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learning_paradigms:behaviorism [2011/07/15 09:32] jpetrovic [About behaviorism] |
learning_paradigms:behaviorism [2014/01/17 16:29] jbosak |
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[[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. }}]] | [[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 saw the mind as a "black box" and did not attempt to analyze its inner 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 is for behaviorism the most significant form of learning. | + | Behaviorists saw the mind as a "black box" and did not attempt to analyze its inner processes like thoughts, feelings, or motivation. 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 is for behaviorism the most significant form of learning. |
This learning paradigm can roughly be divided in two phases: | This learning paradigm can roughly be divided in two phases: | ||
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===== Bibliography ===== | ===== Bibliography ===== | ||
- | [[http://plato.stanford.edu/entries/behaviorism/|Stanford encyclopedia of philosophy: Behaviorism.]] Retrieved February 26, 2011. | + | [[http://plato.stanford.edu/entries/behaviorism/|Graham, George. Behaviorism. The Stanford Encyclopedia of Philosophy (Fall 2010 Edition).]] Preuzeto 26. veljače, 2011. |
- | [[http://science.jrank.org/pages/8448/Behaviorism-Neobehaviorism-1930-1955.html|Science Encyclopedia : Behaviorism - Neobehaviorism (1930–1955)]] Retrieved June 22, 2011. | + | [[http://science.jrank.org/pages/8448/Behaviorism-Neobehaviorism-1930-1955.html|Weidman, Nadine. Behaviorism - Neobehaviorism (1930–1955). Science Encyclopedia.]] Preuzeto 22. lipnja, 2011. |
- | [[http://webspace.ship.edu/cgboer/beh.html|George Boeree. Behaviorism.]] Retrieved June 23, 2011. | + | [[http://webspace.ship.edu/cgboer/beh.html|George Boeree. Behaviorism.]] Preuzeto 23. lipnja, 2011. |