Behaviorist School of Learning - Research Paper Example

?LEARNING/TEACHING THEORIES and Number of Introduction Behaviorism is a type of teaching/learning method, which has shown so much success in the fields where there is correct response, which is usually easily memorized. This field of education came into play as a reaction against introspective psychology, which was active between 19th and 20th Century. According to Wilhelm Wundt, introspective psychology was the primary basis of psychology. Wundt and other psychologists argued that introspective psychology relied mostly on the reports of first person and their first hand experiences. However, behaviorists such as B.F Skinner and J. B Watson disagreed with Wundt on the basis that his methodology was not quantifiable and lacked objectives. For this reason, the two psychologists focused on justifiable, subjective, and quantifiable experiences as the basis of behaviorism form of learning and teaching. B.F Skinner argued specifically that it is not easy to quantify the activities of the mind and therefore only observable indicators such as stimulus and responses should be used as a basis for behaviorism (Skinner, 1969). Skinner further suggested that facts about mental states could be reduced especially with regard to behavioral dispositions. Behaviorism school of thought believes that behaviors can be described in a scientific manner without referring to either internal psychological events or hypothetical dispositions such as beliefs. Ivan Pavlov played a major role of distinguishing behaviorism from psychoanalytic and Gestalt movement although he did not agree with the behaviorists. Pavlov’s research on classical condition influenced Skinner, which led him to conduct several behaviorism researches on operant conditioning (Malott, 2008). Literature Review Behaviorism View of Learning In a study conducted by (Canterbury Christ Church University College, 2004) in London, the researchers reported that tutors enhanced initial teacher education influenced the learner’s behavior. Their research was based on Bronfenbrenner’s ecological system theory of 1989. Learners from age 5-16 were included and the study that was spread across primary and secondary schools of which 65% were American students. Their study concluded that learners achievement of goals can explain a learners motivation and discipline and this was with regard to the achievement goal theory by (Ames C, 1992). In another study conducted by (Anderman EM & Maehr ML, 1994) the psychologists through their series of research came up with a conclusion that motivation and discipline in terms of self-regulation are directly correlated hence backed a similar research conducted by (Giallo R, 2003). Through a series of research conducted, it was proved that learning to learn behaviors were identifiable and teachable and this included target setting and achievement of mean grades and scores. In a longitudinal study involving children’s study for math and reading, it was noted that motivation for learning math is directly and uniquely predicted by previous math achievement. The research further suggests that children aged between 5-7 years don’t differentiate subject areas while children between age 8-11 have clear conscious towards their subjects and will tend to place their motivational value in the subjects mostly succeeded (Guay, 2010). Similar reports were given with researchers from Canterbury Church who found out that curriculum that focuses on performance reduces the learner’s motivation than a pedagogy and curriculum that seeks to secure mastering of content. For this reason, motivation is improved if positive outcomes can be conclusively meaningful, feasible and easily accessible to students. Vygosty in his theory postulates that the zone of proximal development involves two stages (Daniels, 2002). The first stage is where the child is able to conduct some personal errands without any help. In the second level, Vygosty insist that there is a potential of development for a child if other people especially the teachers offer support. Vygotsky’s postulate of scaffolding argues that a child will constantly adjust to the amount of help the teacher or the parent is providing. The continuous support and help will give continuous development until the child becomes independent and be able to conduct some of the errands without any help (Vander Zanden, 2007). Discussion Stimulation of learning environment is possible by proving a wide variety of instruction methods, learning materials, and presentation styles. Grades in school have external motivation value if they are well planned in consideration of the motivation theory. Reinforcement is another external motivational component. The proponent of this approach B.F Skinner identified different types of reinforcers. According to Skinner positive reinforcement, which are regarded as rewards, have the ability to increase the probability of a given behavior. Negative reinforcers on the other hand are consequences that increase the probability of a given behavior by removing or reducing some negative stimuli. Skinner defines punishment as the unpleasant consequences that decrease the probability of a given behavior. The instructors work is simple regarding the above-suggested definitions according to B.F Skinner. Behaviorists suggest that reward and punishment are the main influences to learning but this is not true. Behavior can be directed towards getting a reward and getting punishment. Human behavior is much more complex and it includes curiosity. Many learners tend to be curious and tend to seek more information. Learners tend to attain satisfaction by solving puzzles, learning new things, and perfecting their skills and competence. Research indicates that providing students and learners with stimuli that is not far much different from what they already know and have idea with stimulates the level of curiosity in them. However, if students are provided with stimuli that they are not familiar with, it can lead to anxiety and not curiosity. As an instructor, it is important to ask students to solve problems and quizzes rather than presenting to them statements and facts. Curiosity is considered a motive to learn and it is intrinsic therefore continued rewarding is not the only way of motivation. The work of teacher is simply to use good grades and rewards to reward desired behavior and bad grades and reduced privileges to punish bad behavior. Some research suggests that motivation becomes increasingly differentiated with age both in subjects and across the school. (LeClaire, 2010), noted that children will tend to attach more value to subjects they achieved more success in the previous grade or levels. A related research conducted by Clarissa based on Bronfenbrenner theory, Clarissa concluded various factors that influence several environmental systems, and how they influence learners especially with those of hearing disability. For once, Clarissa noted that microsystem refers to the direct groups or institutions that a learner interacts with directly. In this case, the school was the learner’s primary group. The microsystem directly influences the child’s development. Bronfenbrenner suggests that the mesosytem can affect the child’s development (Arch G. Woodside, 2006). This is the relationship and the relation in which a child is able to compare the relationship between the school environment and home environment. Bronfenbrenner in his ecological systems theory reiterates the importance of the ecosystem interaction (Bronfenbrenner, 1979). This system involves the social setting and interaction with characters that does not have an active role with the child. Clarissa noted rom her research that if the mother of the child reduces the interaction with the child due to a job promotion that requires frequent travelling. The loss of interaction reduces the child’s ability. Positive behaviors that may be exhibited by the students in front of the teachers might not be necessary available if the teacher is absent. In this case, we can say that behavior is contrary to attitude. Fleming and Levy (Levy, 1993) suggests three approaches that can lead to attitudinal change. Their first suggestion talks of providing persuasive message to the learner. Their next suggestion is modeling and reinforcing appropriate behavior by creation of dissonance between affective, cognitive, and behavioral components of the attitude. In summary Levy and Fleming suggests that if a student is induced to perform certain act, which is contrary to the student’s own attitude, attitude change is likely to take place. Vygosty also shares this aspect in his cognitive development theory. He refers to the teachers and parents as more knowledgeable people and reiterates their importance in helping children with disabilities. However, is not substantially clear whether antisocial or disruptive behaviors in children at preschool age are associated with the kind of neurocognitive processes in older children and adults. Conclusion It is evident that behaviorism is quantifiable and teachable. It is also evident that positive behavior is more likely to be remembered and repeated if it is efficient, meaningful, and easily accessible to learners. From the literature review conducted, we also conclude that personal mastery, goal orientation is negatively related to the disruptive behaviors of learners. It is evident that performance approach goals are likely to be positively related to disruptive behavior. However, this is with respect to the fact that attainment in school learning is attributed to a combined effort of factors such as cognitive, teaching, and motivation factors. Finally, we conclude that motivation and discipline behavior can be used as significant indicators to predict grades and standard test scores. References Alexander, R. (2004). Still no pedagogy? Principles, pragmatism and compliance in primary education. Cambridge Journal of Education, 34(1), pp7-33. Ames C. (1992). Classroom: goals, structures and student motivation. Journal of Educational Psychology, 84: 261-271. Anderman EM & Maehr ML. (1994). Motivation and schooling in the middle grades. Review of Educational Research, 64: 287-309. Arch G. Woodside, M. C. (2006). Advancing Ecological Systems Theory in Lifestyle, Leisure, and Travel Research. Journal of Travel Research, Vol. 44, No. 3, 259–272. Baillargeon RH, N. C. (2007). The evolution of problem and social competence behaviors during toddlerhood: A prospective population-based cohort survey. Infant Mental Health Journal, 28:12–38. Bronfenbrenner, U. (1979). The Ecology of Human Development: Experiments by Nature and Design. . Cambridge, MA: Harvard University Press. Canterbury Christ Church University College. (2004). A systematic review of how theories explain learning behaviour in school contexts. Cambridge Journal of Education, 34: 7-33. Daniels, H. (2002). Vygotsky and pedagogy. London: Routledge Falmer. Giallo R, L. E. (2003). Classroom behaviour problems: the relationship between peparedness, classroom experiences, self-efficacy in graduate and student teachers. Australian Journal of Educational and Developmental Psychology, 3: 21-34. Guay, e. a. (2010). instrinsic identified, and controlled types of motivation for school subjects in young elementary school children. British Journal of Educational Psychology, Vol 80 Issue No 4 711-735. LeClaire, J. a. (2010). Behavioral Analytics For Dummies. New York: Wiley . Levy, M. F. (1993). Instructional Message Desingn, Principles from the Behavioral and Cognitive Sciences . New Jersy: Englewood Cliffs. Lewis, A. a. (2005). Overview and discussion: Overall conclusions. In Lewis, A and Norwich, B (eds) Special Teaching for Special Children? Maidenhead: Open University Press. Lindsay, G. (2003). ) Inclusive education: a critical perspective. British Journal of Special Education., 30 (1); pp3-12. Skinner, B. (1969). Contingencies of reinforcement: a theoretical analysis. New York: Appleton-Century-Crofts. Vander Zanden, J. W. (2007). Human Development. 8th edition (ed. New york: McGraw Hill. Read More