In the late nineteenth century, Russian scientist Ivan Pavlov was experimenting with his dogs when he discovered what he called classical conditioning (or stimulus-response). While he knew that the dogs naturally salivated for food, he noticed that after presenting food and a normally neutral stimulus (like the ringing of a bell) together repeatedly the dogs began to salivate as a result of the “neutral stimulus” alone. Through classical conditioning (the repeated presentation of food and a ringing bell together), the dogs had learned to associate the bell with food
In operant conditioning, behavior is shaped using reinforcements or punishments. An animal or a human receives a consequence (reinforcer or punisher) after performing a specific behavior. Operant conditioning occurs when a dog raises its left paw because it receives a treat for doing so and when a child completes his assignments because his parents threaten to punish him if he doesn’t. In operant conditioning, an animal or human learn from the consequences (reinforcer or punishment) of its own behavior.
Early in the twentieth century psychologist J.B. Watson expanded upon Pavlov’s findings, developing what is now a learning theory: behaviorism. Watson suggested psychology be studied through objective, observable behaviors rather than subjective, internal thoughts and consciousness. Watson proffered that experience and environment (rather than internal motivations or inherited traits) dictate who or what a person becomes (how he behaves).
Popularized by B.F. Skinner in the 1960s and 1970s, behaviorism supposes that psychology is more aptly studied through observing behaviors of individuals and making connections between their behaviors and their environments or prior stimuli. Outward actions are the result of stimuli -- positive or negative consequences. According to behaviorist theory, humans are no different from other animal species -- like Pavlov’s dogs -- in that we respond to stimuli: when we receive a pleasurable response to an action, we seek to repeat that action; when we receive a negative or unenjoyable response to an action, we avoid repeating that action.
You are provided with an overview of behaviorism for additional background on behaviorists views of knowledge, motivation and learning. As you review this article, think about how the theory of behaviorism applies to teaching, learning and educational environments. Click here to access the article.
When applied to education as a learning theory, behaviorism indicates that the role of the teacher/instructor is to promote learners’ positive or desired responses (behaviors) by providing appropriate stimuli and continual positive reinforcement. This type of instruction typically requires much repetition, memorization, question-and-response, and external motivators such as grading and praise resulting in operant conditioning.
Finally, you will read a short article to build a deeper understanding and connections to applying concepts of behaviorism to instructional design. Many of the topics and ideas will be explored later in the course, but it’s important to introduce new ideas early on so you can continue to build and add to your knowledge base. As you read the article, think about any learning experiences you’ve had that exhibit behaviorist design characteristics.