Behaviorist theories of learning
http://www.sil.org/lingualinks/Literacy/ImplementALiteracyProgram/BehavioristTheoriesOfLearning.htm
Introduction
Behaviorist theories of learning seek scientific, demonstrable explanations for simple behaviors. For these reasons, and since humans are considered to resemble machines, behaviorist explanations tend to be somewhat mechanical in nature.
"They make use of one or both of two principal classes of explanations for learning: those based on contiguity (simultaneity of stimulus and response events) and those based on the effects of behavior (reinforcement and punishment)" (Lefrancois 1988:29).
Context
Understanding some principles from behaviorist theory can help you in your work. Here are some principles to apply:
The following are valuable:
Repetition
Small, concrete, progressively sequenced tasks
Positive and negative reinforcement
Consistency in the use of reinforcers during the teaching-learning process
Habits and other undesirable responses can be broken by removing the positive reinforcers connected with them.
Immediate, consistent, and positive reinforcement increases the speed of learning.
Once an item is learned, intermittent reinforcement will promote retention.
Note:
You will often find stimulus-response techniques used in computer courses.
Discussion
For many years, these concepts from behavioral theory formed the basis of most of the learning theory applied in child rearing and in classrooms. Parents and teachers still find that, in many instances, individuals do learn when provided with the appropriate blend of stimuli, rewards, negative reinforcement, and punishments. Especially with small children and simpler tasks, behavioral principles are often effective.
Eventually, however, educators began to feel that although stimulus-response does explain many human behaviors and has a legitimate place in instruction, behaviorism alone was not sufficient to explain all the phenomena observed in learning situations. The cognitive approach began to gain attention, while the behaviorist theorists went on to explore the possibilities of programmed learning for the computer age. Today, all computer-assisted instruction is solidly planted on the foundation laid by behaviorist researchers.
導言
行為主義理論的學習尋求科學，明顯的解釋簡單行為。 基於這些原因，因為人類被認為是像機，行為主義者的解釋往往是有點機械性的。
“他們利用一個或兩個班的兩個主要學習的解釋：這些基於連續性（同時性刺激和反應事件）和那些基於行為的影響（強化和懲罰）”（ 索瓦茲1988:29）。
上下文
理解行為主義的某些原則，從理論能幫助你的工作。 以下是一些原則適用於：
以下是有價值的：
重複
小的，具體的，逐步測序任務
積極和消極強化
一致性在使用強化因素在教學過程
習慣和其他不良反應可以被消除的正面強化與他們聯繫。
立即，一致和積極的強化提高學習的速度。
一旦某個項目的經驗教訓，間歇性強化，促進保留。
注：
你經常會發現刺激反應技術用於計算機課程。
討論
多年來，這些概念從行為理論的基礎上形成了大多數的學習理論的應用子女撫養，在課堂上。 家長和教師還發現，在許多情況下，個人不知道什麼時候提供適當的混合刺激，獎勵，負強化和懲罰。 特別是有小孩和簡單的任務，原則的行為往往是有效的。
但最終，教育工作者開始覺得，雖然刺激反應也說明許多人的行為，具有合法地位，在教學，行為主義本身是不夠的解釋所有的現象觀察學習環境。 認知方式開始得到關注，而行為主義理論家接著探討可能性編程學習計算機時代。 今天，所有的電腦輔助教學具有紮實的基礎上種植所規定行為主義研究。