learning_paradigms:behaviorism
Differences
This shows you the differences between two versions of the page.
| Both sides previous revision Previous revision Next revision | Previous revision Next revision Both sides next revision | ||
|
learning_paradigms:behaviorism [2011/06/28 13:39] jpetrovic [About behaviorism] |
learning_paradigms:behaviorism [2011/06/28 14:21] jpetrovic [Criticisms] |
||
|---|---|---|---|
| Line 10: | Line 10: | ||
| Behaviorists view the mind as a "black box" and do not attempt to analyze its thought processes. They approach learning as a visible change in ones behavior which, unlike mind processes, can be measured. Behaviorism assumes that the learner starts off as a clear state and simply responds to environmental stimuli. Those responses can be shaped through positive and negative **reinforcement** (usually in form of a reward or a punishment) increasing or decreasing the probability of repeating the same behavior. | Behaviorists view the mind as a "black box" and do not attempt to analyze its thought processes. They approach learning as a visible change in ones behavior which, unlike mind processes, can be measured. Behaviorism assumes that the learner starts off as a clear state and simply responds to environmental stimuli. Those responses can be shaped through positive and negative **reinforcement** (usually in form of a reward or a punishment) increasing or decreasing the probability of repeating the same behavior. | ||
| - | This learning paradigm can roughly be divided in two phases: **behaviorism (1910-1930)** and **neobehaviorism (1930-1955)**. **Neobehaviorism** outgrew classical behaviorism by attempts to formalize the laws of behavior (sometimes in forms of mathematical equations) and beliefs that **learning** can also occur indirectly **through observing**. Neobehaviorists are sometimes considered a **transitional group** that shifted dominant learning perspective toward [[learning_paradigms:cognitivism]]. | + | This learning paradigm can roughly be divided in two phases: **behaviorism (1910-1930)** and **neobehaviorism (1930-1955)**. Neobehaviorism outgrew classical behaviorism by attempts to formalize the laws of behavior (sometimes in forms of mathematical equations) and beliefs that learning can also occur indirectly through observing. Neobehaviorists are sometimes considered a transitional group that shifted dominant learning perspective toward [[learning_paradigms:cognitivism]]. |
| ===== Behaviorist learning theories: ===== | ===== Behaviorist learning theories: ===== | ||
| - | Among below listed learning theories within behaviorist framework, connectionism presents an introduction to behaviorist learning and setting its frames followed by true behaviorist learning perspectives of classical and operand conditioning. | + | Among below listed learning theories within behaviorist framework, connectionism presents an introduction to behaviorist learning and setting its frames followed by true behaviorist learning perspectives of classical and operand conditioning. |
| - | Sign learning appeared as first neobehaviorist theory, followed by drive reduction theory, which also incorporated idea of describing learning with intervening variables. Neobehaviorist started the transition to cognitivism and finally rejection of behaviorism as dominant learning paradigm. | + | Sign learning appeared as first neobehaviorist theory, followed by drive reduction theory, which also incorporated idea of describing learning with intervening variables. |
| * [[learning_theories:Connectionism]] - [[http://www.muskingum.edu/~psych/psycweb/history/thorndike.htm|Edward Thorndike (1874 - 1949)]] | * [[learning_theories:Connectionism]] - [[http://www.muskingum.edu/~psych/psycweb/history/thorndike.htm|Edward Thorndike (1874 - 1949)]] | ||
| Line 33: | Line 33: | ||
| * **does not explain all kinds o learning** since it ignores inner mind activities, | * **does not explain all kinds o learning** since it ignores inner mind activities, | ||
| * offers a very limited view on learning since it **ignores internal factors** such as emotions or motivation, | * offers a very limited view on learning since it **ignores internal factors** such as emotions or motivation, | ||
| - | * ignores fact that learning depends on learner's **inner** subjective **representation of environment and learning history**. | + | * ignores fact that learning depends on learner's inner subjective representation of environment and learning history. |
learning_paradigms/behaviorism.txt ยท Last modified: 2023/06/19 18:03 (external edit)
Except where otherwise noted, content on this wiki is licensed under the following license: CC Attribution-Share Alike 4.0 International
