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Define and contrast the three types of behavioral learning theories (contiguity, classical conditioning, and operant conditioning), giving examples of how each can be used in the classroom.
According to the behaviorists, learning can be defined as the relatively permanent change in behavior brought about as a result of experience or practice.
Behaviorists recognize that learning is an internal event. However, it is not recognized as learning until it is displayed by overt behavior.
The term "learning theory" is often associated with the behavioral view.
The focus of the behavioral approach is on how the environment impacts overt behavior. Remember that biological maturation or genetics is an alternative explanation for relatively permanent change.
The behavioral learning theory is represented as an S-R paradigm. The organism is treated as a black box. We only know what is going on inside the box by the organisms overt behavior.
Stimulus Organism (O) Response
(S)
(R)
The feedback loop that connects overt behavior to stimuli that activate the senses has been studied extensively from this perspective.
Notice that the behaviorists are only interested in that aspect of feedback that connects directly to overt behavior.
Behaviorists are not interested in the conscious decision of the individual to disrupt, modify, or go against the conditioning process.
Contiguity Theory
Contiguity Theory Examples: A baseball player wearing a certain pair of socks on the day he hits three home runs associates wearing the socks and hitting home runs. A student making a good grade on a test after trying a new study technique makes an association between the stimulus of studying and the response of getting a good grade.
Contiguity Theory
Guthries contiguity theory is one foundation for the more cognitivelyoriented learning theory of neural networks.
He began to investigate this phenomena and established the laws of classical conditioning.
Skinner renamed this type of learning "respondent conditioning since in this type of learning, one is responding to an environmental antecedent.
For example, if air is blown into your eye, you blink. You have no voluntary or conscious control over whether the blink occurs or not.
Things that make us happy, sad, angry, etc. become associated with neutral stimuli that gain our attention.