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Behavioral Learning Theory

According to behaviorism, learning is defined as a relatively permanent change in behavior resulting from experience or practice. Behaviorists believe that learning is an internal process, but it is only recognized as learning when it is displayed through overt behavior. The behavioral approach focuses on how the environment impacts observable behavior, rather than internal processes like cognition. Classical and operant conditioning are two major learning theories within the behavioral perspective.

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Bhakti Khanna
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619 views

Behavioral Learning Theory

According to behaviorism, learning is defined as a relatively permanent change in behavior resulting from experience or practice. Behaviorists believe that learning is an internal process, but it is only recognized as learning when it is displayed through overt behavior. The behavioral approach focuses on how the environment impacts observable behavior, rather than internal processes like cognition. Classical and operant conditioning are two major learning theories within the behavioral perspective.

Uploaded by

Bhakti Khanna
Copyright
© Attribution Non-Commercial (BY-NC)
Available Formats
Download as PPT, PDF, TXT or read online on Scribd
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2 According to the behaviorists, learning


can be defined as ³the relatively
permanent change in behavior brought
about as a result of experience or
practice.´
2 Behaviorists recognize that learning is an
internal event. However, it is not
recognized as learning until it is displayed
by overt behavior.
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2 he term "learning theory" is often


associated with the behavioral view.
2 he focus of the behavioral approach is
on how the environment impacts overt
behavior.
2 Remember that biological maturation or
genetics is an alternative explanation for
relatively permanent change.
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2 he feedback loop that connects overt


behavior to stimuli that activate the
senses has been studied extensively from
this perspective.
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2 ëontiguity theory
2 ëlassical or respondent conditioning
theory
2 Operant or instrumental conditioning
theory
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ëlassical Operant
conditioning conditioning
Two stimuli, UCS and A response (R) is
CS, are paired followed by a reinforcing
stimulus (S)
Involuntary behavior : Voluntary behavior:
elicited by a stimulus emitted by an organism
CS CR RS
OR: S-R-S
A-B-C Model
‡ Behavior is sandwiched between
„ Antecedants (a stimulus that comes
before the behavior)
„ ëonsequences (a stimulus that comes
after a behavior)
Consequences
‡ Reinforcement

‡ Punishment
Reinforcement

2 Positive reinforcer: ³Rewards´ or


something desireable is received
after a behavior occurs
2 Negative reinforcer: ³Escapes´ or
something undesirable is avoided
after a behavior occurs
Punishment
‡ Presentation punishment: An
undesirable stimulus is received after
a behavior occurs

‡ Removal punishment: A desireable is


lost or removed after a behavior
occurs
Environmental influences on
consumer behavior
‡ Culture
„ That includes knowledge , belief,
art,morals,law, customs, and any other
capabilities and habits acquired by man as a
member of society. every thing that is socially
learned and shared by the members of
society.
‡ Characteristics of culture
‡ Culture is learned
„ From one generation to an other
‡ ëulture is socially shared
„ American culture in our society / TV programs etc.
‡ ëulture are similar but diff.
„ e.g. calendar / education/ family/ music/ gestures/
housing etc.
‡ ºs persistent
„ Cultural elements are handed down from generation
to generations cant escape ur cultural heritage
‡ ºs adaptive
„ But in spite of resistance culture is changing gradually
rate of change varies.
‡ Organized as well as integrated.
„ Tends to form a consistent and integrated as a whole.
Phases in a Behaviorist Lesson
2 Orientation: overview, explains why, etc.
‡ Presentation: explain how to, steps,
demonstrate how to.
2 Presented in very small steps with mastery of
each step the goal
‡ Numerous examples with teacher
demonstrating correct responses
‡ When difficulty is encountered, additional
explanations and examples given.
‡ Constant evaluation of ALL students
understanding.
‡ Practice phase
„ Structured practice: whole class led through each
step of the problem with teacher leading and
checking for everyone¶s understanding.
„ Guided practice: students work on a few
examples alone at their desks. Teacher circulates
and monitors, providing corrective feedback and
reinforcement
„ Independent practice: students given a few
examples just like what had been learned to
practice alone. Feedback is not necessarily
immediate (i.e. next day).

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