Abstract This paper discusses behaviorist theory in relation to education. The paper provides a history of behaviorist theory, and further discusses its direct link to the educational process. The paper further examines the uses of behaviorist theory in education, and discusses those who are opposed to this theory in relation to learning in the classroom. The paper draws conclusions based on the research and provides an opinion of the use of behaviorist theory today.
From the Paper "Behaviorist theory began with Ivan Pavlov, who believed that behavior could be conditioned. Through his experiments with dogs Pavlov discovered that he could ring a bell, bring the dogs food, and when the dogs were conditioned to hearing the bell they would begin to salivate in anticipation of the food, even if it did not exist. John Watson incorporated ideas from Pavlov's research into his own theories. Watson contended that man could only be studied without subjective inference through his behavior. Yet, the most significant name associated with behaviorism is B.F. Skinner. Skinner tested Watson's ideas and determined that in reality "we behave the way we do because this kind of behavior has had certain consequences in the past" (DeMar, n.d.). Skinner called this type of behavior "operant conditioning"."
Abstract This paper provides a history of behaviorism and focuses on the contributions of Edward Thorndike, John Watson, Bandura, and especially Pavlov and Skinner. The paper discusses the main concepts of behaviorism and looks at key experiments in the field.
From the Paper "At the beginning of the twentieth century, psychology tended to focus on the experimental study of physiological processes and the use of introspection to analyze experiences. Physiological research was limited due to the technology available at the time. Introspection was controversial because it was extremely subjective. Many psychologists believed that if psychology was to be respected as a science, then it must focus on observable events and behaviors, not introspection. Behaviorism, a dominant force in psychology from the early 1900s until the mid-1950s, developed largely as a reaction to the psychoanalytic perspective and the use of introspection. Behaviorists were opposed to introspection, believing it was too subjective, especially regarding mental processes. Behaviorist experiments used an observable stimulus on an organism which caused an observable response, without reference to the mental processes involved. Behaviorism, which developed as a reaction to introspection, contributed much to the understanding of learning principles, but is heavily criticized for underestimating the importance of cognition and biological predispostions on an organism's learning ability."
Abstract In this article, the writer notes that against the broader backdrop of the ongoing debate about the integration of religion and psychology, is the debate about the integration of specific faith practices in behaviorist strategies in both professional and non-professional settings. The writer notes that integration attempts to engage individuals in a wholistic manner, considering all aspects of their personhood: behavioral, social, physical, mental and spiritual. The writer also notes that religious individuals and families benefit from behaviorist interventions that include Scripture, prayer and the foundation of a spiritual understanding of humanity. The writer then discusses whether the use of Christian practices with behaviorist intervention should be considered as control, discipline or discipleship.
Outline:
Abstract
Integrating Scripture with Behavioral Interventions
In Professional Settings (Psychotherapy, CBT and ASD)
In Non-Professional Settings (Church and Home)
From the Paper "Sunday School is once a week and many Christian parents do not find themselves in psychotherapy, CBT or ABA therapy with their children. It is within the day-to-day task of parenting children without disorders that they desire to integrate faith practices. With the relationship of Jesus and His disciples serving as a model, it is suggested that in daily life learning/behavior modification is continuous and often unscheduled. The bookshelves in church libraries and church sponsored parent education classes become a source of information on how this can be accomplished.
"A review of an assortment of books in the Willingdon Church library highlighted the various levels of education and experience of authors, as well as varying degrees of integration suggested. With millions of books sold, Dr. James Dobson is a leading psychologist that Christian parents go to for direction."
Abstract This essay looks at two out the the six approaches to psychology - the psychoanalyst and behaviorist approaches . Freud's theories are examined with relation to the psychoanalyst approach while the theories of Skinner and Watson are also discussed in terms of the behaviorist approach. These theories are compared for the similarities while they are also contrasted. The writer shows how each approach contributes in a different way to the understanding of psychology.
From the Paper "For this essay it will subsequently be beneficial to compare and contrast Psychoanalysis and Behaviourism in retrospect; as these perspectives have been associated with important figures in the world of psychology. Sigmund Freud was the founder of psychoanalysis, while J.B Watson was one of the main leaders of the behaviourist movement; Burrus Skinner looked keen on developing behaviourism further. In order to achieve this it is imperative to research into the history of psychoanalysis and behaviourism, and it is imperative to consider how they have been developed and the fundamental principles on which they rely. As a result it is essential to present any similarities and differences in the two approaches. (Hayes, N (2000))"
Abstract This paper provides insight into anorexia nervosa, a mental illness where individuals refuse to eat in pursuit of losing weight due to their intense fear of being fat. It looks at the two types of anorexia nervosa, the primary and secondary form and examines some of the physical symptoms that patients incur such as pallor, emaciation, weakness, muscle fatigue, lanugo (a growth of fine body hair) and amenorrhoea as well as heart complications. It looks at how there are several psychological models which can describe anorexia and focuses on the cognitive model and the behaviorist model. It shows how behavioral therapies are based on the assumption that mental disorders are maladaptive behaviors which have resulted from faulty learning and how the cognitive model concerns itself with the internal processes of thought and the role played by expectations, attitudes and the interpretation of events.
From the Paper "Anorexia nervosa is not the result of an overnight decision. This is why it is so difficult to become aware of until it has advanced to a substantial degree. It generally starts off as a harmless diet, usually without the intentions to starve oneself. In spite of that, if a person has certain predispositions, it may gradually result in anorexia. This is because as the diet progresses, the individual may experience some kind of "dieting euphoria" because this kind of lifestyle provides them with a sense of control for two reasons; an external and an internal. The external reason is that it provides a sense of "mastery and euphoria to a person who previously not only felt weak but depressed and empty" (Richard A. Gordon). And the internal reason is the accomplishment of a thin body is appraised by today's society. However the feeling of euphoria that is experienced is relatively short-lived. In fact, the longer the fasting lasts, a sense of depression gradually takes over to the degree where it becomes a dominant mood. Eventually, the anorexic will go to any extremes in order to conceal and defend her low weight and minimum appetite."
Abstract Prior to 1957, the two most popular ways of analyzing grammar were the methods of prescriptivism and structuralism, or structural grammar. The paper examines how all this changed with the release of Noam Chomsky's "Syntactic Structures" in 1957 in which he introduced a new way to analyze grammar called 'transformational grammar'. The paper discusses how Chomsky publicly destroyed Skinner's theories and argues that Chomsky's ability to explain certain quirks of the English language, such as ambiguity, and the behaviorists' utter lack of a retort, makes it clear that Noam Chomsky deserves his title as a living legend among linguists today.
From the Paper "Chomsky makes clear that the input-output approach is better and different from the approach of the behaviorist, because he points out once again how it can handle certain nuances of the language such as ambiguities. "Whatever a habit-structure is, it's clear that you can't innovate by habit, and the characteristic use of language, both by a speaker and a hearer, is innovation" (103)."
Abstract The paper explains the rationale and the processes of behaviorism, specifically within the context of pedagogical application. The paper clarifies the systematic approaches to training students in the classroom through behavior modification.
Outline:
Introduction
Rationale of Behaviorist Theory in Education
Application of Behaviorism in the Classroom
From the Paper "In the study of development of pedagogical strategies for an effective, well-balanced classroom, many different theories of development are used to observe the actions of students and identify causes of both positive and negative behaviors. One of the most straightforward of these observational theories is that of behaviorism (Ormrod, 2004). In psychology, behaviorist theory indicates that the actions of all persons can be interpreted according to outcome. This process can also be equated towards affecting learning, wherein a student who receives education through behaviorist pedagogical strategies will learn through being taught actions that are deemed appropriate by the educator."
Abstract This paper discusses David Armstrong's "The Nature of Mind", which presents an attack on the behaviorist model of the nature of the mind and mental states. The paper first discusses Armstrong's arguments and analyses. It then concludes that Armstrong's intentions and arguments are quite valid, but the evidence supporting his position is sorely lacking.
From the Paper "Logic can be used to prove any position, even with identical data sets--this is the danger of critical work performed in the humanities and social sciences. Unlike the hard sciences--such as molecular biology or astrophysics--is more difficult in the humanities to create situations and data that cannot be explained away using a variation of the prevailing theory. Its disciples defend the theory despite any evidence to the contrary. And though this does occur in the hard sciences to some degree, experiments are designed to disprove existing hypothesis, not set up conditions by which they can be confirmed. In asserting the dominance of scientific consensus in regard to conceptions of the human mind, Armstrong should have followed that lead and based his argument on the evidence that exists instead of suggesting a theory and then performing logical and linguistic acrobatics to demonstrate its validity."
Abstract In direct opposition to the prevalent beliefs of the psychologists who held that consciousness is the subject matter of psychology, behaviorists asserted that behavior of the human being should be the subject matter.1 To behaviorists, the focus on the inner life of human beings detracts from the importance of the revealing aspects of behavior.2 Therefore, behaviorists restrict themselves only to things that can be observed in order to establish patterns of behavior.3 Very often, the close observation of what the subject does in a variety of situations can produce revealing information not only about the diversity of behavior, but also consciousness.4 Ultimately, the knowledge of human behavior is significant because the externalization of the human being's consciousness has an effect on the rest of humanity. Consciousness, by itself, without the consequent..."
From the Paper " In direct opposition to the prevalent beliefs of the psychologists who held that consciousness is the subject matter of psychology, behaviorists asserted that behavior of the human being should be the subject matter.1 To behaviorists, the focus on the inner life of human beings detracts from the importance of the revealing aspects of behavior.2 Therefore, behaviorists restrict themselves only to things that can be observed in order to establish patterns of behavior.3 Very often, the close observation of what the subject does in a variety of situations can produce revealing information not only about the diversity of behavior, but also consciousness.4 Ultimately, the knowledge of human behavior is significant because the externalization of the human being's consciousness has an effect on the rest of humanity. Consciousness, by itself, without the consequent..."
Abstract This paper focuses on two theoretical approaches of psychopathology concerning abnormal behavior in humans, the behavioral approach and the cognitive approach. These two approaches are compared and contrasted. The paper considers their effectiveness in both explaining the origins of, and treating mental disorders. The paper's explanation of the behavioral approach includes a look at modeling, operant conditioning and classical conditioning. The cognitive model is portrayed as an evolved behaviorist model. The paper explains that cognitive psychologists believe that cognitive processes, such as thoughts and emotions, drive behavior. The conclusion drawn by the paper is that the therapies that work best are ones that use combinations and treatments of these models, such as the cognitive-behaviorist model.
From the Paper "The first theoretical approach that shall be focused on is behaviorism. The underlying connotations of this approach is that all human behavior, whether it being internal (mental) or external (observable), is determined by the experiences a person has undergone, and how they have learned from them. One of the positive aspects of behaviorism is that it can be tested, observed and measured easily, unlike most psychological theories and models. Behaviorists have come to the conclusion that all human behavior has been conditioned. This belief originated in the 1950's where psychologists performed experiments on the behavior of organisms and through conditioning they could be taught how to act or behave in certain predicted ways. Through this method they applied several of these methods as being the cause of human functioning and if done incorrectly then could be the cause for abnormal functioning."
Abstract This paper explains the difference between Skinner's behaviorist theory of learning and the theories of Hebb, Tolman and the Gestalt school. It emphasizes the difference in the theories' view of reinforcement as a learning tool and explains why Skinner has been called a 'radical behaviorist'.
This paper reviews "Reality Therapy; A New Approach to Psychiatry"(1965) written by Dr. William Glasser, a leading expert in the field of mental health, who believes in a direct, straightforward therapeutic approach.
Abstract This paper explains that "Reality Therapy; A New Approach to Psychiatry" by Dr. William Glasser is almost a step by step blueprint, to his unconventional theory, which contradicted many beliefs of Sigmund Freud. The author points out that Glasser underlines the idea that people who use behaviorist, cognitive behaviorist or another person-centered type of therapy method can easily adapt to his approach. This paper relates that Glasser's book is based on an individual's power to choose how he reacts to life, to people and to circumstances.
Table of Contents:
Introduction
Review
Conclusion
From the Paper "One example that he used will touch the heart of every reader. The girl came from an environment that anyone would rebel in. Non caring parent, ghetto lifestyle and used by the various men she encountered with little thought to the fact that at the time she was just a small girl. This case study that he illustrates provides concrete evidence that reality therapy can work. She is taught to accept her past, move toward her future and concentrate on her life, her desires, her ability to make those goals happen."
Abstract The paper discusses the main theories of human development, including environmental versus epigenetic theories, Freud's psychoanalytic theory, Watson's behaviorist theory and Skinner's classical conditioning theory. The paper also examines Bandura's social learning theory, Piaget's cognitive theory, Maslow's concept of humanism and Kohlberg's seven stages of moral development.
Outline:
Introduction
Environmental versus Epigenetic Theories
Psychoanalytic Theory
Behaviorist Theory (Watson)
Classical Conditioning
Social Learning Theory
Cognitive Theory
Humanism
Stages of Moral Development
Conclusion
From the Paper "There has always been a substantial disagreement between 'nature versus nurture.' Epigenetic theories assume that the human is primarily influenced in his/her development by genetic factors (Ojiem, 2006), while environmental theorists emphasize the influence of environmental--'nurture'--as the primary influence on development.
"Most recent works have cited the combination of the two (Groduitskii, 2001) as providing an influence on overall development."
Abstract This paper explains that bullying is a very real problem that children experience today, which creates a situation of fear and unhappiness for those being bullied. The paper then reviews cognitive, behaviorist and social interaction theories to better understand this problem. The paper stresses that the act of bullying is entirely unacceptable and must be controlled to prevent serious damage to children.
Table of Contents:
Introduction
A Cognitive Approach to Bullying
The Behaviorist Approach to Bullying
The Social Element to Bullying
Conclusion
From the Paper "Social interactions influence a great deal of behavior, with the inputs taken in from around one's social situation influencing their behavior. From this perspective, children who engage in bullying may be learning from their social environment to participate in the act. Should one child bully another, there may be social pressure exerted upon the other children to either play along, or rebel, with the more seemingly popular option of the two often exerting the most influence. "
Tags: targets, mental processes, reality punishment, social pressure
Abstract This paper defines and compares the theories of learning from the behaviorist perspective and the cognitive point of view. The author discusses the contribution of psychologists in theses respective fields and concludes that a more detailed theory including situational characteristics is necessary.
From the Paper "Behaviorism is a theory of animal and human learning that focuses on objectively observable behaviors; behavior theorists define learning as nothing more than the acquisition of new behavior through a process of conditioning. Classic conditioning occurs when a natural reflex responds to a stimulus; a certain stimulus will produce a biological response. The most popular example is Pavlov's observation that dogs salivate when they eat or even see food."
