Behavioristik

Teori Behavioristik

Explain as far as you!

1. Beahiorism (teory of learning)

2. kognitive

3. konstructivisme

4. media-(what do you know)

(advantages of media as instructional Learning)

Behaviorism as a theory was primarily developed by B. F. Skinner. It loosely encompasses the work of people like Edward Thorndike, Tolman, Guthrie, and Hull. What characterizes these investigators are their underlying assumptions about the process of learning. In essence, three basic assumptions are held to be true.^{[original research?]} First, learning is manifested by a change in behavior. Second, the environment shapes behavior. And third, the principles of contiguity (how close in time two events must be for a bond to be formed) and reinforcement (any means of increasing the likelihood that an event will be repeated) are central to explaining the learning process. For behaviorism, learning is the acquisition of new behavior through conditioning.

There are two types of possible conditioning:

1) Classical conditioning, where the behavior becomes a reflex response to stimulus as in the case of Pavlov's Dogs. Pavlov was interested in studying reflexes, when he saw that the dogs drooled without the proper stimulus. Although no food was in sight, their saliva still dribbled. It turned out that the dogs were reacting to lab coats. Every time the dogs were served food, the person who served the food was wearing a lab coat. Therefore, the dogs reacted as if food was on its way whenever they saw a lab coat.In a series of experiments, Pavlov then tried to figure out how these phenomena were linked. For example, he struck a bell when the dogs were fed. If the bell was sounded in close association with their meal, the dogs learned to associate the sound of the bell with food. After a while, at the mere sound of the bell, they responded by drooling.

2) Operant conditioning where there is reinforcement of the behavior by a reward or a punishment. The theory of operant conditioning was developed by B.F. Skinner and is known as Radical Behaviorism. The word ‘operant’ refers to the way in which behavior ‘operates on the environment’. Briefly, a behavior may result either in reinforcement, which increases the likelihood of the behavior recurring, or punishment, which decreases the likelihood of the behavior recurring. It is important to note that, a punishment is not considered to be applicable if it does not result in the reduction of the behavior, and so the terms punishment and reinforcement are determined as a result of the actions. Within this framework, behaviorists are particularly interested in measurable changes in behavior.

Educational approaches such as applied behavior analysis, curriculum based measurement, and direct instruction have emerged from this model.^[1]

Behaviorisme sebagai suatu teori ini terutama dikembangkan oleh BF Skinner. Ini secara longgar mencakup pekerjaan orang-orang seperti Edward Thorndike, Tolman, Guthrie, dan Hull. Yang mengkarakterisasi peneliti ini adalah asumsi yang mendasari mereka tentang proses pembelajaran. Pada intinya, tiga asumsi dasar yang dianggap benar [riset asli?]. Pertama, belajar adalah ditunjukkan oleh perubahan perilaku. Kedua, lingkungan bentuk perilaku. Dan ketiga, prinsip-prinsip kedekatan (seberapa dekat dalam waktu dua peristiwa harus untuk obligasi yang akan dibentuk) dan penguatan (segala cara meningkatkan kemungkinan bahwa suatu peristiwa akan diulang) adalah pusat untuk menjelaskan proses belajar. Untuk behaviorisme, belajar adalah akuisisi perilaku baru melalui pengkondisian.

Ada dua jenis pengkondisian mungkin:

1) Pengkondisian klasik, di mana perilaku menjadi respon refleks terhadap rangsangan seperti dalam kasus Anjing Pavlov. Pavlov tertarik dalam belajar refleks, ketika ia melihat bahwa anjing meneteskan air liur tanpa stimulus yang tepat. Meskipun tidak ada makanan di depan mata, air liur mereka masih mengalir. Ternyata anjing-anjing itu bereaksi terhadap jas lab. Setiap kali anjing-anjing itu disajikan makanan, orang yang menyajikan makanan itu mengenakan jas lab. Oleh karena itu, anjing bereaksi seolah-olah makanan sedang dalam perjalanan setiap kali mereka melihat coat.In laboratorium serangkaian eksperimen, Pavlov kemudian mencoba untuk mengetahui bagaimana fenomena ini dihubungkan. Misalnya, ia memukul lonceng ketika anjing diberi makan. Jika bel itu terdengar dalam hubungan erat dengan makanan mereka, anjing-anjing belajar untuk mengasosiasikan suara bel dengan makanan. Setelah beberapa saat, di suara bel semata, mereka menanggapi dengan air liur.

2) pengkondisian Operan dimana ada penguatan perilaku oleh hadiah atau hukuman. Teori operant conditioning ini dikembangkan oleh BF Skinner dan dikenal sebagai Radikal Behaviorisme. 'Instrumental' Kata mengacu pada cara di mana perilaku 'beroperasi pada lingkungan'. Singkatnya, perilaku mungkin hasil baik dalam penguatan, yang meningkatkan kemungkinan perilaku berulang, atau hukuman, yang mengurangi kemungkinan perilaku berulang. Penting untuk dicatat bahwa, hukuman tidak dianggap berlaku jika tidak mengakibatkan pengurangan perilaku, sehingga hukuman syarat dan penguatan ditentukan sebagai akibat dari tindakan. Dalam kerangka ini, behavioris sangat tertarik pada perubahan terukur dalam perilaku.

Pendidikan pendekatan seperti analisis perilaku diterapkan, pengukuran kurikulum berbasis, dan instruksi langsung telah muncul dari model ini. [1]

Behaviorism (or behaviourism), also called the learning perspective (where any physical action is a behavior), is a philosophy of psychology based on the proposition that all things that organisms do—including acting, thinking and feeling—can and should be regarded as behaviors.^[1] The behaviorist school of thought maintains that behaviors as such can be described scientifically without recourse either to internal physiological events or to hypothetical constructs such as the mind.^[2] Behaviorism comprises the position that all theories should have observational correlates but that there are no philosophical differences between publicly observable processes (such as actions) and privately observable processes (such as thinking and feeling).^[3]
From early psychology in the 19th century, the behaviorist school of thought ran concurrently and shared commonalities with the psychoanalytic and Gestalt movements in psychology into the 20th century; but also differed from the mental philosophy of the Gestalt psychologists in critical ways.^{[citation needed]} Its main influences were Ivan Pavlov, who investigated classical conditioning although he did not necessarily agree with Behaviorism or Behaviorists, Edward Lee Thorndike, John B. Watson who rejected introspective methods and sought to restrict psychology to experimental methods, and B.F. Skinner who conducted research on operant conditioning.^[3]
In the second half of the 20th century, behaviorism was largely eclipsed as a result of the cognitive revolution.^[4][5] While behaviorism and cognitive schools of psychological thought may not agree theoretically, they have complemented each other in practical therapeutic applications, such as in cognitive–behavioral therapy that has demonstrable utility in treating certain pathologies, such as simple phobias, PTSD, and addiction. In addition, behaviorism sought to create a comprehensive model of the stream of behavior from the birth of the human to his death (see Behavior analysis of child development).

Behaviorisme (atau behaviorisme), juga disebut perspektif pembelajaran (di mana setiap tindakan fisik perilaku), adalah filsafat psikologi didasarkan pada proposisi bahwa semua hal yang organisme lakukan-termasuk akting, pikiran dan perasaan-dapat dan harus dianggap sebagai perilaku [1] Sekolah behavioris pemikiran berpendapat bahwa perilaku demikian dapat digambarkan secara ilmiah tanpa recourse baik untuk peristiwa fisiologis internal atau konstruksi hipotetis seperti pikiran.. [2] Behaviorisme terdiri dari posisi bahwa semua teori harus memiliki berkorelasi observasional namun bahwa tidak ada perbedaan filosofis antara proses publik diamati (seperti tindakan) dan pribadi proses diamati (seperti pikiran dan perasaan). [3]

Dari psikologi pada awal abad ke-19, sekolah behavioris pemikiran berlari bersamaan dan berbagi kesamaan dengan gerakan psikoanalitik dan Gestalt dalam psikologi abad ke-20;. Tetapi juga berbeda dari filsafat mental dari psikolog Gestalt dalam cara-cara kritis [rujukan?] pengaruh utamanya adalah Ivan Pavlov, yang menyelidiki pengkondisian klasik meskipun dia tidak selalu setuju dengan Behaviorisme atau Behavioris, Edward Lee Thorndike, John B. Watson yang menolak metode introspektif dan berusaha untuk membatasi psikologi dengan metode eksperimental, dan BF Skinner yang melakukan penelitian tentang pengkondisian operan. [3]

Dalam paruh kedua abad ke-20, behaviorisme sebagian besar hilang cahayanya sebagai akibat dari revolusi kognitif. [4] [5] Sementara behaviorisme dan kognitif sekolah pemikiran psikologis mungkin tidak setuju secara teoritis, mereka saling melengkapi dalam aplikasi terapi praktis, seperti terapi kognitif-perilaku yang memiliki utilitas dibuktikan dalam mengobati patologi tertentu, seperti fobia sederhana, PTSD, dan kecanduan. Selain itu, behaviorisme berusaha untuk membuat model yang komprehensif dari aliran perilaku dari kelahiran manusia sampai kematiannya (lihat analisis Perilaku perkembangan anak).