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--- learning_paradigms:behaviorism [2011/06/28 13:39]
jpetrovic [About behaviorism]
+++ learning_paradigms:behaviorism [2011/06/28 17:01]
jpetrovic [About behaviorism]
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 ===== About behaviorism =====
-Although its roots can be tracked way back, first learning theories belong to the behaviorism as [[..:learning_paradigms:|learning paradigm]] date from the 1910s. The key component to this paradigm are **stimulus-response** (S-R) associations resulting in **observable behaviors** which can be **measured**.
+Behaviorism is a learning paradigm with roots dating back to the second half of 19th century and works of [[http://en.wikipedia.org/wiki/Ivan_Sechenov|Ivan Sechenov]] (1829 - 1905) and [[http://en.wikipedia.org/wiki/Vladimir_Bekhterev|Vladimir Bekhterev]] (1857 - 1927) and gaining significant attention in the **first decades of the 20th century**. The most central premise of behaviorism is that, in order to make psychology a real science, it must be orientated on what is observable and measurable.
+Behaviorists saw the mind as a "black box" and did not attempt to analyze its processes like thoughts and feelings. Instead, they saw learning as a visible change in one's behavior which, unlike mind processes, can be measured. From behaviorist perspective, a learner starts off as a clear state and simply responds to environmental stimuli. Those responses can be shaped through positive and negative **reinforcement** (usually a reward for desired and a punishment for undesired behavior), increasing or decreasing the probability of repeating the same behavior. Forming **stimulus-response** (S-R) associations which result in **observable behavior** are the key aspect of behaviorist learning.
 [[http://edtechundergroundrevolution.blogspot.com/2010/09/behaviorism-in-practice.html|{{  :images:behaviorism.jpg?130x140|Behaviorism. Image borrowed from: edtechundergroundrevolution.blogspot.com. Click on the picture to follow the link.  }}]]
-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: =====
 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)]]
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   * **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,
-  * 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.

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