Behavioral Theorists Pavlov, Watson, And Skinner Are Conside

Behavioral Theorists Pavlov, Watson, and Skinner are considered the originators of behaviorism

Behavioral Theorists Pavlov, Watson, and Skinner are considered the originators of behaviorism. All contributed to learning theory. All three of the researchers studied the effects of the environment on learning. Select one of the three behaviorists who, in your opinion, offers the most compelling argument for the use of behaviorism when teaching a new subject to an adult and to a child. Identify that behaviorist, then answer the following questions about his approach: Describe how that behaviorist would teach an adult a new skill. Be specific; what is the skill? What steps would the behaviorist use? Would that behaviorist use a different approach with a child? Why do you think this behaviorist’s approach is best? What issues or problems do you find in the other two behaviorists’ approaches?

Paper For Above instruction

The debate between Pavlov, Watson, and Skinner in the realm of behaviorism centers on their pioneering approaches to understanding and applying environmental stimuli to influence learning behaviors. Among these, B.F. Skinner presents the most compelling framework for teaching new skills to both adults and children due to his emphasis on reinforcement and operant conditioning. This paper explores Skinner’s approach to instruction, illustrating how he would facilitate learning of a new skill—specifically, the ability to effectively use a new software application—and compares it with the hypothetical approaches of Pavlov and Watson.

Skinner’s methodology for teaching an adult a new skill, such as proficiently operating a complex data analysis software, relies on the principles of operant conditioning, which involves reinforcing desirable behaviors to encourage their repetition. The process begins with clear goal setting—identifying specific actions within the software that the learner needs to master. Skinner would break down the skill into manageable steps; for example, opening files, navigating menus, entering data, and interpreting output. Initially, the instructor would give direct demonstrations, but the key to Skinner’s approach is the systematic reinforcement of correct responses. For instance, after the adult successfully completes the step of entering data correctly, they might receive verbal praise, a tangible reward, or immediate positive feedback, which reinforces the correct behavior.

The subsequent steps involve guided practice where the learner repeatedly performs the task while receiving reinforcement for correct execution. Mistakes would be addressed through prompts or cues, gradually fading as the learner gains confidence and proficiency. Over time, the instructor would reinforce increasingly independent use of the software, possibly shifting from extrinsic rewards to internalized satisfaction of mastery. Skinner’s approach also involves shaping behavior by reinforcing approximations—smaller steps closer to the desired skill—until the entire process becomes habitual and automatic. This systematic reinforcement ensures that learning is both effective and enduring.

When considering whether Skinner would use a different approach with children, the evidence suggests that he would adapt his methods to account for developmental differences in motivation and attention span. For children, reinforcement could take the form of praise, stickers, or privileges, aligning with their developmental needs for immediate reinforcement and tangible rewards. Skinner’s emphasis on positive reinforcement remains consistent across age groups, but the types of reinforcers would be age-appropriate and engaging for children.

Skinner’s approach is arguably the most effective because it emphasizes measurable outcomes and systematic reinforcement strategies, which facilitate clear, observable progress. This direct method reduces ambiguity in instruction and fosters confidence, particularly in complex tasks like software use. It also accommodates individual differences in learning pace and provides continuous feedback, which sustains motivation and engagement.

Conversely, limitations or issues arise in the approaches of Pavlov and Watson. Pavlov’s classical conditioning, primarily involving involuntary responses to stimuli, lacks the emphasis on active learning and voluntary behavior change necessary for mastering complex skills in a practical context. Watson’s focus on observable behavior and stimulus-response associations similarly falls short in addressing the internal cognitive processes and motivation involved in learning complex, purposeful skills. Both approaches are more suited to conditioning specific responses rather than fostering autonomous, self-directed learning. Therefore, Skinner’s operant conditioning approach, with its emphasis on reinforcement and active participation, provides a more robust framework for teaching new skills to both adults and children.

References

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