Loading presentation...

Present Remotely

Send the link below via email or IM


Present to your audience

Start remote presentation

  • Invited audience members will follow you as you navigate and present
  • People invited to a presentation do not need a Prezi account
  • This link expires 10 minutes after you close the presentation
  • A maximum of 30 users can follow your presentation
  • Learn more about this feature in our knowledge base article

Do you really want to delete this prezi?

Neither you, nor the coeditors you shared it with will be able to recover it again.


Make your likes visible on Facebook?

Connect your Facebook account to Prezi and let your likes appear on your timeline.
You can change this under Settings & Account at any time.

No, thanks


History and Philosophy of Psychology Presentation

Airul Hafiz Abdul Hamid

on 4 December 2012

Comments (0)

Please log in to add your comment.

Report abuse

Transcript of Behaviorism

Airul Hafiz
Nurul Kamal
Muhd Syuib
Aliff Hanif
Muhd Ridhwan BeHaViOrIsM ProMinnent SCHOLARS BeHaViOrIsT JOHN B WATSON The concept of reinforcement is unnecessary

Try to explain learning in term of the ancient principles of contiguity and frequency
Law of frequency
Law of contiguity Mind & Body Behaviorist Timeline JOHN B. WATSON Classical Conditioning B. F. SKINNER 1 2 3 LeArNiNg OuTcOmEs Able to understand the emergence of Behaviorism Able to identify the prominent figures of Behaviorism Able to recognize the theories introduced by the figures Able to know the Islamic Views on Behaviorism Able to know the history of Behaviorism from Islamic Perspectives 1879 Psychoanalysis BEHAVIORISM 2 4 5 Structuralism Functionalism 1896 3 1910 1920 5 Humanistic 1960 The Founder of Behaviorism IVAN PAVLOV Operant Conditioning 4 Modeling-BOBO DOLL Albert Bandura What is Behaviorism behaviorism tends to explain learning in terms of observable behavior, generally avoiding reference to mental events and entities. "to discover the lawful relationship between environment events and behaviors" (Gredler, 1997). to behaviorism, learning is a behavioral change. IVAN PAVLOV Born on 14 September 1849
In town Ryazan Russia
Has medical degree
Later study physiology in Germany
Appointed as professor of physiology at St. Petersburg’s Military Medical Academy
Before psychology he spent studying the digestive system VIDEO RECAP strong emphasis on association
and analysis on nurture over nature in determining human and animal behavior. explained entirely in terms of reflexes, stimulus-response associations
and the effects of reinforcer upon them entirely
excluding 'mental' terms like desires and goals Behaviorist VIEWS AnCiEnt EgYpT AnCiEnT GrEEk 1 2 3 4 Middle AGE MoDeRn PsyCholOgy “complete rejection of introspection and of any explanation of behavior based on mentalism”
Consciousness could not cause behavior
Became less interested in physiology and more interested in correlating stimuli and response Four types of behavior:

Explicit learned behavior
Implicit learned behavior
Explicit unlearned behavior
Implicit unlearned behavior Psychology Goals Experiment in 1920 on 11 month-old infant named Albert
Originally Albert don’t seem fear white rat
In the experiment as Albert reached for the rat a steal bar behind him was struck with hammer
The loud unexpected noise cause Albert to jump and fall forward
After several times Albert now frightened of ratThe fear also generalized to other furry objects Little Albert Peter & Rabbit A three year old boy named Peter who intensely fear of white rats, rabbits etc.
Watson and Jones first tried showing Peter other children playing with the object he was fear
Later they decide to do counter conditioning on Peter
One day while Peter was eating his lunch, a rabbit in wire cage was displayed far enough so that don’t disturbed Peter
Each day the rabbit is moved closer to Peter
Until Peter able to eat with one hand and play with the rabbit with other hand
Example of behavior therapy LEARNING Psychophysical parallelism Epiphenomenalism Descartes, William James
The mind can influence the body and vise versa
The mind and body interact Interactionist Views mental and bodily event are parallel with no interaction between them Bodily events cause mental events but mental events cannot cause bodily events Physical monism (materialism) Involved rejecting the existence of mental event (conscious) altogether VIDEO RECAP Research On Digestion Found little could be learned from dead or traumatized animal

He know patient who suffered a severe gunshot

Pavlov come out with gastric fistula (channel) FOUR Types of VIEWS Discovery on CONDITIONED REFLEX Discover during work on digestion
The secretion of gastric juices in response to such substances as meat powder
Object or event associated with meat powder also caused stomach secretions
Pavlov refer this this response as conditional because it depend on something else CLASSICAL CONDITIONING Unconditioned Response (UCR) CONDITIONED STIMULUS (CS) Unconditioned Stimulus (UCS) CONDITIONED RESPONSE (CR) BF SKINNER RESEARCH AREA Bandura was initially influenced by Robert Sears' work on familial antecedents of social behaviour and identificatory learning.

He directed his initial research to the role of social modelling in human motivations, thought, and action.

Their joint efforts illustrated the critical role of modeling in human behavior and led to a program of research into the determinants and mechanisms of observational learning. Skinner was born in Susquehanna, Pennsylvania.

He attended Hamilton College in New York with the intention of becoming a writer.

He wrote for the school paper, but as an atheist, he was critical of the religious school he attended.

He also attended Harvard University after receiving his B.A. in English literature in 1926.

After graduation, he spent a year at his parents' home.
He tried to become a writer in Greenwich Village.

His encounter with John B. Watson's Behaviorism led him into graduate study in psychology and to the development of his own operant behaviorism. OPERANT CONDITIONING Skinner is regarded as the father of Operant Conditioning, but his work was based on Thorndike’s law of effect. 

Skinner introduced a new term into the Law of Effect.

Reinforcement-->behavior which is reinforced tends to be repeated (strengthened).

Behavior which is not reinforced tends to die out-or be extinguished (weakened). NEUTRAL OPERANTS REINFORCERS THREE TYPES OF RESPONSES responses from the environment that neither increase nor decrease the probability of a behavior being repeated. Responses from the environment that increase the probability of a behavior being repeated. Reinforcers can be either positive or negative PUNISHERS Response from the environment that decrease the likelihood of a behavior being repeated. Punishment weakens behavior. Bandura was born in Mundare, in Alberta.
As the youngest child, and only son, in a family of six.

The limitations of education in a remote town such as this caused Bandura to become independent and self-motivated in terms of learning, and these primarily developed traits proved very helpful in his lengthy career.

Bandura arrived in the US in 1949 and naturalized in 1956. He is married to Virginia Varns and has two daughters, Carol and Mary. ALBERT BANDURA SOCIAL LEARNING THEORY learning new behaviors and for achieving behavioral change in institutionalized settings.

Children and adults analyze their learning by imitating behaviors of others, observing others.

Bobo Doll Experiment.

Identified aggression in children

The theory he expanded from social learning theory soon became known as social cognitive theory. VIDEO RECAP THE ACCEPTANCE & REJECTION from ISLAMIC PERSPECTIVE BEHAVIORISM IN ISLAM HUMAN NATURE Islam insisted that men is determined by their level of iman

Soul plays important role in development of men’s behavior.
E.G: dhizkir, recitation of quran, prayer

Concept of Fitrah by prophet (SAW) HUMAN LEARNING Behaviorism views men’s behavior determined by stimulus-responses.

They also believe that men’s behavior resulted of reinforcement and punishment.

Behaviorist believes modelling is most appropriate to concept of human learning.


Islam agreed with the concept of stimulus-responses

The application is not contradict with Islamic aqidah WESTERN VIEW Naturalistic
Men as machine that respond to conditioning
Men are not responsible for own action
Behavior is manipulative ISLAM VIEW Man without soul and mind can be animal. It is true many people behavior can be conditioned reflex according to this theory. If it is not for God and religion most of us would be this way. THEREFORE,
Islam did not reject the concept of behaviorism TOTALLY
Islam accept the application of the behaviorism
Only the principles of behaviorism MUST be rejected
The existence of soul and its role MUST be included in behaviorism for Muslims. ISLAMIC PERSPECTIVE BEHAVIORIST IN ISLAMIC VIEWS To reiterate behaviorism seeks to identify observable, measurable laws that could explain all of human behavior. CLASSICAL CONDITIONING From a general Islamic perspective, classical conditioning can be an atheistic mazhab in
terms of `aqidah.
Watson for instance rejected the concept of religion, hereafter, moral and love as the axis
of ‘Aqidah or creed. IBN SINA Operant conditioning in Islamic View
Ibn Sina believes that the association between unconditioned and neutral stimulus must be kept in memory before it can become a conditioned stimulus (classical conditioning).
His examples:

how seeing food (without even eating it) is pleasurable and seeing sticks (without even been beaten by it) is painful Ibn Sina also suggested that a person can feel disgusted
(a conditioned response) with yellow honey (a conditioned stimulus) if
he associates its color with yellow bile (neutral stimulus). AL-GHAZALI Al-Ghazali went a step further by giving example of what is now known as Pavlovian “stimulus generalisation” when he observed that a person who was bitten by a snake is momentarily phobic of a colourful rope.

He also went another step further, much earlier than Pavlov, by using salivation as his example.

Al-Ghazali said that observing a person eating an acidic fruit, or even imagining such scene, can make the observer (or the imaginer) salivates.

At that time, not only it is an advanced theory, it is also add to the current deficient theory by introducing the cognitive aspect of learning such as imagination. From a general Islamic perspective, operant conditioning also can be an atheistic mazhab in terms of `aqidah.

Skinner, as quoted by Badri (1979), said that behaviour we called right or wrong (which Muslims believe as halal and haram) are nothing more than unforeseen event of responses towards immediate and tangible rewards and punishments, and have nothing to do with the concepts of good and bad.

In other words, our akhlaq, our `ibadah, and even our tawhid are just illusions. The major differences between operant conditioning and Islamic concepts of rewards and punishment are, in Islam, the stimuli are intangible and delayed (as late as after death or even after Judgement Day).

Not only cognitive factor plays a role here, but also the soul factor, i.e. the level of iman, can influence whether Islamic stimuli are rewarding or punishing enough. Contemporary Western psychology advocates that punishment is less effective than reinforcement (Ormrod, 2001).
This concept is not alien in Islam :
There is a da`wah principle that al-targhib (making people feel good) should be prioritised before al-tarhib (making people feel fear) when promoting Islam (Abdul Aziz, 1997) which is in line with psychological concept to prioritise reinforcement over punishment. Even when punishments are practiced in Islamic tradition, they are usually administered to those who really understand his or her wrongdoings.

For instance:

beating the children who do not perform prayer is only allowed when they are ten years old, only after educating them about the importance of prayer three years before that (based on a hadith narrated by Ahmad). In other words, understanding the reason of punishment is a pre-requisite before administering it which is similar to what Western psychology has said.
Contemporary operant conditioning theory of reinforcement cannot be applied to Muslims with high level of iman. For a Muslim, just by having faith that he or she will receive rewards, jannah (paradise), or Allah pleasure can be a positive reinforcer. CONTRIBUTIONS in OPERANT CONDITIONING It was illustrated in various narrations. The prophet, companions, and successor already applied hundred years back.

Al-ghazali said the concept of jannah (paradise) and nar (hell-fire) is based on rewards and punishment principle. This is because, it is in human nature to try to seek pleasant feelings and avoid unpleasant stimuli. THANK YOU QuEsTiOnS 1. Identified two goal of psychology
propose by Watson?

2. What Watson view on mind and body?

3. List four key concepts in classical conditioning? QuEsTiOnS 1. Names three types of responses or operant that can follow behavior.

2. Name two theories that came from Albert Bandura? QuEsTiOnS 1. Who are the Muslim scholars that pioneered the classical conditioning?

2. What are the views of Islam on classical and operant conditioning?

3. What are the roles of Muslims in using the conditioning to promote Islam?
Full transcript