The behaviourist approach

• Behaviourist approach


  Only interested in studying behaviour that can be observed and measured, not concerned with investigating mental processes of the mind
• Behaviourists (Watson)


  • Rejected introspection as it involved too many concepts that were vague and difficult to measure
  • Tried to maintain more control and objectivity within their research and relied on lab studies
• Behaviourists' view of a baby's mind

  A 'blank slate' that is written on by experience
• Behaviourists suggested that the basic processes that govern learning are the same in all species
• Behaviourists identified two important forms of learning: classical conditioning and operant conditioning
• classical conditioning


  • Learned through Association and first demonstrated by Pavlov.

  • He showed how dogs could be conditioned to salivate to the sound of a bell if the sound was repeatedly presented at the same time as they were given food.

  • Thus he showed how a neutral stimulus can come to elect a response through association.
• Operant conditioning


  Skinner's research on how learning is an active process whereby humans and animals operate on their environment
• Operant conditioning


  • Behaviour is shaped by its consequences
• Positive reinforcement


  Receiving a reward when a certain behaviour is performed, e.g. praise from a teacher for answering a question correctly
• Negative reinforcement


  Avoiding something unpleasant, e.g. a student handing in an essay to avoid being told off. The outcome is a positive experience.
• Punishment


  An unpleasant consequence of behaviour, e.g. being shouted at by the teacher for talking during a lesson
• Positive and negative reinforcement


  Increase the likelihood that behaviour will be repeated. punishment decreases the likelihood that behaviour will be repeated.