Seminar+on+Behaviourism


 * _________________________________________ **
 * EDN6077S: Learning, Cognition and Technology Seminar **


 * Behaviourism **

//Postgraduate Diploma in Education (ICTs in Education), // //University of Cape Town // //26 July 2011 //
 * Gabriel S Konayuma, Munyarari Ndoro, Jarome Reitz **

**1. Definition of Behaviourist Learning Theory ** **Behaviourism **, also called the learning perspective (where any physical action is a behaviour), is a philosophy of psychology based on the proposition that all things that organisms do—including acting, thinking and feeling—can and should be regarded as behaviours (Skinner, 1984). **Behaviourism ** as applied to learners is the idea that the learner is an empty container to be filled with “the learning”. What the learner does after learning is called his “behaviour.” The behaviour can be shaped by putting various things into the container and observing what happens (Focal Works, 2011). **Behaviorism ** is a worldview that assumes a learner is essentially passive, responding to environmental stimuli. The learner starts off as a clean slate (i.e. //tabula rasa //) and behavior is shaped through positive reinforcement or negative reinforcement. Both positive reinforcement and negative reinforcement increase the probability that the antecedent behavior will happen again. In contrast, //punishment // (both positive and negative) decreases the likelihood that the antecedent behavior will happen again. Positive indicates the application of a stimulus; Negative indicates the withholding of a stimulus. Learning is therefore defined as a change in behavior in the learner. Lots of (early) behaviorist work was done with animals (e.g. Pavlov’s dogs) and generalized to humans (Learning Theories, 2008). **<span style="font-family: 'Trebuchet MS',sans-serif;">Radical behaviorism, ****<span style="font-family: 'Trebuchet MS',sans-serif;">d **<span style="font-family: 'Trebuchet MS',sans-serif;">eveloped by Skinner, describes a particular school that emerged during the reign of behaviorism. It is distinct from other schools of behaviorism, with major differences in the acceptance of mediating structures, the role of emotions, etc. **<span style="font-family: 'Trebuchet MS',sans-serif;">2. Leading Behavioural Theorists ** <span style="font-family: 'Trebuchet MS',sans-serif;">Originators and important contributors: John B. Watson, <span style="font-family: 'Trebuchet MS',sans-serif;">Ivan Pavlov- Did his study with dogs where he used a bell to indicate the presence of food therefore stimulate a behavior which is the dogs salivating in anticipation, B.F. Skinner, E. L. Thorndike (connectionism), Bandura, Tolman (moving toward conce of gnitivism) **<span style="font-family: 'Trebuchet MS',sans-serif;">3. Key principles of Behaviourial Learning Theory ** <span style="font-family: 'Trebuchet MS',sans-serif;">(a) Learning is manifested by a change in behaviour. <span style="font-family: 'Trebuchet MS',sans-serif;">(b) environment shapes behaviour. <span style="font-family: 'Trebuchet MS',sans-serif;">(c) contiguity (how close in time two events must be for a bond to be formed) as well as reinforcement are central to explaining the learning process. **<span style="font-family: 'Trebuchet MS',sans-serif;">4. Behaviourial Learning Theory principles in relation to ICTs ** <span style="font-family: 'Trebuchet MS',sans-serif;">(a) Learning is manifested by a change in behaviour. <span style="font-family: 'Trebuchet MS',sans-serif;">(b) environment shapes behaviour. <span style="font-family: 'Trebuchet MS',sans-serif;">In an environment with ICTs the users sees the learning process in a new light and thus this effects a change in their behaviour. This give the sense that the gap between the learning environment and the outside world is bridged by the ICTs <span style="font-family: 'Trebuchet MS',sans-serif;">(c) contiguity (how close in time two events must be for a bond to be formed) as well as reinforcement are central to explaining the learning process. <span style="font-family: 'Trebuchet MS',sans-serif;">With the use of ICTs reinforcement is easier as information is stored in its original form and can be easily made reference to at any time. New information is also made available that can support what is already there. **<span style="font-family: 'Trebuchet MS',sans-serif;">How behaviourist approach teaching ** **<span style="font-family: 'Trebuchet MS',sans-serif;">Izzet Kara did an experiment with grade 7 students to find out which method of instruction between the Traditional Instruction (TI) and Computer Assisted Instruction (CAI) lead to better understanding and retention. During the experiment the teacher remained in full control of the content that was to be learned which was the same for both groups. The two groups started with the same pretest and after the delivery of the content the groups were given a post test and after 5 months the groups were given another test. It was found out that the group were CAI was used performed better in both the post test and the last test which proved that the more aids you use in the instruction the better the retention of learning. ** **<span style="font-family: 'Trebuchet MS',sans-serif;">The bad: Thinks of learners as empty containers ** <span style="font-family: 'Trebuchet MS',sans-serif;">B. F. Skinner proposed a teaching machine but the problem is that it does not have human qualities. The machine instructs the different set of activities. If the student does not understand the sequence of instruction then there is no one to explain. By using a teaching machine this theory views the student as an empty container that is there to receive and be filled with knowledge. **<span style="font-family: 'Trebuchet MS',sans-serif;">Summary ** <span style="font-family: 'Trebuchet MS',sans-serif;">This is the one that actually caused the problem—the problem that other learning theories try to rectify! While talking about behaviourism, the phrase “operant conditioning” comes up often. Stripped of the details, this scientific-sounding word means: “Reward someone for doing something good, and punish him for doing something bad. He will automatically do the correct activities after some time” (Focal Works, 2011). <span style="font-family: 'Trebuchet MS',sans-serif;">As adults, what we remember about our schoolroom is close to this. The teacher teaches by filling the students with facts they should know. The exam tests how much they know. If the student “behaves” correctly by showing that he has learnt, then he is rewarded by being promoted. If he has behaved incorrectly, he/she is demoted. Teachers hope that in this way, the student will eventually behave perfectly, that is, that he will be filled with the correct knowledge (Focal Works, 2011). <span style="font-family: 'Trebuchet MS',sans-serif;">There is no single theory of learning which supplies a total explanation of human learning. Some of the major agreements among educational psychologists which ICT education teachers need to bear in mind: <span style="font-family: 'Trebuchet MS',sans-serif;">(1) Motivation is essential for learning <span style="font-family: 'Trebuchet MS',sans-serif;">(2) Transfer of training is not automatic. Transfer of training is more likely to occur when experiences are meaningful in terms of goals of learners. <span style="font-family: 'Trebuchet MS',sans-serif;">(3) Mere repetition or drill is not necessarily conducive to learning, but they are likely to be where drill or repetition is experienced because learners see that these activities are related to their goals. <span style="font-family: 'Trebuchet MS',sans-serif;">(4) Learning is not merely a matter of chance, it is related to goals of learners toward their goals are more likely to be learned (J. D. Millet, 1962). **<span style="font-family: 'Trebuchet MS',sans-serif; font-size: 16pt;">References ** =<span style="font-family: 'Trebuchet MS',sans-serif; font-size: 12pt;">Focal Works (2011) //<span style="font-family: 'Trebuchet MS',sans-serif; font-size: 12pt;">Learning Theories 101: What they mean. //<span style="font-family: 'Trebuchet MS',sans-serif; font-size: 12pt;">Available from: []. Accessed: 25 July 2011. = =<span style="font-family: 'Trebuchet MS',sans-serif; font-size: 12pt;">Kara, I (2008) The Effect on Retention of Computer Assisted Instruction. //Journal of Instructional Psychology in Science Education//, 35(4):357-364. = <span style="font-family: 'Trebuchet MS',sans-serif;">Learning Theories (2008) Behaviorism. Available from: []. Accessed: 25 July 2011. <span style="font-family: 'Trebuchet MS',sans-serif;">Millet, J. D. (1962) //Learning Theories//. Cited in Mathematics Education Reader, University of Zambia, 1989. <span style="font-family: 'Trebuchet MS',sans-serif;">Skinner, B. F. (1958) Teaching Machines. //Science//, 128(3330):969-977. <span style="font-family: 'Trebuchet MS',sans-serif;">Skinner, B.F. (1984) [|"The operational analysis of psychological terms"]. //Behavioral and Brain Sciences// **7** (4): 547–81. Available from: []. Accessed: 25 July 2011. <span style="font-family: 'Trebuchet MS',sans-serif;">Wikipedia (2011) Learning Theory (Education). Available from: []. Accessed: 25 July 2011.
 * <span style="font-family: 'Trebuchet MS',sans-serif;">new knowledge leads to change in behaviour. Once someone learns something it changes how they perceive something.
 * <span style="font-family: 'Trebuchet MS',sans-serif;">Example: In South Africa & Zimbabwe good academic performance is found among in schools that were once pre-dominantly white, (A schools) in Zimbabwe.
 * <span style="font-family: 'Trebuchet MS',sans-serif;">Repetition enforces the learning process. Sometimes this is done out of context since behaviourist believe that students can be taught best when the focus is directly on the content to be taught.
 * <span style="font-family: 'Trebuchet MS',sans-serif;">When using ICTs more of the senses of the human being are being used. This stimulates change in behaviour as it is a more effective learning process. Visual, audio and hand co-ordinations versus just audio although this is all still instructional learning.
 * 1) <span style="font-family: 'Trebuchet MS',sans-serif;">Breaking information and skills into small units
 * 2) <span style="font-family: 'Trebuchet MS',sans-serif;">Providing regular feedback as well as encouragement
 * 3) <span style="font-family: 'Trebuchet MS',sans-serif;">Teaching is direct
 * 4) <span style="font-family: 'Trebuchet MS',sans-serif;">Direct or teacher centered instruction
 * <span style="font-family: 'Trebuchet MS',sans-serif;">The word: ****<span style="font-family: 'Trebuchet MS',sans-serif;">Behaviourism **
 * <span style="font-family: 'Trebuchet MS',sans-serif;">The people: ****<span style="font-family: 'Trebuchet MS',sans-serif;">Ivan Pavlov, B F Skinner, and others **
 * <span style="font-family: 'Trebuchet MS',sans-serif;">The good: ****<span style="font-family: 'Trebuchet MS',sans-serif;">Gives the instructor full control **