BEHAVIORIS T Julie Finlay LEARNING THEORY Leann Kidd

BEHAVIORIS T Julie Finlay LEARNING THEORY Leann Kidd PRESENTATION Christopher Beckwith Joel Hernandez

What is Behaviorism? Behaviorists believe that learning takes place as the result of a response that follows on a specific stimulus. By repeating the S-R cycle the organism (may it be an animal or human) is conditioned into repeating the response whenever the same stimulus is present. Behavior can be modified and learning is measured by observable change in behavior. http: //hagar. up. ac. za/catts/learner/2000/scheepers_md/projects/loo/theory/behavior. html#Positive%20 Aspects%20 of

Behaviorist’s Views The mind is seen as a processor of symbols that mirror the world's structure and a reservoir of information. Knowledge is an external reality mapped onto learners, independent of instruction. Thought is governed by external reality. The structure of the real world is independent of understanding. http: //hagar. up. ac. za/catts/learner/2000/scheepers_md/projects/loo/theory/behavior. html#Positive%20 Aspects%20 of

Behaviorist Learning Event Knowledge is given to the learners by the educator’s preplanned program Specific activities are experienced to achieve the objective Learning is shaped by repetition and reinforcement as the learner responds to specific stimuli. The learner has no control of the events or time span where learning is occurring The educator is the center of the event and ideas. Evaluation occurs at the end of the event to determine whether the objectives were met. http: //hagar. up. ac. za/catts/learner/2000/scheepers_md/projects/loo/theory/behavior. html#Positive%20 Aspects%20 of

Types of conditioning Classical Conditioning builds on reflexes http: //webspace. ship. edu/cgboer/beh. html Operant Conditioning method of learning that occurs through rewards and punishments for behavior an association is made between a behavior and a consequence for that behavior http: //psychology. about. com/od/behavioralpsychology/f/behaviorism. htm

Aristotle & John Locke Aristotle believed the external world is the source of knowledge Locke believed that all knowledge comes from senses "Good and evil, reward and punishment, are the only motives to a rational creature: these are the spur and reins whereby all mankind are set on work, and guided. " (Locke. )

Ivan Pavlov Studied reflexes and automatic behavior caused by environmental stimulus. Father of Classical Conditioning, the process of reflex learning an unconditioned stimulus (e. g. food) which produces an unconditioned response (salivation) is presented together with a conditioned stimulus (a bell), such that the salivation is eventually produced on the presentation of the conditioned stimulus alone, thus becoming a conditioned response.

John Dewey is a reconstructivist philosopher Individuals build from interaction with different social connections through a variety of his or her social groups Learn habits from group- habits are social and shared (Like walking and the skills involved in gathering food and shelter, conducting war, and other social and cultural events http: //filebox. vt. edu/users/spenney/behaviorism/dewey. htm

Edward Thorndike Observing the behavior of cats attempting to escape from enclosed "puzzle boxes, " Thorndike noted that responses that produced satisfaction— escape from the box and subsequent feeding—were "stamped in" and more likely to be repeated in the future, while responses that led to failure, and thus dissatisfaction, tended to be "stamped out. " People learn through trial and error, when something works they will continue to do it. If it doesn’t work they won’t try it more than once. http: //psychology. jrank. org/pages/632/Edward-Thorndike. html

John Broadus Watson Give me a dozen healthy infants, well-formed, and my own specified world to bring them up in and I’ll guarantee to take any one at random and train him to become any type of specialist I might select -- doctor, lawyer, artist, merchant-chief and, yes, even beggar-man and thief, regardless of his talents, penchants, tendencies, abilities, vocations, and race of his ancestors. --John Watson, Behaviorism, 1930

B. F. Skinner is a radical behaviorist; "does not deny the possibility of self-observation or self-knowledge or its possible usefulness, but it questions the nature of what is felt or observed and hence known. “ Skinner thought there should be a focus on self observation and self knowledge Self Awareness: A person who has been 'made aware of himself' by the questions he has been asked is in a better position to predict and control his behavior. “ http: //filebox. vt. edu/users/spenney/behaviorism/skinner. htmv

Robert M. Gagne´ Robert Gagne is considered to be the foremost researcher and contributor to the systematic approach to instructional design and training. Gagne's book, The Conditions of Learning, first published in 1965, identified the mental conditions for learning. Gagne created a nine-step process called the events of instruction, which correlate to and address the conditions of learning. http: //www. e-learningguru. com/articles/art 3_3. htm Gagne’s 9 Events of Instruction 1 Gain attention 2 Inform learners of objectives 3 Stimulate recall of prior learning 4 Present the content 5 Provide "learning guidance" 6 Elicit performance (practice). 7 Provide feedback 8 Assess performance 9 Enhance retention and transfer to the job

Relation to Technology Classical conditioning Video games- rewards and punishments Traditional reinforces in video games include the following. Clearing a level and advancing to the next Solving puzzles Achieving goals Winning Losing Gaining points Gaining powerups Acquisition of items Acquisition of skills, improving skills or stats Exploration Achieving a top score Operational conditioning • Conditioning students from early age to use software to improve learning and overall implementation • Drill and practice- stimulus and instant feedback • Tutorials especially good with quizzes at the end (http: //www. betabunny. com/behaviorism/Conditioning. htm )

Behaviorism's use in Instructional Game Design Many developers use reinforcement schedules as a base of their game design. There are three types of schedules for reinforcers: Continuous: the behavior is reinforced each time it is performed Extinction: no instance of the given behavior is reinforced Intermittent: some of the instances of a behavior are reinforced