or worksheets to the homework. Removal punishments involve the removal of something that the

learner enjoys. If the classroom has laptops or IPad with games, the removal of access to the

games is a removal punishment. Other examples include losing points, having to pay some sort

of fine/penalty, or some type of grounding (Ormrod). Paying in may require the student to lose

points he/she has already learned or it may be real money if there was property destruction

involved. Examples of grounding would be having a student miss recess, a student has to stay a

few minutes after class or not allowing a student to go to field day.

Even though behaviorism may be the favorite theory of some, others are huge critics.

According to Cherry, there are some theorists that say that behaviorism is one-dimensional.

Theses theorists see behaviorism as not accounting for things like free will and internal

influences (moods, thoughts, and feelings). Critics from Cherry, say behaviorism does not

account for the other types of learning that occur without the use of reinforcement and
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punishment. Behaviorism is said to ignore the fact that humans and animals can change their

behavior when new information is introduced even if there is already a behavior through

reinforcement in place (Cherry).

Even though there are some theorists who are not supportive of behaviorism, there are

theorists who are. The theorists in favor of behaviorism see the benefits. One benefit, according

to Cherry, behaviorism is based on observable behaviors. This means that it is easier to collect

and quantify data and information when researching. There have been many successful

therapeutic techniques that have come through the theory of behaviorism. Examples include:

intensive behavioral intervention, applied behavior analysis, token economies and discrete trial

trainings (Cherry).

Behaviorism is about more of the environment that causes the behavior. The response

after that behavior, whether it is a positive or negative behavior, will reinforce that behavior. The

purpose of behaviorism is to eliminate the frequency of the behavior. This theory is important to

use in classrooms because it will eliminate outbursts and distractions. This theory will help

students control their behavior. Ultimately, behaviorism will help to make better people.
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Works Cited

Atherton, James. "Behaviorism." Behaviourism. Learning and Teaching, 10 Feb. 2013. Web. 21

June 2015.

"Behaviorism." Learning Theories Behaviorism Comments. Learning Theories, 30 Jan. 2007.

Web. 21 June 2015.

Cherry, Kendra. "Behaviorism." What Is Behaviorism? About Education, 2015. Web. 21 June

2015.

Cooper, Sunny. "Behaviorism Theory Overview." Behaviorism Theory Overview. N.p., 2013.

Web. 21 June 2015.

Culatta, Richard. "Behaviorist Learning Theory." Behaviorist Learning Theory. Innovative

Learning, 2011. Web. 21 June 2015.

McLeod, Saul. "Behaviorist Approach." Behaviorism. Simply Psychology, 2007. Web. 21 June

2015.

Ormrod, Jeanne Ellis. "Chapter Three." Essentials of Educational Psychology. 3rd ed. Upper

Saddle River, NJ: Pearson Merrill Prentice Hall, 2006. 59-62. Print.

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