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Understanding Human Behaviour - Behavioural Perspective
Fichas del conjunto (18)
- 1Behaviourist and BehaviourismBehaviourists believed that the mind and mental processes could not be studied scientifically,, because they cannot be directly observed
Behaviourism was an approach to psychology that attempted to make the subject more scientific - 2SkinnerBurrhus Frederick Skinner (1904-1990) was highly influential American Psychologist
He is probably the best known behaviourist theorist
He believed we are shaped by our environment - we are products of what happens to us - 3Skinner's ResearchMuch of Skinner's research work was carried out on rats and pigeons
Skinner then applied ideas taken from his work with rats and pigeons to children
His approach is called Operant conditioning = learning through the consequences of action - 4Learning TheoryLearning theory is also known as behaviourism
Learning and development are often portrayed in terms of nature versus nurture - 5Nature Vs NurtureSkinner's learning theory is at the extreme nurture end of this debate. Skinner and other behaviourists generally believe that all behaviour is learned and that behaviour can be shaped
- 6Punishment and RewardsA main view within Skinner's learning theory is that behaviour is shaped by punishment and rewards = humans act to avoid punishment and gain reward
Skinner emphasised reward; he believed that punishment is counter productive - 7Operant ConditioningSkinner called this learning by reinforcement (reward) Operant Conditioning
- 8ReinforcementPositive reinforcement = rewarding, we are likely to repeat this behaviour
Negative reinforcement = unpleasant, we learn to avoid this - 9PunishmentPunishment is the opposite of reinforcement and has the result of blocking behaviour, whilst reinforcement strengthens it
- 10Putting Theory into PracticeLearning theory is responsible for teaching methods which focus on repetition of words/phrases
Learning theory is most often seen in the teaching of children with special educational needs and in behaviour management - 11Punishments and RewardsHe found that Punishment is often less effective as:
It causes slower and less learned responses. Its better to use a combination of reward (positive reinforcement) and withdrawal of reward (non-reinforcement)
It often causes the individual to avoid being punished rather than stop the undesired behaviour
It can associate the individual to associate the punishment with the punisher rather than the behaviour
It may train them what NOT to do rather than WHAT to do - 12Punishments and Rewards (Continued)Positive reinforcement is when there's an increase in behaviour by receiving anything that is pleasant (e.g. the rat receiving food pellets)
Negative reinforcement is when there's an increase in behaviour by avoiding something unpleasant (e.g. rat pressing lever to avoid electric shock)
Punishment is where there's a decrease in behaviour following something unpleasant - 13Application of Learning TheoryPro-social & Anti-social behaviour
Gender roles
Child rearing
Language development - 14Pro and Anti-Social BehaviourPro-social behaviour - e.g. being polite, caring, helpful behaviour intended to benefit another. These types of behaviours develop because they are encouraged/praised
- 15Application to Anti-social BehavioursSome antisocial behaviours bring direct rewards e.g. stealing
Some are reinforced by 'respect' from others
Parents may reinforcement aggressive behaviour
Disruptive behaviour brings attention. Punishment may still be seen as a reward - 16Child RearingClose contact between child & carer is rewarding, food is rewarding as it is associated with close contact, the child becomes attached to the carer as they are positively reinforced. The carer becomes attached to the child as they in turn are positively reinforced (child stops crying/smiles/coo's)
- 17ApplicationsBoys are praised for assertive behaviour
Girls are praised for more caring behaviour
Girls & Boys receive differential treatment
BUT some parents take great care to avoid differentiating treatment, yet gender differences still remain – this suggests biological factors must be considered - 18Evaluation of Learning TheoryWell supported by scientific research, although on non-humans
A powerful and plausible account of the development of human behaviour
Ignores the role of cognition (mental processes) assumes we are shaped by our experiences and have no free will in choosing what we experience
Ignores the role of biological maturation
Behaviour can be learned even if it's not rewarded