Behaviorism theory. Is it dead or alive?

Behaviorists provide two principal classes of explanations for learning: those based on contiguity (simultaneity of stimulus and response events) and those based on the effects of behavior (reinforcement and punishment) ("Behaviorist theories," 1999). Behavior theory is interested in how our behavior results from the stimuli both in the environment and within ourselves (for more information visit: AllPsych Online the virtual psychology Classroom) (Heffner, 2001). Today, we know that human is not like animals or machine. Learning process of a human being is much more complicated than any other animal or machine. For instance, you cannot teach 21st century skills (for more information visit: Framework for 21st Century Learning) such as critical thinking skills, collaboration skills and technology skills (The Partnership for 21st Century Skills, 2009) with using behaviorist theory. Can we conclude that there is no place for behaviorist theory in the digital age’s education system? Definitely no. The reason is; we do not learn the 21st century skills or complex knowledge only. We have to train both our stimuli and brain while learning. Memorizing words and names, mathematical calculations, behavioural issues and new habits are other important things that we have to learn. For instance, we do need critical thinking to gain some habits such as driving, preparing school bag and brushing teeth. Reinforcement, award and punishment trio will work perfectly to teach those habits.

Figure 1.from internet.

If you are training an animal such as a dog, then the behaviorism theory is the best choice.  First create a scenario like ringing the bell and treating the dog. Later award the dog when it behave as you like and punish the dog when it behave different. Finally, you will see that the dog behave as you want. The dog will not think if it is correct or wrong. Additionally, the dog will fail if you change the conditions.  ore importantly, the dog will forget this habit if you will not repeat it again and again in the future. Using behaviorist theory in education is not so different for teaching habits.

youtube video: http://www.youtube.com/watch?v=eQrKTSjw898

Youtube video that I embedded above is a good example of teaching healthy habits to children with using reinforcement, award and punishment. The child who is playing the game will see similar questions again and again. Game is praising the child if the answer is correct, and punish the child with saying try it again if the answer is wrong.

Repeating the same pattern is one of the key concepts of behaviorism. Practice is a kind of repeating similar pattern and can be accepted as a kind of behaviorist strategy. We know that practice makes perfect. Additionally, practice is the best strategy to deepen understanding of a content, to memorize new words and acknowledge science terms. Research says that language learners repeat the words and review the previously learned words while learning a new language (Sanaoui, 1995). Moreover, multiple exposures to material help students to deepen their understanding of content, and students need about 24 practice sessions with a skill in order to achieve 80- percent competency (Pitler, Hubbell, Kuhn & Malenoski, 2007, p.188). Therefore, practice and student effort is really important to memorize information. Before, paper based homework and worksheets were used to practice. Today, we have more choices. Students can practice with using word processing tools, excel spreadsheets, interactive software, online tutors, educational games and multimedia (Pitler, Hubbell, Kuhn & Malenoski, 2007, p.188). In other words, practice, drill and tutoring are some of the living parts of behaviorist theory. Students can reinforce their knowledge with using Internet and online practice and tutoring websites such as http://www.physicsclassroom.com/, http://www.physics247.com/ and http://www.khanacademy.org/ any time they want.

Figure 3.from http://www.behavioradvisor.com/4Components.html website.

Look at the picture above and imagine that you are the teacher sitting on the teacher’s desk. What method can you use to teach students in this class? Definitely nothing will work. Because, students turned off their receivers and they do not pay attention to the teacher. First of all you need an operant conditioning to motivate students, engage them to the lesson, and turn on their receivers. Enlighten me if you know any cognitivist or constructivist method that can turn on the receivers of those students. Love, respect, communication and empathy will certainly work. However, those also should involve behaviorist methods namely, reinforcement and punishment to motivate these students and open their input channels. Teachers must be careful about choosing the proper method. Students will value your effort if they see your love and caring. For instance, punishment can make one student worse if he / she hate you. When you praise a student he / she might think your praise is artificial if there is no love in it. In any case, there is a strong relation between rewarding, effort and achievement. Students feel happy when they are awarded in front of audience, and tend to spend more effort than before. There are different types of rewards such as praising the student in front of class, giving a candy, or giving high marks. Research says that not all students realize the importance of effort. Technology such as spreadsheet software and data collection tools can be used to support the instructional strategy of reinforcing effort by helping students to chart the relationship between their effort and achievement (Pitler, Hubbell, Kuhn & Malenoski, 2007, p.156).

In conclusion, studies on brain showed that behaviorism theory is wrong about how brain learn. However, behaviorist methods can be used to acquire habits and skills that do not involve critical thinking and complex learning process. Moreover, behaviorist methods can clear the way with motivating students so that other methods can pass through the filter of the brain and start the learning process.

References

Behaviorist theories of learning. (1999). In LinguaLinks Library. Dallas, TX: SIL International. Retrieved from SIL International Web site: http:/​/​www.sil.org/​lingualinks/​literacy/​implementaliteracyprogram/​BehavioristTheoriesOfLearning.htm

Heffner, C. (2001). Chapter 4: Learning Theory and Behavioral Psychology. In Psychology 101. Retrieved from AllPsych Online Web site: http:/​/​allpsych.com/​psychology101/​learning.html

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.

Sanaoui, R. (1995). Adult Learners' Approaches to Learning Vocabulary in Second Languages. The Modern Language Journal, 79(1), 15-28.

The Partnership for 21st Century Skills. (2009). P21 Framework Definitions. Retrieved 8 10, 2010, from The Partnership for 21st Century Skills Web site: http://www.p21.org/documents/P21_Framework_Definitions.pdf