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learning_paradigms:behaviorism [2011/06/28 17:00] jpetrovic [About behaviorism] |
learning_paradigms:behaviorism [2011/06/28 17:01] jpetrovic [About behaviorism] |
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===== About behaviorism ===== | ===== About behaviorism ===== | ||
- | 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. | + | 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. | 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. |