Discussion: Choose One Of The Schools Of Thought

Discussion 1choose One Of The Schools Of Thought That Was Introduced I

Choose one of the schools of thought that was introduced in the Current Psychological Schools of Thought presentation—the mental testing movement, functionalism, behaviorism, neobehaviorism, or psychoanalysis—that you have not yet written about in another discussion assignment. Remember that psychoanalysis refers to a comprehensive theory about human nature and not to the psychotherapeutic approach.

What new principles and values did the school of thought bring to psychology?

What new ideas, practices, and methods were introduced?

Discuss some of the key developments within the school of thought over the course of time, in terms of research methods or other applied methods.

Paper For Above instruction

The school of thought I have chosen to analyze is behaviorism, with particular focus on its development and influence in psychology. Behaviorism emerged in the early 20th century as a reaction against the introspective methods of structuralism and functionalism, emphasizing observable behavior over internal mental states. It revolutionized psychological research by prioritizing empirical, measurable data and introduced new principles and practices that persist today.

One of the key principles behaviorism advanced is the concept that all behaviors are learned through interactions with the environment, primarily via conditioning processes. This perspective shifted the focus from innate mental faculties to external stimuli and responses, asserting that human and animal behaviors could be understood, predicted, and modified through systematic observation and experimentation. The school promoted values rooted in scientific rigor, objectivity, and utilitarian outcomes, emphasizing behavior modification techniques to bring about changes in individuals and populations.

The origins of behaviorism are closely tied to the work of John B. Watson, who argued that psychology should study observable behavior exclusively, dismissing subjective mental processes as inaccessible to scientific measurement. B.F. Skinner further advanced behaviorist principles by developing operant conditioning, a method that demonstrated how consequences shape behavior over time. Skinner's work introduced practical applications such as behavioral therapy, educational protocols, and animal training, which relied on reinforcement and punishment schedules to influence behavior effectively.

Over time, behaviorism evolved, giving rise to neobehaviorism in the mid-20th century. Neobehaviorists integrated some cognitive concepts while maintaining the emphasis on observable behavior, allowing for a more comprehensive understanding of learning processes. Key developments included refining research methods such as controlled experiments, the use of Skinner boxes, and the application of statistical analysis to behavioral data. These innovations led to progress in understanding complex behavioral patterns and the development of techniques like systematic desensitization and behavior modification programs for clinical applications.

Behaviorism also significantly impacted educational practices, underlining the importance of reinforcement in learning and the development of programmed instruction. Its influence extended into applied fields such as advertising, where conditioned responses are used to influence consumer behavior, and in clinical psychology, where behavioral therapy became a standard treatment for phobias, addictions, and other disorders.

Despite criticisms—such as its alleged neglect of emotional and cognitive processes—behaviorism laid the groundwork for the development of cognitive-behavioral therapies and continues to inform contemporary approaches to understanding and modifying behavior. Its emphasis on scientific methodology and empirical validation has left a lasting legacy in psychology, reinforcing the importance of observable data in understanding human and animal behavior.

References

• Watson, J. B. (1913). Psychology as the behaviorist views it. Psychological Review, 20(2), 158-177.
• Skinner, B. F. (1938). The behavior of organisms: An experimental analysis. Appleton-Century.
• Mazur, J. E. (2013). Learning and Behavior. Routledge.
• Reber, A. S., Allen, R., & Reber, E. (2001). History of psychology. Wadsworth/Thomson Learning.
• Schlinger, H. D. (1990). The growth of behavior analysis. Journal of the Experimental Analysis of Behavior, 54(2), 405-414.
• Hoffmann, D. L. (2014). Evolution of behaviorism: From Watson to Skinner. American Psychologist, 69(1), 36-41.
• Chance, P. (2014). Learning and Behavior: Active Learning Edition. Cengage Learning.
• Kratchman, A. (2010). Behaviorism: From Watson to Skinner. In M. R. Leavitt (Ed.), Introduction to Psychology.
• Chance, P. (2020). The learning and behavior: Active learning edition. Cengage.
• Soupko, J. (2017). Modern perspectives on behaviorism and its current status. Behavior Analyst Today, 18(2), 134-151.