Behaviorism

A scientist named Ivan Pavlov discovered classical conditioning in the late 19th century while performing experiments (Snow, 2015). Pavlov observed that a neutral stimulus, such as a sound like a bell, when combined with a stimulus (food) would produce a behavior. The results of his work led others to ponder behaviors and how they were produced.

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Edward Thorndike also researched and helped to solidify learning theory with his study of the Law of Effect around 1898 (McLeod, 2018). The Law of Effect, showed that if a subject had a pleasant response then it was more likely to happen again.  He also proved that if a person had a negative outcome, then the behavior was less likely to happen again (Stagnor and Walinga, 2014). 

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Behaviorism as a learning theory became well known in the 1960’s and 1970’s due to the studies and experiments of B.F. Skinner (Stagnor and Walinga, 2014).  Skinner’s work was done in the 1930’s (McLeod, 2018)  He took Thorndike’s research and findings on the Law of Effect a step further and developed the concept of operant conditioning (McLeod, 2018). With operant conditioning, behavior can be changed one way or another by applying reinforcements and/or punishments (Graduate Student Instructor Teaching and Resource Center, n.d.). 

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There are two different types of reinforcement: positive and negative. Positive reinforcement takes place when something is added that results in a desired behavior. Negative reinforcement is when something is taken away to produce the desired behavior. Reinforcement is meant to increase the occurrence of the behavior, while punishment is meant to reduce the frequency or weaken the behavior (Graduate Student Instructor Teaching and Resource Center, n.d.). One major strength of behaviorism lies in the use of reinforcement. They apply nicely to educational settings, where learners typically earn rewards for their work such as a grade and/or the ability to move on to the next assignment, course, or level. Reinforcement has also proven to be beneficial when motivation is needed to reach desired behaviors.  It is especially important when presenting material to learners with the expectation that it will be retained. 

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Over time behaviorism has become woven into the fabric of many things we do on a daily basis, including child rearing and education, though it has its limits.  It can be usefully applied to achieve favorable outcomes for learners, but only in specific situations. Behaviorism is not an approach that can be used successfully with higher-order thinking skills utilized during decision making and problem solving, such as analysis, synthesis, or evaluation (Keraminda, 2015).  It is also difficult to provide constant positive reinforcement to avoid the regression of the desired behavior(s).  

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I believe behaviorism has a place in teaching and learning, but this is typically when it comes to introductory information that can be memorized, is factual, and has only one correct answer (Graduate Student Instructor Teaching and Resource Center, n.d.).  Perhaps behaviorist techniques are best utilized for surface level learning to build knowledge upon.  This could pose a problem for many businesses and companies when presenting complex ideas, as businesses and companies often wish to employ those who are efficient problem solvers and adept decision makers who will use these skills.

Graduate Student Instructor Teaching and Resource Center, (n.d.), states that “…while behaviorist methods have proven to be successful in teaching structured material such as facts and formulae, scientific concepts, and foreign language vocabulary, their efficacy in teaching comprehension, composition, and analytical abilities is questionable.”  Therefore, I’m led to believe that simplified rote memorization will not satisfy the needs of the learner nor will it be a proper way to present in-depth material in the field of instructional design.  

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In summary, Behaviorism as a learning theory is used best when teaching factual information and items with only one answer.  There is definitely a use for behaviorism in instructional design and adult education, though one should carefully consider what ideals are being taught before its application.  Behaviorist principles utilizing reinforcement and rewards can be a useful motivation tool, ultimately benefiting the learner.  Other learning theories will undoubtedly need to be applied in order to take learners to the next level and provide opportunities for deeper understanding, growth, and development.