Behavioral Learning Theories: How Do We Act?
Learning theories focus on how we respond to events or stimuli rather than emphasizing what motivates our actions. These theories provide an explanation of how experience can change what we are capable of doing or feeling.
Classical Conditioning and Emotional Responses
Classical Conditioning theory helps us to understand how our responses to one situation become attached to new situations. For example, a smell might remind us of a time when we were a kid (elementary school cafeterias smell like milk and mildew!). If you went to a new cafeteria with the same smell, it might evoke feelings you had when you were in school. Or a song on the radio might remind you of a memorable evening you spent with your first true love. Or, if you hear your entire name (John Wilmington Brewer, for instance) called as you walk across the stage to receive your diploma and it makes you tense because it reminds you of how your father used to use your full name when he was upset with you, you’ve been classically conditioned!
Classical conditioning explains how we develop many of our emotional responses to people, events, or “gut level” reactions to situations. New situations may bring about an old response because the two have become connected. Attachments form in this way. Addictions are affected by classical conditioning, as anyone who’s tried to quit smoking can tell you. When you try to quit, everything that was associated with smoking makes you crave a cigarette.
Pavlov: Classical Conditioning
Ivan Pavlov (1880–1937) was a Russian physiologist interested in studying digestion. As he recorded the amount of salivation his laboratory dogs produced as they ate, he noticed that they actually began to salivate before the food arrived, as the researcher walked down the hall and toward the cage. “This,” he thought, “is not natural!” One would expect a dog to automatically salivate when the food hit their palate, but BEFORE the food comes? Why would this happen? The dogs knew that the food was coming because they had learned to associate the footsteps with the food. The key word here is “learned.” A learned response is called a “conditioned” response. Pavlov began to experiment with this “psychic” reflex. He began to ring a bell, for instance, prior to introducing the food. Sure enough, after making this connection several times, the dogs could be made to salivate to the sound of a bell. Once the bell had become an event to which the dogs had learned to salivate, it was called a conditioned stimulus. The act of salivating to a bell was a response that had also been learned, now termed a conditioned response. The response, salivation, is the same whether it is conditioned or unconditioned (unlearned or natural). What changed is the stimulus to which the dog salivates. One is natural (unconditioned) and one is learned (conditioned). Why is this important? Consider how classical conditioning is used on us. Psychologist, John B. Watson, is known for one of the most widespread applications of classical conditioning principles.
Watson and Behaviorism
Watson believed that most of our fears and other emotional responses are classically conditioned. He had gained a good deal of popularity in the 1920s with his expert advice on parenting. He believed that parents could be taught to help shape their children’s behavior and tried to demonstrate the power of classical conditioning with his famous experiment on 18 month-old boy named little Albert. Watson sat Albert down and introduced a variety of seemingly scary objects to him: a burning piece of newspaper, a white rat, etc. But Albert remained curious and reached for each of these things. Watson knew that one of our inborn fears is the fear of loud noises so he proceeded to make a loud noise each time he introduced one of Albert’s favorites, a white rat. After hearing the loud noise several times paired with the rat, Albert soon became fearful of the rat and began to cry when it was introduced. Watson filmed this experiment for posterity and used it to demonstrate that he could help parents achieve any outcome they desired, if they would only follow his advice.
Consider the experiment with little Albert, identify the unconditioned stimulus, the unconditioned response, and, after conditioning, the conditioned stimulus and the conditioned response. (6)
Behavioral Learning Theory
Operant Conditioning and Repeating Actions
Operant Conditioning is another learning theory that emphasizes a more conscious type of learning than that of classical conditioning. A person (or animal) does something (operates something) to see what effect it might bring. Simply said, operant conditioning describes how we repeat behaviors because they pay off for us. It is based on a principle authored by a psychologist named Thorndike (1874–1949) called the law of effect. The law of effect suggests that we will repeat an action if it is followed by a good effect.
Skinner and Reinforcement
B.F. Skinner (1904–1990) expanded on Thorndike’s principle and outlined the principles of operant conditioning. Skinner believed that we learn best when our actions are reinforced. For example, a child who cleans his room and is reinforced (rewarded) with a big hug and words of praise is more likely to clean it again than a child whose deed goes unnoticed. Skinner believed that almost anything could be reinforced. A reinforcer is anything following a behavior that makes it more likely to occur again. It can be something intrinsically rewarding (called intrinsic or primary reinforcers), such as food or praise, or it can be something that is rewarding because it can be exchanged for what one really wants (such as money to buy a cookie). Such reinforcers are referred to as secondary reinforcers or extrinsic reinforcers.
Positive and Negative Reinforcement
Sometimes, adding something to the situation is reinforcing as in the cases we described previously with cookies, praise, and money. Positive reinforcement involves adding something to the situation in order to encourage a behavior. Other times, taking something away from a situation can be reinforcing. For example, the loud, annoying buzzer on your alarm clock encourages you to get up so that you can turn it off and get rid of the noise. Children whine in order to get their parents to do something and often, parents give in just to stop the whining. In these instances, negative reinforcement has been used.
Operant conditioning tends to work best if you focus on trying to encourage a behavior or move a person into the direction you want them to go rather than telling them what not to do. Reinforcers are used to encourage a behavior; punishers are used to stop behavior. A punisher is anything that follows an act and decreases the chance it will reoccur. But often a punished behavior doesn’t really go away. It is just suppressed and may reoccur whenever the threat of punishment is removed. For example, a motorist may only slow down when the highway patrol is on the side of the freeway. Another problem with punishment is that when a person focuses on punishment, they may find it hard to see what the other does right or well. And punishment is stigmatizing; when punished, some start to see themselves as bad and give up trying to change.
Reinforcement can occur in a predictable way, such as after every desired action is performed, or intermittently, after the behavior is performed a number of times or the first time it is performed after a certain amount of time. The schedule of reinforcement has an impact on how long a behavior continues after reinforcement is discontinued. So a parent who has rewarded a child’s actions each time may find that the child gives up very quickly if a reward is not immediately forthcoming. Think about the kinds of behaviors you may have learned through classical and operant conditioning. You may have learned many things in this way. But sometimes we learn very complex behaviors quickly and without direct reinforcement. Bandura explains how. (6)
Social Learning Theory
Albert Bandura is a leading contributor to social learning theory. He calls our attention to the ways in which many of our actions are not learned through conditioning; rather, they are learned by watching others (1977). Young children frequently learn behaviors through imitation. Sometimes, particularly when we do not know what else to do, we learn by modeling or copying the behavior of others. An employee on his or her first day of a new job might eagerly look at how others are acting and try to act the same way to fit in more quickly. Adolescents struggling with their identity rely heavily on their peers to act as role models. Newly married couples often rely on roles they may have learned from their parents and begin to act in ways they did not while dating and then wonder why their relationship has changed. Sometimes we do things because we’ve seen it pay off for someone else. They were operantly conditioned, but we engage in the behavior because we hope it will pay off for us as well. This is referred to as vicarious reinforcement (Bandura, Ross and Ross, 1963).
Do Parents Socialize Children or Do Children Socialize Parents?
Bandura (1986) suggests that there is interplay between the environment and the individual. We are not just the product of our surroundings; rather, we influence our surroundings. There is interplay between our personality and the way we interpret events and how they influence us. This concept is called reciprocal determinism. An example of this might be the interplay between parents and children . Parents not only influence their child’s environment, perhaps intentionally through the use of reinforcement, etc., but children influence parents as well. Parents may respond differently with their first child than with their fourth. Perhaps they try to be the perfect parents with their firstborn, but by the time their last child comes along they have very different expectations both of themselves and their child. Our environment creates us and we create our environment.
Other social influences: TV or not TV? Bandura (et al. 1963) began a series of studies to look at the impact of television commercials on the behavior of children. Are children more likely to act out aggressively when they see this behavior modeled? What if they see it being reinforced? Bandura began by conducting an experiment in which he showed children a film of a woman hitting an inflatable clown or “bobo” doll. Then the children were allowed in the room where they found the doll and immediately began to hit it. This was without any reinforcement whatsoever. Later children viewed a woman hitting a real clown and sure enough, when allowed in the room, they too began to hit the clown! Not only that, but they found new ways to behave aggressively. It’s as if they learned an aggressive role. (6)
Strictly speaking, behavioral theories are not developmental theories. Both Freud and Erikson were interested in developmental stages and how we change across time. Behavioral theories believe that reinforcers and punishers function the same regardless of age or stage of development, which is why they are psychological theories, but not developmental theories. (1)
What Do We Think?
Cognitive theories focus on how our mental processes or cognitions change over time. We will examine the ideas of two cognitive theorists: Jean Piaget and Lev Vygotsky.
Piaget: Changes in Thought with Maturation
Jean Piaget (1896–1980) is one of the most influential cognitive theorists inspired to explore children’s ability to think and reason by watching his own children’s development. He was one of the first to recognize and map out the ways in which children’s intelligence differs from that of adults. He became interested in this area when he was asked to test the IQ of children and began to notice that there was a pattern in their wrong answers. He believed that children’s intellectual skills change over time and that maturation rather than training brings about that change. Children of differing ages interpret the world differently
Making Sense of the World
Piaget believed that we are continuously trying to maintain cognitive equilibrium or a balance or cohesiveness in what we see and what we know. Children have much more of a challenge in maintaining this balance because they are constantly being confronted with new situations, new words, new objects, etc. When faced with something new, a child may either fit it into an existing framework ( schema ) and match it with something known ( assimilation ) such as calling all animals with four legs “doggies” because he or she knows the word doggie, or expand the framework of knowledge to accommodate the new situation ( accommodation ) by learning a new word to more accurately name the animal. This is the underlying dynamic in our own cognition. Even as adults we continue to try and “make sense” of new situations by determining whether they fit into our old way of thinking or whether we need to modify our thoughts.
Stages of Cognitive Development
Piaget outlined four major stages of cognitive development. The stages are briefly mentioned here. We will discuss them in detail throughout the course. For about the first two years of life, the child experiences the world primarily through their senses and motor skills. Piaget referred to this type of intelligence as sensorimotor intelligence . During the preschool years, the child begins to master the use of symbols or words and is able to think of the world symbolically but not yet logically. This stage is the preoperational stage of development. The concrete operational stage in middle childhood is marked by an ability to use logic in understanding the physical world. In the final stage, the formal operational stage the adolescent learns to think abstractly and to use logic in both concrete and abstract ways.
Criticisms of Piaget’s Theory
Piaget has been criticized for overemphasizing the role that physical maturation plays in cognitive development and in underestimating the role that culture and interaction (or experience) plays in cognitive development. Looking across cultures reveals considerable variation in what children are able to do at various ages. Piaget may have underestimated what children are capable of given the right circumstances.
Vygotsky: Changes in Thought with Guidance
Lev Vygotsky (1896–1934) was a Russian psychologist who wrote in the early 1900s. Vygotsky’s work was discovered in the United States in the 1960s and he became more widely known in the 1980s. Vygotsky differed with Piaget in that he believed that a person not only has a set of abilities, but also a set of potential abilities that can be realized if given the proper guidance from others. His sociocultural theory emphasizes the importance of culture and interaction in the development of cognitive abilities. He believed that through guided participation known as scaffolding, with a teacher or capable peer, a child can learn cognitive skills within a certain range known as the zone of proximal development. Have you ever taught a child to perform a task? Maybe it was brushing her teeth or preparing food. Chances are you spoke to her and described what you were doing while you demonstrated the skill and let her work along with you all through the process. You gave her assistance when she seemed to need it, but once she knew what to do-you stood back and let her go. This is scaffolding and can be seen demonstrated throughout the world. This approach to teaching has also been adopted by educators. Rather than assessing students on what they are doing, they should be understood in terms of what they are capable of doing with the proper guidance. (7)