"Thus, the point of education is to present the student with the appropriate repertoire of behavioral responses to specific stimuli and to reinforce those responses through an effective reinforcement schedule ." B.F. Skinner (161: 1976)

 

Behaviorism is a learning theory that is focused on creating observable, measurable behaviors in response to a stimulus. Behavior is learned through a person's environment and is shaped through positive or negative reinforcement. 

 

KEYWORDS : stimulus-response, reinforcement, consequences, incentives, punishments, passive receiver, objective and observable behavior vs. subjective internal thoughts.

 

STRENGTHS:

• objective assessment

• effective approach in areas where there is one "correct" response

• effective approach for teaching foundations of a concept

 

WEAKNESSES:

• learner's role is passive recipient of information

• limits potential creativity for learner in their response

• rigid approach to learning

 

APPLICATION for Teaching & Learning:

• include activities/assignments for learners that elicit a response

• can be effectively used to reinforce understanding of concepts

• can be effectively used to give positive/negative feedback to learner and allow them to advance (positive consequence) or continue practicing (negative consequence)

 

​​PERSONAL EXPERIENCE:

The first example of behaviorism that popped into my mind was a particular high school soccer practice. This “learning scenario” revolved around how to properly form a wall, and remain in formation, until after the free kick has been taken. The purpose of this human wall was to block or deflect the ball that the opposing player was kicking towards the goal. This may not immediately sound like an inherently behavioristic learning activity, but it was due to the way my harsh (and sometimes cruel) soccer coach carried out the activity.

 

The stimulus in this example was the free kick, and the response was to stand perfectly still. To test and ensure that someone had learned to properly respond to the stimulus, my soccer coach would relentlessly kick the ball towards us and observe whether we twitched, ducked out of the way, or stood still. The negative reinforcement associated with this activity was simple- you stayed as a member of the wall until you demonstrated the correct response- standing perfectly still. There was also some jeering and shaming from other members of the coaching staff. The positive reinforcements were receiving high praise from the coach, and the opportunity to “pass the lesson” and move out of the wall formation. I suppose another positive reinforcement was the knowledge that you were ready as a player to contribute to the team’s success in a game if the same situation arose.

 

I actually don’t believe this activity was a pure, perfect example of behaviorism because there are many ways of accomplishing this example’s purpose besides standing perfectly still. However, the way my coach taught the lesson communicated that there was only one correct way, which is why I decided to use it. One obvious con to using behaviorism as an approach to teaching is its inflexibility to other methods. It is either right, or wrong, and no in between. If this was the primary way someone was taught to learn, they may develop a very rigid perception of how the world works, leaving no room for analytical thought or conversation with others. However, in some fields, this theory could serve a teacher (and student) well where there truly is just one right answer, one right way, one right behavior to exhibit. And, I must admit that no one scored a goal off of a free kick the entire season, so apparently the lesson stuck.

 

CITATION:

Skinner, B. F. (1976). About Behaviorism. New York: Vintage Books.