Behaviorism focuses on how learning occurs through the association between stimuli and responses. It posits that responses followed by reinforcement are more likely to be repeated. Learning is observed through changes in performance, which is accomplished when the learner demonstrates the correct response to a specific stimulus.
What basic assumptions/principles of
this theory are relevant to
instructional design?
People learn through stimulus–response
associations (for example, game-based
learning).
The behaviorists look at learners to determine
where the lesson should begin (i.e., At what
level are they currently performing
successfully?) and which reinforcers should
be most effective (i.e., What consequences are
most desired by the learner?)
The use of feedback - A behaviorist uses
feedback (reinforcement) to modify behavior
in the desired direction.
Learner response to a stimulus during
instruction. Learning is understood to be the
result of a causal link between instructional
stimuli and student responses, which are
strengthened or weakened through
reinforcement.
The exampels of behavioral approaches to
instruction – programmed instruction – are
outcome based and emphasis small step size
and frequent reinforcement of responses.
Situations involving identical or similar
features allow behaviors to transfer across common elements.
Which factors influence learning?
Emphasis on the environmental/external
factors
the arrangement of stimuli and
consequences within the environment
which reinforcers are most effective for a
particular student.
at what point to begin instruction.
How should instruction be
structured?
- Breaking down complex tasks into subtasks
Repeated presentation of cues. Paired with the
verbal command stimulus. Repeated practice
and reinforcement shape the response until it
is correctly executed.
Determine which cues can elicit the desired
responses; (2) arrange practice situations in
which prompts are paired with the target
stimuli that initially have no eliciting power
but which will be expected to elicit the
responses in the “natural” (performance)
setting; and (3) arrange environmental
conditions so that students can make the
correct responses in the presence of those
target stimuli and receive reinforcement for
those responses.
Instruction is structured around the
presentation of the target stimulus and the
provision of opportunities for the learner to
practice making the proper response. To
facilitate the linking of stimulus-response
pairs, instruction frequently uses cues (to
initially prompt the delivery of the response)
and reinforcement (to strengthen correct
responding in the presence of the target stimulus).
GOAL: to elicit the desired response from the
learner who is presented with a target
stimulus. Teachers ought to arrange
environmental conditions so that students
respond properly to presented stimuli.
What types of learning are best explained by this position?
Behaviorists would focus on the design of the
environment to optimize the transfer.
Cannot adequately explain the acquisition
of higher level skills or those that require a
greater depth of processing (e.g language
development, problem solving, inference
generating, critical thinking)
Reliable and effective in facilitating learning
that involves
chaining (automatically performing a
specified procedure)
associations (applying explanations)
generalizations (defining and illustrating
concepts)
discrimination (recalling facts)
Strategies that build and strengthening S-R associations
reinforcement
practice
use of instructional cues
What is the role of memory?
-The use of periodic practice serves to
maintain a learner’s readiness to respond.
-The role of memory is not addressed by
behaviorists.
How does learning occur?
Contends that responses that are followed by
reinforcement are more likely to recur in the
future.
Concern is how the association between the
stimulus and response is made, strengthened,
and maintained.
Example : 2+4 (stimulus) = 6 (proper answer is the
response)
Learning = accomplished when a proper
response is demonstrated following the
presentation of a specific environmental
stimulus.
Learning occur with changes in either the
form or frequency of observable performance.
