Behaviorism

Melissa Standridge Department of Educational Psychology and Instructional Technology, University of Georgia

What is Behaviorism?
Click Here to Play Lecture - a narrated PowerPoint presentation that summarizes the contents of this chapter. If you would like to read the narration rather than listen, you can download this file. This narrated presentation was created by Diane Gornell, Aimee Janusz, and Natalie Pate (Fall, 2007) Note: Please advance to slide 2 for the narration to begin. Behaviorism is primarily concerned with observable and measurable aspects of human behavior. In defining behavior, behaviorist learning theories emphasize changes in behavior that result from stimulusresponse associations made by the learner. Behavior is directed by stimuli. An individual selects one response instead of another because of prior conditioning and psychological drives existing at the moment of the action (Parkay & Hass, 2000). Behaviorists assert that the only behaviors worthy of study are those that can be directly observed; thus, it is actions, rather than thoughts or emotions, which are the legitimate object of study. Behaviorist theory does not explain abnormal behavior in terms of the brain or its inner workings. Rather, it posits that all behavior is learned habits, and attempts to account for how these habits are formed. In assuming that human behavior is learned, behaviorists also hold that all behaviors can also be unlearned, and replaced by new behaviors; that is, when a behavior becomes unacceptable, it can be replaced by an acceptable one. A key element to this theory of learning is the rewarded response. The desired response must be rewarded in order for learning to take place (Parkay & Hass, 2000). In education, advocates of behaviorism have effectively adopted this system of rewards and punishments in their classrooms by rewarding desired behaviors and punishing inappropriate ones. Rewards vary, but must be important to the learner in some way. For example, if a teacher wishes to teach the behavior of remaining seated during the class period, the successful student's reward might be checking the teacher's mailbox, running an errand, or being allowed to go to the library to do homework at the end of the class period. As with all teaching methods, success depends on each student's stimulus and response, and on associations made by each learner.

This chapter introduces behaviorism's principal advocates and their distinct approaches to the theory. Some implications for classroom management are also presented, along with methods for maintaining and eliminating behaviors. This paper presents information useful to instructional designers, media developers, and, especially, classroom teachers.

Behaviorism Advocates
John B. Watson (1878-1958) and B. F. Skinner (1904-1990) are the two principal originators of behaviorist approaches to learning. Watson believed that human behavior resulted from specific stimuli that elicited certain responses. Watson's basic premise was that conclusions about human development should be based on observation of overt behavior rather than speculation about subconscious motives or latent cognitive processes. (Shaffer, 2000). Watson's view of learning was based in part on the studies of Ivan Pavlov (1849-1936). Pavlov was studying the digestive process and the interaction of salivation and stomach function when he realized that reflexes in the autonomic nervous system closely linked these phenomena. To determine whether external stimuli had an affect on this process, Pavlov rang a bell when he gave food to the experimental dogs. He noticed that the dogs salivated shortly before they were given food. He discovered that when the bell was rung at repeated feedings, the sound of the bell alone (a conditioned stimulus) would cause the dogs to salivate (a conditioned response). Pavlov also found that the conditioned reflex was repressed if the stimulus proved "wrong" too frequently; if the bell rang and no food appeared, the dog eventually ceased to salivate at the sound of the bell.

Classical Conditioning

Figure 1. This illustration shows the steps of classical conditioning.

1. Food= salivation 2. Food + Stimulus = salivation (conditioned stimulus) 3. Bell alone produces salivation (conditioned response) Expanding on Watson's basic stimulus-response model, Skinner developed a more comprehensive view of conditioning, known as operant conditioning. His model was based on the premise that satisfying responses are conditioned, while unsatisfying ones are not. Operant conditioning is the rewarding of part

of a desired behavior or a random act that approaches it. Skinner remarked that "the things we call pleasant have an energizing or strengthening effect on our behavior" (Skinner, 1972, p. 74). Through Skinner's research on animals, he concluded that both animals and humans would repeat acts that led to favorable outcomes, and suppress those that produced unfavorable results (Shaffer, 2000). If a rat presses a bar and receives a food pellet, he will be likely to press it again. Skinner defined the barpressing response as operant, and the food pellet as a reinforcer. Punishers, on the other hand, are consequences that suppress a response and decrease the likelihood that it will occur in the future. If the rat had been shocked every time it pressed the bar that behavior would cease. Skinner believed the habits that each of us develops result from our unique operant learning experiences (Shaffer, 2000). Operant Conditioning

Figure 2. This illustration illustrates operant conditioning. The mouse pushes the lever and receives a food reward. Therefore, he will push the lever repeatedly in order to get the treat.

Educational Implications
Behaviorist techniques have long been employed in education to promote behavior that is desirable and discourage that which is not. Among the methods derived from behaviorist theory for practical classroom application are contracts, consequences, reinforcement, extinction, and behavior modification.

Contracts, Consequences, Reinforcement, and Extinction

Simple contracts can be effective in helping children focus on behavior change. The relevant behavior should be identified, and the child and counselor should decide the terms of the contract. Behavioral contracts can be used in school as well as at home. It is helpful if teachers and parents work together with the student to ensure that the contract is being fulfilled. Two examples of behavior contracts are listed below: A student is not completing homework assignments. The teacher and the student design a contract providing that the student will stay for extra help, ask parents for help, and complete assigned work on time. Teacher will be available after school, and during free periods for additional assistance. A student is misbehaving in class. The teacher and student devise a behavioral contract to minimize distractions. Provisions include that the student will be punctual, will sit in front of the teacher, will raise hand with questions/comments, and will not leave his seat without permission.

Consequences occur immediately after a behavior. Consequences may be positive or negative, expected or unexpected, immediate or long-term, extrinsic or intrinsic, material or symbolic (a failing grade), emotional/interpersonal or even unconscious. Consequences occur after the "target" behavior occurs, when either positive or negative reinforcement may be given. Positive reinforcement is presentation of a stimulus that increases the probability of a response. This type of reinforcement occurs frequently in the classroom. Teachers may provide positive reinforcement by: Smiling at students after a correct response. Commending students for their work. Selecting them for a special project. Praising students' ability to parents.

Negative reinforcement increases the probability of a response that removes or prevents an adverse condition. Many classroom teachers mistakenly believe that negative reinforcement is punishment administered to suppress behavior; however, negative reinforcement increases the likelihood of a behavior, as does positive reinforcement. Negative implies removing a consequence that a student finds unpleasant. Negative reinforcement might include: Obtaining a score of 80% or higher makes the final exam optional. Submitting all assignments on time results in the lowest grade being dropped. Perfect attendance is rewarded with a "homework pass."

Punishment involves presenting a strong stimulus that decreases the frequency of a particular response. Punishment is effective in quickly eliminating undesirable behaviors. Examples of punishment include: Students who fight are immediately referred to the principal. Late assignments are given a grade of "0". Three tardiness would mean 1 absent. Failure to do homework results in after-school detention (privilege of going home is removed).

Table1. Reinforcement and punishment comparison

REINFORCEMENT (Behavior Increases)

PUNISHMENT (Behavior Decreases)

POSITIVE (Something

Positive Reinforcement

Positive Punishment

is added)

Something is added to increase desired behavior Ex: Smile and compliment student on good performance

Something is added to decrease undesired behavior Ex: Give student detention for failing to follow the class rules

Negative Reinforcement Something is removed to increase desired NEGATIVE (Something behavior is removed) Ex: Give a free homework pass for turning in all assignments

Negative Punishment Something is removed to decrease undesired behavior Ex: Make student miss their time in recess for not following the class rules

Click Here to Play the Movie Caption: This video illustrates negative reinforcement, positive reinforcement, and punishment. In the first example, the teacher sees that one student has turned in all of her homework assignments. He gives her a free homework pass as negative reinforcement for her behavior. The student explains that receiving a homework pass made her want to turn in all of her homework on time. In the second example, a student is distracting another student during class time. The teacher asks the disruptive student to go stand outside. He comes out and asks the student how she should be punished. They decide that she should go to study hall while the other students go outside for recess. The student explains that it made her feel very badly to be punished for her behavior and it made her not want to get in trouble again. In the last example, the teacher asks a student to complete a problem on the board and she completes the problem correctly. The teacher tells her she did a very good job and he smiles giving her positive reinforcement for her behavior. The student explains that it made her feel good when the teacher told her she did a good job and it made her want to do well again. By Keith Connor, Chesley Cypert, and Anne Meyers. (2004) Extinction decreases the probability of a response by contingent withdrawal of a previously reinforced stimulus. Examples of extinction are: A student has developed the habit of saying the punctuation marks when reading aloud. Classmates reinforce the behavior by laughing when he does so. The teacher tells the students not to laugh, thus extinguishing the behavior. A teacher gives partial credit for late assignments; other teachers think this is unfair; the teacher decides to then give zeros for the late work. Students are frequently late for class, and the teacher does not require a late pass, contrary to school policy. The rule is subsequently enforced, and the students arrive on time.

Modeling, Shaping, and Cueing

Modeling is also known as observational learning. Albert Bandura has suggested that modeling is the basis for a variety of child behavior. Children acquire many favorable and unfavorable responses by

observing those around them. A child who kicks another child after seeing this on the playground, or a student who is always late for class because his friends are late is displaying the results of observational learning. "Of the many cues that influence behavior, at any point in time, none is more common than the actions of others" (Bandura, 1986, p.45)

Figure 3. In this picture, the child is modeling the behavior of the adult. Children watch and imitate the adults around them; the result may be favorable or unfavorable behavior!

Shaping is the process of gradually changing the quality of a response. The desired behavior is broken down into discrete, concrete units, or positive movements, each of which is reinforced as it progresses towards the overall behavioral goal. In the following scenario, the classroom teacher employs shaping to change student behavior: the class enters the room and sits down, but continue to talk after the bell rings. The teacher gives the class one point for improvement, in that all students are seated. Subsequently, the students must be seated and quiet to earn points, which may be accumulated and redeemed for rewards. Click Here to Play the Movie Caption: This video illustrates a teacher using shaping to modify a student's behavior. The student is being taught how to accept criticism appropriately by not throwing a temper tantrum, looking at the teacher, answering when spoken to, and asking for help. Only when the student demonstrates the first step of not throwing a temper tantrum is the second step, looking at the teacher introduced. As the desired behaviors are demonstrated, the new expectations are introduced until the student masters all of the steps. Click here to download a Word document. By Candi Chandler, Leigh Davis, and Kristen Sabo (2006) Cueing may be as simple as providing a child with a verbal or non-verbal cue as to the appropriateness of a behavior. For example, to teach a child to remember to perform an action at a specific time, the teacher might arrange for him to receive a cue immediately before the action is expected rather than after it has been performed incorrectly. For example, if the teacher is working with a student that habitually answers aloud instead of raising his hand, the teacher should discuss a cue such as hand-raising at the end of a question posed to the class.

Behavior Modification

Behavior modification is a method of eliciting better classroom performance from reluctant students. It has six basic components: 1. Specification of the desired outcome (What must be changed and how it will be evaluated?) One example of a desired outcome is increased student participation in class discussions. 2. Development of a positive, nurturing environment (by removing negative stimuli from the learning environment). In the above example, this would involve a student-teacher conference with a review of the relevant material, and calling on the student when it is evident that she knows the answer to the question posed. 3. Identification and use of appropriate reinforcers (intrinsic and extrinsic rewards). A student receives an intrinsic reinforcer by correctly answering in the presence of peers, thus increasing self-esteem and confidence. 4. Reinforcement of behavior patterns develop until the student has established a pattern of success in engaging in class discussions. 5. Reduction in the frequency of rewards--a gradual decrease the amount of one-on-one review with the student before class discussion. 6. Evaluation and assessment of the effectiveness of the approach based on teacher expectations and student results. Compare the frequency of student responses in class discussions to the amount of support provided, and determine whether the student is independently engaging in class discussions (Brewer, Campbell, & Petty, 2000). Further suggestions for modifying behavior can be found at the mentalhealth.net web site. These include changing the environment, using models for learning new behavior, recording behavior, substituting new behavior to break bad habits, developing positive expectations, and increasing intrinsic satisfaction. This informative website's URL is http://mentalhelp.net/psyhelp/chap11/.

Classroom Importance
Using behaviorist theory in the classroom can be rewarding for both students and teachers. Behavioral change occurs for a reason; students work for things that bring them positive feelings, and for approval from people they admire. They change behaviors to satisfy the desires they have learned to value. They generally avoid behaviors they associate with unpleasantness and develop habitual behaviors from those that are repeated often (Parkay & Hass, 2000). The entire rationale of behavior modification is that most behavior is learned. If behaviors can be learned, then they can also be unlearned or relearned. In my own teaching, I have found that a behavior that goes unrewarded will be extinguished. Consistently ignoring an undesirable behavior will go far toward eliminating it. When the teacher does not respond angrily, the problem is forced back to its source--the student. Other classroom strategies I have found

successful are contracts, consequences, punishment and others that have been described in detail earlier in this chapter. Behaviorist learning theory is not only important in achieving desired behavior in mainstream education; special education teachers have classroom behavior modification plans to implement for their students. These plans assure success for these students in and out of school.

References
Bandura, A. (1986). Social foundation of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice Hall. Behaviorist Learning Theory Term http://mse.byu.edu/ipt/ipt301/jordan/learnterm_b.html. Brewer, E.W., Campbell, A.C., Petty, G.C. (2000). Foundations of Workforce Education. Dubuque, Iowa: Kendall/Hunt Publishing Company. Huitt, W., & Hummel, J. (1998). The Behavioral System. Retrieved via the World Wide Web, February 15, 2002. Available at: http://chiron.valdosta.edu/whuitt/col/behsys/behsys.html Parkay, F.W. & Hass, G. (2000). Curriculum Planning (7th Ed.). Needham Heights, MA: Allyn & Bacon. Shaffer, D. (2000) Social and Personality Development (4th Ed.). Belmont, CA: Wadsworth/Thompson Learning. Skinner, B. (1972). Utopia through the control of human behavior. In John Martin Rich, ed., Readings in the Philosophy of Education. Belmont, CA: Wadsworth. What is ABA? http://rsaffran.tripod.com/whatisaba.html

Behaviorism In School

Behaviorism, also known as behavioral psychology, is a school of thought that came into prominence in the early part of the 20th century because of thinkers like John B. Watson and B.F. Skinner. In fact, it was Watson who coined the term behaviorism. According to behaviorism, all behaviors are learned and that is why behaviorism in school is seen everyday. To understand the learning abilities and characteristics of children and adolescence, behavioral psychology applies theories of development, which is often believed to be in stages. Basically development theories say that a

person displays changes in cognition, social roles, moral reasoning and beliefs as he grows older. And many of these changes are learned based on past experiences. Behaviorism in school acknowledges that each person has different characteristics, abilities and challenges that result from learning and development and these differences are apparent in each individual when it comes to intelligence, creativity, cognition, motivation and the capacity to communicate and interact with those around them. Behaviorism in school assumes that students retain the knowledge and skills they learn in school and then they can apply this knowledge and skills in situations outside the classroom in the real world. Research has shown that even when students do not use the knowledge they acquire in school, they still manage to retain a sizeable amount of the knowledge for many years and any long-term relationship is based on the level of mastery of that knowledge. The fact that learning in school and colleges is learned, shows that behaviorism is used quite a bit in schools. This would explain all the exercises and repeated practice that students have to undergo in order to learn a particular lesson in the classroom. In addition,teachers give positive reinforcements to students who perform well and follow the classroom rules. This system of reward, in turn, motivates the student further and he performs even better. However, when a student is already at a high level of performance, constant motivation through rewards and reinforcements may actually decrease the student's performance and this is something teachers who follow behaviorism in school should be aware of. How Education Uses Behaviorism ?

Behaviorism was developed by B. F. Skinner and this school of thought assumes that the learning process takes place through conditioning. Behaviorism techniques have used in education for a long time to encourage behavior that is desirable and to discourage behavior that is not desirable. So, How Education Uses Behaviorism ?? Behaviorism techniques used in education are contracts, consequence,reinforcement, extinction and behavior modification.

Contracts are highly effective in helping children concentrate on behavior change. Positive behavior should be identified and then the child and teacher (or counselor) should agree on the terms of the contract. A behavioral contract can be used not only in school but also at home and teachers and parents can work together to ensure that the child fulfills the terms of the contract. Consequences should happen immediately after a particular behavior. Consequences can be positive or negative, material or symbolic, expected or unexpected, or immediate or long term. When a target behavior takes place, consequences occur. Positive reinforcement acts a stimulus to increase the probability of a good behavior while negative reinforcement increases the probability of that negative behavior will not take place. Here negative reinforcement should not be a punishment as this will increase the probability of the bad behavior occurring. Rather negative reinforcement should do away with a consequence that the student does not like. For example, if students score 80 percent or more, they do not have to take the final exam. Punishment decreases the frequency of an unwanted behavior. In fact, punishment is highly effective in getting rid of unwanted behaviors. For instance, students who fight are immediately sent to the principal or if students do not do their homework, they will have to stay back after school in the detention room. Extinction is the process where the expected response to a behavior is withheld. For instance, when a child misbehaves, he could be made to sit in the corner all alone and thereby is separated from the group. Here the expected response would be scolding from the parents but is deprived of it.
* Introduction

* Development

* Influence of behaviorism

* Conclusions

* Bibliography

Summary

This fundamental work is to summarize some of the most significant elements of behaviorism school of psychology and its influence on education on the basis of the theoretical and experimental of the main representatives of this current

Keywords: behaviorism, education, psychological currents.

Introduction

Behaviorism developed in the early twentieth century, its leading figure was the American psychologist John B. Watson. At that time, the dominant trend in psychology was the study of psychic phenomena internally through introspection, very subjective method. Watson did not deny the existence of internal psychic phenomena, but insisted that such experiences could not be subjected to scientific study because they were not observable. This approach was strongly influenced by the pioneering research of the Russian physiologist Ivan Pavlov and Vladimir M. Bekhterev on animal conditioning.

Watson proposed to the scientific study of psychology using only objective procedures such as laboratory experiments designed to establish statistically valid results. The behavioral approach led him to formulate a psychological theory in terms of stimulus-response. According to this theory, all complex forms of behavior emotions, habits, and even the thought and language, are analyzed as chains of simple answers, muscle or gland that can be observed and measured. Watson argued that emotional reactions were learned the same way as any others.

Watsonian theory of stimulus-response was a large increase in research activity on learning in animals and humans, especially in the period from childhood to early adulthood.

Since 1920, behaviorism was the epitome of academic psychology, particularly in the United States. By 1950, the new movement had spawned a number of behavioral data on learning that led to new U.S. experimental psychologists and Edward C. Tolman, Clark L. Hull, and B. F. Skinner to formulate their own

theories of learning and behavior based on laboratory experiments rather than introspective observations.

Skinner, who will take behaviorism to its fullest development, focusing on the analysis of external factors acting on the human behavior. The focus of this psychologist, philosopher and novelist, known as radical behaviorism, is similar to Watsons point of view according to which psychology should be the study of observable behavior of individuals interacting with their environment. Skinner, however, differed from Watson that the internal phenomena, such as feelings, be excluded from the study. He argued that these internal processes were studied by the usual scientific methods, with emphasis on controlled experiments both in animals and humans. His research on animals, focusing on the type of training known as operant conditioning, which occurs as a result of a stimulus caused by the conduct of the individual, proved more complex behaviors such as language or problem solving, could be studied scientifically from its relationship with the implications for the subject, either positive (positive reinforcement) or negative (negative reinforcement).

Since 1950, behavioral psychologists have produced a wealth of basic research aimed at understanding how to create and maintain different forms of behavior. These studies have focused on the role of (1) the interactions that precede the behavior, such as the cycle of care or perpetuares processes, (2) changes in the behavior itself, such as the acquisition of skills, (3 ) interactions that follow the behavior, the effects of incentives or rewards and punishments, and (4) the prevailing conditions on behavior, such as prolonged stress or heavy and persistent gaps.

Some of these studies were carried out with human beings in laboratories equipped with monitoring devices and also in natural locations such as school or home. Others used animals, particularly rats and pigeons as experimental subjects in standard laboratory environments. Most of the work done with animals requiring simple answers. For example, they were trained to press a lever or chop on a disk to receive something of value, such as food or to avoid a painful situation as a mild shock.> At the same time, psychologists conducted studies applying behavioral principles in case studies (clinical psychology, social in institutions such as prisons -, educational or industrial), which led to the development of a range of therapies called modification conduct applied mainly in three areas:

The first focuses on the treatment of adults and children troubled with behavioral disorders, and is known as behavior therapy. The second is based on the improvement of educational methods and learning has studied the general learning process from pre-school to higher education, and other times the industry apprenticeship, military or business, rising to about programmed instruction methods. It has also tried to improve teaching and learning disabled children at home, school or in care institutions.

The third area of research has been applied to study the effects of long and short of drugs on behavior by the administration of drugs in different doses and combinations in a variety of animals, observing what changes are taking place in them as their ability to perform repetitive tasks such as pressing a lever.

Behaviorism or behavioral psychology: current psychology that advocates the use of strict experimental procedures to study the observable behavior (the behavior), considering the environment as a set of stimulus-response. The behaviourist approach in psychology is rooted in the association of the English philosophers and the American school of psychology known as functionalism and the Darwinian theory of evolution, since both currents stressed a conception of the individual as an organism adapting to the environment (or environment).

The purpose of this paper is to summarize some of the most significant elements of behaviorism school of psychology and its influence on education on the basis of the theoretical and experimental of the main representatives of this trend.

There is no unanimity of criteria called behaviorism or behavioral therapy. It is not generally considered a psychological school but rather as a clinical orientation, which is enriched with other concepts. The history of this therapy has evolved enough for what today would be difficult for a person defines himself as a pure or classical behaviorist. For this reason other authors did not conduct known to the followers of behavioral guidelines as neo-behaviorists. When speaking of behaviorism is a reference to words such as encouraging response booster, learning which often gives the idea of a layout-bounded reasoning and calculating. But such words become an extremely useful scientific metalanguage to understand the psychology.

Development

The behavioral model and is located in the epistemological status of natural science, as interpreted by the object of study: human beings as natural beings, and also reduced to the behavior, using an empirical inductive. His influence has been notable in several areas of applied psychology (clinical, social, educational). In education, since it is derived assessment criteria as learning objectives and verifiable observable behaviors of the student, forms of programmed instruction (self-controlled forward, step by step in the achievement of complex skills.) His influence and more productive life occurs in the field of special education, using effective tools and techniques for diagnosis and treatment of children suffering severe deprivation or organic or functional level.

The main goal of education, Piaget says, is to create men who are able to do new things, not just respect what other generations have done-men who are creative, inventive and discoverers. The second goal of education is to form minds which can criticize, they can verify and not just accept whatever is offered.

Few studies have investigated both the acquisition and generalization: A term that describes the degree to which learning behavior facilitates the acquisition of other behavior (response generalization) or how much a learned behavior is present in different situations which trained (generalization situations) mathematical behavior when some of these techniques have been used. For example: Smith and Lovitt (1975) investigated the influence of the modeling in mathematical performance and found that this technique can change for this implementation, using a sample demonstration of the problem and procedure. In a second study, Smith and Lovitt same experiment showed that feedback alone did not alter the performance of those subjects.

Also, Lovitt and Curtiss (1968) found that when a child verbalized arithmetic problems before responding, positively affected their ability to compute and solve the problem. Similarly defects were investigated using different forms of the abacus and count as auxiliary instruments and techniques to teach math problems.

Thus, the time of instructional technique and generalization effects in arithmetic operations are of great importance in training and maintaining the kind of behavior trained.

Keep in mind that in most primary schools are using instructional techniques (verbalize the steps) and molds (solve the problem in front of the student) to teach various mathematical operations, the purpose of the first study was to analyze the effects these techniques together, is on the acquisition, generalization and maintenance of two kinds of arithmetic problems, subtraction and multiplication.

The postulates of behaviorism

I. All behavior consists of objectively analysable responses, and a complex human behavior can be analyzed in units of simple answers.

II. The behavior always consists of muscular movements and glandular secretions, meaning it can be understood as physical and chemical processes.

III. In all stimulus follows a response and this is what a stimulus so that the two causal relationships can be established.

Behaviorism: stimulus and response of the personality, this is their greatest psychological. For them, the teacher has a leading role. His strategy is to take the whole educational process to the observation of student behavior.

Behaviorism had a great impact in the early 70s struggled as a scientific study of human behavior away from ambiguous and subjective speculation. Assertions offered based on findings from research that is characterized by a strict experimental methodology.

The basic assumptions underlying the behavioral approach are: focus on identifying the interactions between individual behavior and environmental events, this result is called a functional relationship because some of the elements vary, the other changes, although there behaviorists disagree about who is the causative agent, most are inclined to assign this role to the environment.

Any superior performance must be based on simple and basic behaviors. For them to study the behavior must be observable to measure and reproduce under controlled conditions.

Another key assumption is to assume that human behavior is subject to laws and that this approach there is no difference between natural and social science. The importance of identifying the laws of behavior is that we can predict and control.

His approach to the study object from the particular to the general (inductive). Choose this form of knowledge argued that given the complexity of human behavior is neither possible nor have the means to address it in its entirety. It is best to break it down you search by elements and each of them separately.

Influence of behaviorism

The initial influence of behaviorism in psychology was to minimize the introspective study of mental processes, emotions and feelings, replacing the objective study of the behavior of individuals in relation to the environment, through experimental methods. This new approach suggested a way to link animal and human research and to reconcile psychology with the natural sciences such as physics, chemistry or biology.

The current behavior has influenced the psychology of three ways: it has replaced the mechanical design of the stimulus-response relationship with a more functional emphasizes the significance of the stimulus conditions for the individual, has introduced the use of experimental methods for study of individual cases, and has shown that behavioral concepts and principles are useful to help solve practical problems in various areas of applied psychology.

Be Skinner (1970) who take to behaviorism to more complex development, focusing on the analysis of external factors acting on the human behavior. The environment variable will play important role here, being as determining the answers given and its effects on the environment or the subject himself

Contributions of behaviorism:

* Learning objectives developed.

* Education programs, provides individualized instruction without the teacher.

* Programming behavior, classified and organized media and technologies to achieve learning. To accomplish this important task analysis.

Education Goals:

They see it as one of the procedures used by society to control the behavior of individuals. Every human group calls for education takes into account two essential functions: the transmission of cultural patterns and the innovation of the same.

The school is primarily transmitting and non-innovative. Favors the homogenization on the differentiation therefore requires diversity and encourage individuals to make creative people, hence the final recipe can not be other than achieving the maximum possible development potential of the human body.

Conceptualization of learning: Learning is a relatively permanent modification of the observable behavior of the organism as a result of experience.

The conditions for learning to occur are:

* Attempt or situation where the behavior occurs.

* The issuance of the same.

* The effects of environmental behavior when increasing the probability of the occurrence of behavior are called reinforcers. This relationship is called triple reinforcement contingency.

Learning techniques:

* Molding (if the student finds it difficult it can help make the condition to phase out this support until you can do for yourself.)

* Imitation (Play a model).

Role of teacher:

The teacher is conceived as an education technologist applies the contingencies of reinforcement to achieve learning. The teachers role to be reduced to the technological: control (monitor) the performance by allocating improved responses through patterns of development (steps), helping to connect the new with what they have learned, continually strengthening and evaluating partial achievements and terminals (excluding the penalty). Therefore, the role of teachers is known for being manager and driver (= engineer behavioral shaping appropriate behavior), and the role student is receptive in nature and dependent on environmental conditions set for him, as the motivation is primarily extrinsic ( external factors), according to the instructional objectives. Requires assessment of objective instruments for measuring that obtained by the learner according to the progress realized.

Professor core activities:

* Schedule education through small steps.

* Basing new insights into previously learned by the students.

* Reward and learning to drive and assess the achievement of objectives

* Alternatives to avoid punishment teacher:

* Designing teaching-learning situations where learning becomes an enjoyable and satisfying process.

* Position of the teacher: the learning process. Engineer is defined as behavior that shapes behavior.

Conceptualization of the student:

It is the object of the educational act and for this reason is the recipient of the instructional process. For optimum learning is necessary to arrange carefully the environmental conditions.

Must act before it can be strengthened so it is important to introduce the students participation in the process because learning happens when students interact with the instructional environment and deliver the expected responses is reinforced by this, although in a sense has to take initiative, the teacher has to induce him to act through boosters and sponsors

Motivation:

How to foster the students desire to learn

Starting from the premise that their interests and needs are not conceived as given or innate but can be modified, induced and directed towards those activities considered relevant.

Behaviorism believes that satisfaction of needs is the consequence and not a requirement for learning.

Extrinsic motivation is

Rating:

Play a vital role in improving education, and to detect the successes and mistakes.

The main tasks are:

Identify the students psychoeducational issues in order to set the appropriate instructional sequence and at the end of it to evaluate the results of the investigation.

The preferred approach to the criterion-referenced assessment instead of the rule because it considered important to measure the development of particular skills in terms of absolute levels of skill in the degree of control of them.

Its time to bring all the precepts of reality discussed above. Our job as educators is a perfect field to illustrate the concepts of behaviorism and psychological power.

Choose one of the most significant moments in any educational activity, initial activity or motivation, at this moment, further development of the class depends largely on what the teacher is capable of motivating students. In this sense really frightening activities should be chosen and include some of the most important that teachers develop over teaching.

If the class focuses on art appreciation and apprehension of elements characteristic of the Renaissance, the teacher will include a sheet where medieval portrait, which recreates a human track, all the light, the contrasts, the figure itself of a young woman takes up almost the whole picture, with the sole aim of highlighting the less divine appearance each time he was under the artists and the world at large.

It asked:

* What subject is recreated in the picture

* What is main reason for painting

* We could, if we lived in that time have understood the position of people at that time

* What are the contributions of this movement to our reality

The stimulus, in this case is the figure, where through vision, students can form an a priori conception of the artistic phenomenon, the students behavior depends on their cultural level, the medium in which it

develops and his preference, even of the subject. After the initial activity the teacher consciously guide your class to know for their goals, and with a perception

Conclusions

The reality presupposes more challenges than any human being could conceive in their levels of acceptance and control. Interested in their behavior, their responses, how to deal with different phenomena and the like, the man sought ways to find himself in time and space in which they live and develop their personality. Thus, different behaviors arise, some wrong, accurate or simply unmoved, but this character is always fundamentally determined by the social environment that surrounds each individual and fixed patterns correct, incorrect and unacceptable.

Each person acts in their social environment with its own characteristics, this is one of the main centers of study and behavioral analysis, because it presupposes a personal study of each individual in order to identify the stimuli that cause specific reactions of his character. Supported by a more conventional methods and developers of science, observation, representatives of this school clearly established its principles and objectives: to analyze and assess the behavioral component in people, these claims are a major challenge, particularly when we appreciate behaviors irrational, far from any moral or social provision, however uninhibited and contemporary look. All behavior is structured on the basis of objective responses, their analysis is possible in the light of scientific research.

Human behavior is also a result of muscular movements and glandular secretions, hence are analyzed in this sense leads or answers in the physical and chemical. STIMULUS-RESPONSE categories could be construed as causal relationships.

The followers of this movement were careful to study the individual reactions as part of a structurally designed on scientific assumptions, psychological and clinical.

Speculation and ramblings have no place in the scientific study of human behavior, because this theory provides assurances based on results of a strict experimental methodology.

It is the authors desire to overcome the duct on the other psychological tendencies. As almost all studies of human psychology as seen from the difficult angle of the conduct, had detractors, and even

preserved. It is this attempt only to highlight their contributions in the field of psychological study of individuals.

There is an inescapable reality, man is the result of a social environment and behavior will be the one apprehended in that environment, each stimulus will function as the challenging new race is the human improvement, behavioral and emotional survival of our personality on constant harassment of stimuli and reactions.

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