Behaviourism

Behaviourism: Maxine Chriss and Steph

Behavioural explanations of learning often referred to as ‘Behaviourism’. Behaviourism suggests that reinforced or rewarded action is more likely to be repeated. Praising a student can enhance the chance of those positive actions being repeated. From that, permanent behavioural changes from that experience can occur. Behavioural explanations of learning deal with the effects of external events ie: reinforcement or punishment on behavioural changes. (Approaches to teaching and learning 109)

Behaviourists view learning as an outcome of connections or associations that link a stimulus (something that affects the senses) and a response – a reaction to a stimulus.
It is the theory of learning focusing on observable behaviours and discounting any mental activity. Learning is defined simply as the acquisition of new behaviour.

Conditioning

Classical Conditioning
reinforcement of a natural reflex – a response to a stimulus. Pavlov states that there are 4 stages in the process of Classical Conditioning:
Acquisition
Is the initial learning of the conditioned response? Eg: Student response to the bell at the end of the class. They activate packing up work and getting ready to leave.
Extinction
Once learnt, a conditioned response will not remain indefinitely. If the bell was taken away for a period of time and some other response to leaving the class room would take its place.
Generalization
After a conditioned response to one stimulus has been learnt, it may also respond to similar stimuli without further training. If students respond to the bell as a warning they will respond to all bell noises that will alert them eg: emergence warnings.

Discrimination
Is the opposite of generalization. An individual learns to produce a conditioned response to one stimulus but not to another similar stimulus. eg: the students may not respond to all bells as they are not for evacuation but for warning. eg: car alarm shop alarms.

Operant Conditioning
It is more flexible than classical conditioning and therefore seen as potentially more powerful.
It involves reinforcing by rewarding it.
Reinforcement
Is anything that has an effect of strengthening a particular behaviour and makes it happen again.

Positive
Praise, house points, freedom to choose, food
Negative
Punishment

Rewards
eg: ticks and written comments in books, stars, stickers, more formal points and commendations, privileges and sweets.

the rewards need to have value to the student
Come unexpectedly, intrinsic motivation will remain high
Extrinsic rewards are used – everyone receives one for their best efforts.
Can be used to invigorate or add fun to an activity

Problems in using extrinsic rewards.
Can belittle or demean a learning experience
Can engender feelings of unfairness or competition
Can detract from the real issue involved in completing tasks.
Does not always lead to higher quality work
May isolate students who feel they have little chance of getting a reward.
Punishments, such as loss of privileges, or the withholding of rewards can be effective as well, (although it is widely recognized that a positive approach is preferable to an approach to behaviour management predicated solely on punishments).
Behaviourisits believe all voluntary or intentional behaviour is controlled by antecedents and consequences. In behaviourism the ongoing chain of activity that is behaviour is represented by Antecedent behaviour consequence (ABC). ABC is a strategy used by teachers to specify exact nature of problem behaviour and any contextual factors that may be contributing to its occurrence. It involves the teacher recording the behaviour of a particular student in terms of the events that immediately precede the behaviour and follow it.
Applied behaviour analysis (ABA) refers to the use of behavioural learning principles to change behaviour in settings such as classrooms.

The procedures associated with implementing behaviourist principles form the basis of ABA. The primary focus is on behaviour (academic communicative social motor vocational self help). The goal is to change behaviour that is socially important.

Main features of ABA: Clearly specifying the target behaviour & goals – describe the behaviour to be changed and identify the behavioural goals. Develop and implement an intervention plan, allowing for consequences. Monitor results of intervention and implement changes in intervention plan where needed.

Antecedent – An event that precedes a behaviour. Consequence – An event that follows a behaviour.

Observing antecedents.
The effect of consequences.
Types of consequences: reinforcement & punishment.
Primary & Secondary reinforcers
Continuous reinforcement
Intermittent reinforcement
Reciprocal determinism
Cognitive behaviour modification and self regulation.

Skinner urged educators to focus on reinforcement and on success rather than on punishing failure.

Some ‘rote’ learning may be useful way of helping some children to cope better with some of the aspects of their work which they find difficult. Where possible, initial rote learning should be followed by attempts to encourage understanding.

Practice makes perfect (Drill and Practice)

Programmed Learning eg: ‘Frame’ work.

Every correct response requires an immediate feedback.


References:
Killen. R Effective Teaching Strategies Lessons from Research and Practice. Third Edition. NSW: Social Science Press 2003:4-20
Groundwater-Smith. S, Ewing. R, Le Cornu. R Teaching Challenges and Dilemmas. Third Edition. Australia: Nelson Pty Ltd. 2006 124-5,258,66,78-9,3211,258-62,247-58
Krause. K, Bochner.S, Duchesna.S educational Psychology for learning and teaching. Australia: Nelson Pty Ltd. 2003 476, 217, 390-5,127,110-114,131-133,312-313,222-223,114-28,128-130,131-132,130
Ways of Learning, Theories and Learning styles in the classroom, Second Edition, Pritchard, Alan. Routledge, Oxon.P2, 6-16