Behavioral Learning Theory

Concept

Behavioristsbelievethatlearningistheconnectionbetweenstimuliandresponse.Theirbasicassumptionisthatbehavioristhelearner’sresponsetoenvironmentalstimuli.Theyregardtheenvironmentasastimulus,theaccompanyingorganicbehaviorasaresponse,andallbehaviorsarelearned.Theapplicationofbehavioristlearningtheoryinschooleducationpracticeistorequireteacherstomasterthemethodsofshapingandcorrectingstudentbehavior,creatinganenvironmentforstudentstomaximizeStrengthenstudents'appropriatebehaviorsandeliminateinappropriatebehaviors.

Watson

TheAmerican-psychologist-JohnWatsonfoundedthebehavioristlearningtheoryintheearly20thcentury.InGuth,Herbat,Thunderk,Skinnerb>Undertheinfluenceofothers,behavioristlearningtheoryhasdominatedtheUnitedStatesforhalfacentury.Skinnerevenpushedthebehavioristlearningtheorytothepeak.Heproposedtheoperabilityconditionalactionprinciple,andconductedasystematicstudyonthereinforcementprincipletostrengthenThetheoryhasbeenwelldeveloped.Hedesignedtheteachingmachineandprogramteachingbasedontheprincipleofoperativeconditionalaction,whichonceswepttheworld.

Watsonbelievesthathumanbehaviorisacquired,andtheenvironmentdeterminesaperson’sbehaviorpattern.Whetheritisnormalbehaviororpathologicalbehavior,itisacquiredthroughlearning,anditcanalsobelearnedthroughlearning.Andtomodify,increaseoreliminate,itisbelievedthattheregularrelationshipbetweenenvironmentalstimuliandbehavioralresponsescanbeidentified,andtheresponsecanbepredictedbasedonthestimulus,orthestimuluscanbeinferredbasedontheresponse,soastoachievethepurposeofpredictingandcontrollingthebehaviorofanimalsandhumans.Hebelievesthatbehaviorisacombinationofvariousphysicalresponsesthatanorganismusestoadapttoenvironmentalstimuli.Someareshownontheoutsideandsomearehiddeninside.Inhiseyes,thereisnodifferencebetweenhumansandanimals,andtheyallfollowthesamelaws.

Skinner

BurrhusFredericSkinner(BurrhusFredericSkinner,1904-1990),anAmericanpsychologist,hebelievesthattheInstituteofPsychologyTheconcernistheobservableappearanceofthebehavior,nottheinternalmechanismofthebehavior.Hebelievesthatsciencemustbestudiedwithinthescopeofnaturalscience,anditstaskistodeterminethefunctionalrelationshipbetweenthestimuluscontrolledbytheexperimenterandtheresponseoftheorganism.Ofcourse,henotonlyconsiderstherelationshipbetweenastimulusandaresponse,butalsoconsiderstheconditionsthatchangetherelationshipbetweenthestimulusandtheresponse.Hisformulais:R=f(SoA).Themainpointofbehaviorismisthatpsychologyshouldnotstudyconsciousness,butshouldonlystudybehavior,completelyantagonizingbehaviorandconsciousness.Intermsofresearchmethods,behaviorismadvocatestheuseofobjectiveexperimentalmethodsinsteadofintrospection.

Hedividesthelearningprocessintotwotypes:response-typeconditionedactionandoperation-typeconditionedaction.Classicalbehaviorismstudiestheformer,whileSkinner'sresearchfocusesonthelatter.Theformationofoperationalconditionedreflexdependsontheorganismtomakeacertainactionresponse;andtheformationofclassicalconditionedreflexdependsontheunconditionedreflexoftheorganism.Atthesametime,thetreatmentofconsciousnessisnotlikeclassicalbehaviorism.Itdoesnotavoidtalkingaboutit.Instead,itrecognizestheexistenceofconsciousness,butbelievesthatconsciousnessisnothingmorethanaprivateeventthatoccursintheskinofanorganism.Itdoesnotactasabiologicalmediatorofbehavior,butasPartofthebehavioritself,sosensoryperceptioncanbeanalyzedasaformofstimuluscontrol.

1.Howtolookatknowledge:Knowledgeistheorganizedaccumulationofconnectionsandsomeskills,anditistheformationofvariousorganizedconnectionsbetweenbasicmentalunitsorbehavioralunits.Theseunitsaretheconnectionofsomestimulusresponses,emphasizingthatwhatsomeoneknowsisoftenaresponsetotheperson’sexperience.Regardingknowledgeasaviewofsomespecificreactioncombinations,theformationofacertainknowledgecanoftenbeexpressedbydetailedbehavioralgoalsincoursesandassessments.

2.Howtounderstandlearningactivities:Learningistheacquisitionanduseofconnections,formingconnections,strengtheningconnections,andadjustingconnections.Effectivelearningrequiresobviouspreparation,thatis,thebehavioroflearningneedstobe"shaped".Theconditionofmigrationistoobtaininadvancetheconnectionsneededtolearnnewknowledge,thesimilaritybetweenstimuliandresponses,andhowmuchorwhatarethereincommonbetweentheinitiallylearnedprocedureandtheproceduretobelearnedinthecontextofthetransferProductionrulesforconditionalactions.

3.Howtotreatteachersandlearners:Theteacheristhedesignerandorganizeroftheteachingprocess,andthetrainer,whilethelearnerpassivelyacceptsknowledgeintheenvironmentcreatedbytheteacher.Theirmasteryofknowledgedependsonwhethertheycanpracticerepeatedlyandgettimelyfeedback.Therefore,learnerscanbearbitrarilyshapedbyteachers,theyarereceiversandled.

4.Howtounderstandteaching:Skinnerbelievesthat“teachingisaboutarrangingeventsthatmaybereinforcedtopromotelearning.”Tocreateopportunitiesforstudentstorespondtothestimulitolearn,teachingshouldbedonebystudentsAfterthereaction,thereshouldbefeedbackthatfollows.(1)Teachinggoal:toprovidespecificstimulitoelicitspecificresponsesfromstudents.Themorespecificandprecisetheteachinggoal,thebetter.(2)Teachingprocess:Skinnerbelievesthatstudents'behaviorisaffectedbybehavioralresults.Forstudentstomakeadesiredbehavioralresponse,acertaininterdependencemustbeformed,thatis,thereisanintensifyingconsequenceafterthebehavior;Ifabehaviorisnotstrengthened,itwilldisappear.Accordingtothis,theinterdependentorganizationofteachingistomakeasystematicarrangementforthesettingofthelearningenvironment,thedesignofcoursematerialsandthemanagementofstudentbehavior;thefocusison"howtoteach"ratherthan"whattoteach."Infact,theemphasisisonbehavior,andthecoursecontentandteachingprocessshouldbespecifiedinanobservableandmeasuredform.(3)Teachingmethod:Therearethreeconditionsfortheeffectiveprogressofthelearningprocess:thepresentationoflearningmaterialsinsmallsteps;immediatefeedbackonanyreactionofthelearner;andthelearner'sself-pacedlearning.Thetraditionalteachingmethodviolatestheabovethreeconditions,andtheproceduralteachingmethodshouldbeadopted.Thedesignofprogramteachingneedstofollowthelogicproceduresinsidethetextbook,thatis,inordertoensurethattheerrorrateofstudentsinthelearningprocessisreducedtoaminimum;atthesametime,thetextbookshouldbedesignedreasonablysothateveryproblem(thatis,everysmallstep)isCanreflectthelogicalvalueofteachingmaterials.Thecontentofeachstepisverysmall,andthewholesystemisarrangedfromshallowtodeep,fromsimpletocomplex.Therearetwoformsofprogramteachingarrangements:"straight-lineandbranching".

Bandura

Banduraputsforwardthe"observationlearningtheory"onthebasisofalargenumberofexperimentalstudies.In1961,heconductedanexperimentwithpreschoolchildren.Firstletthechildrenwatchanadultrolemodelpunchandkickaninflatabledoll,andthentakethechildrentoalaboratorywithinflatabledollsandletthemmovearoundfreely.Itturnsoutthatchildrenarealsopunchingandkickinginflatabledollsfollowingtheactionsofadultrolemodels.Thisshowsthatadultrolemodelshaveasignificantimpactonchildren'sbehavior,andchildrencanlearnnewbehaviorsbyobservingthebehaviorofadultrolemodels.

Observingandlearningtheessenceofhumanlearning

Banduradivideslearningintotwoforms:directexperiencelearningandobservationallearning.

Thelearningofdirectexperienceisthelearningprocessthattheindividualrespondstothestimulusandisreinforced.Itslearningmodeisstimulus-response-reinforcement;itleavesthelearner’sownexperienceandthereinforcementreceived,Learningcannotbeproduced.

Observationlearningreferstotheprocessofcompletinglearningbyobservingtheresponseofarolemodeltoexternalstimuliandthereinforcementitreceives.

Theprocessofobservingandlearning

1.Payattentiontotheprocess:perceptionofrolemodels.Observersconcentratetheirpsychologicalresources,suchasfeelingsandperceptions,onexampleevents.Itdetermineswhatkindofinformationisselectedastheobservationobjectandwhatinformationisobtainedfromit.Itisthestartinglinkofobservationallearning.

2.Keepingprocess:thestorageofinformation.Theobserverstorestheacquiredinformationinthememoryintheformofsymbolicrepresentation.Inthisprocess,theimmediateobservationalexperienceistransformedintoadurableandstablecognitivestructure,whichprovidesguidancetotheideasaftertheendoftherolemodel.

3.Generationprocess:thetransformationfrommemorytobehavior.Converttherepresentationsandsymbolsinthememoryintoappropriatebehaviors,thatis,reproducethemodelbehaviorsobservedbefore.

Fromtheinsidetotheoutside,fromconcepttobehavior.

4.Motivationprocess:behavioralperformance.Afterseveralprocessesofattention,maintenance,andreformation,theobserverhasbasicallylearnedtherolemodelbehavior,butmaynottaketheinitiativetoperformthebehavior.Observerswillonlyshowthelearnedbehaviorwhendrivenbymotivation,thatis,undertheinfluenceofacertaininducementinaspecificsituation.

Observethelearningconditions

1.Externalfactors.Thecharacteristicsofrolemodelsincludegender,age,occupation,socialstatusandsocialprestige,etc.,whichwillaffecttheattentionofobserverstorolemodels.

2.Internalfactors.Theobserver'sowncognitiveability,knowledgebackgroundandvalueorientationwillallplayarestrictiveroleintheattentionprocess.

Thorndike

Thunderkeisawell-knownAmericanpsychologistwhohasconductedin-depthresearchonanimalandhumanlearning,teachingprinciplesandlearningtransferearlier,andisknownAsthe"FatherofEducationalPsychology."

1.Theessenceoflearningistoformaconnectionbetweenstimulationandresponse.

2.Theprocessoflearningisaprocessofcontinuoustrialanderrortoformaconnection.

3.Preparationlaw,practicelawandeffectlawarethemainlawsoflearning.

Preparationlaw:Referstothelearner'spreparationbeforelearning.

Practicelaw:referstotheconnectionbetweenstimulusandresponseincreasesordecreaseswiththenumberofexercises.Itincludesthelawofapplicationandthelawofapraxia.Thelawofapplicationmeansthatthemoreconnections,thestrongertheconnection.Thelawofapraxiameansthatifyoudonotpracticewithinacertaintimeframe,thepowerofconnectionwillweakenorevendisappear.

Effectiverate:thatis,iftheindividual’sresponsetoacertainsituationformsavariableconnectionfollowedbyastateofsatisfaction,thisconnectionwillbestrengthened;onthecontrary,ifitisaccompaniedbyaWhenpeoplearebored,thisconnectionwillweaken.