Learning and cognition, Isabella Morgillo
BEHAVIOURISM
Introduction
Also known as behavioural psychology (Cherry, 2016), behaviourism is a theory of learning based on the idea that the behaviours of children are obtained through conditioning. Which can be modified through stimulus responses, where if not used correctly in a classroom per say can be ineffective and have no effect on the child. Some may get behaviourism confused in which they think it is a form of control when really it is all about behaviour modification. The conditioning of behaviourism occurs in the mix of interaction with the environment of the classroom (Woolfolk & Margett 2016, page 220). This is then divided into 4 types of conditioning; classical conditioning, positive …show more content…
One advantage could be that is used in everyday life as it a part of reunite especially fro a child in a classroom with packing their bags in the morning or listening to the teacher when they are talking, having routine in the child’s life will enable them to know what is mandatory and is the right thing to do (unknown, 2015). one of the few disadvantages this type of condition has is that it enforces the child to stick to routine and so in the future if the child gets too set on a particular routine, they might not know how to face the new reunite they will be told to do as they are so set on what they …show more content…
As an example in the classroom, when a teacher asks the students a question, the likelihood of them answering the question by putting their hand up isn’t very high as they may be too shy and don’t want to get the answer wrong or them just simply don’t know, but when a reward is being offered for the students who answer that question the teacher asks you can just see how many kids will be willy to have a go and answer the question because they want to get the reward (Slee, Roger 2015, page 17) . Positive reinforcement is most effective when it takes place straight after the good behaviour, meaning the shorter time between the action of behaviour that’s been taken place and the reward the stronger the likelihood will be for the behaviour to happen again. In saying this, there are cons to this reinforcement, as in some cases the good behaviour might just happen for the sake of the reward and not done because the child knows it’s the right thing to do. Once again with the teacher asking the students a question example, the student may just only answer the question because they know there is a reward at the end, and so when it comes time that the teacher ask the child to answer the question the teacher asks again and there is no
BEHAVIOURISM
Introduction
Also known as behavioural psychology (Cherry, 2016), behaviourism is a theory of learning based on the idea that the behaviours of children are obtained through conditioning. Which can be modified through stimulus responses, where if not used correctly in a classroom per say can be ineffective and have no effect on the child. Some may get behaviourism confused in which they think it is a form of control when really it is all about behaviour modification. The conditioning of behaviourism occurs in the mix of interaction with the environment of the classroom (Woolfolk & Margett 2016, page 220). This is then divided into 4 types of conditioning; classical conditioning, positive …show more content…
One advantage could be that is used in everyday life as it a part of reunite especially fro a child in a classroom with packing their bags in the morning or listening to the teacher when they are talking, having routine in the child’s life will enable them to know what is mandatory and is the right thing to do (unknown, 2015). one of the few disadvantages this type of condition has is that it enforces the child to stick to routine and so in the future if the child gets too set on a particular routine, they might not know how to face the new reunite they will be told to do as they are so set on what they …show more content…
As an example in the classroom, when a teacher asks the students a question, the likelihood of them answering the question by putting their hand up isn’t very high as they may be too shy and don’t want to get the answer wrong or them just simply don’t know, but when a reward is being offered for the students who answer that question the teacher asks you can just see how many kids will be willy to have a go and answer the question because they want to get the reward (Slee, Roger 2015, page 17) . Positive reinforcement is most effective when it takes place straight after the good behaviour, meaning the shorter time between the action of behaviour that’s been taken place and the reward the stronger the likelihood will be for the behaviour to happen again. In saying this, there are cons to this reinforcement, as in some cases the good behaviour might just happen for the sake of the reward and not done because the child knows it’s the right thing to do. Once again with the teacher asking the students a question example, the student may just only answer the question because they know there is a reward at the end, and so when it comes time that the teacher ask the child to answer the question the teacher asks again and there is no