Behaviorism is primarily concerned with observable and measurable aspects of human behavior. In defining behavior, behaviorist learning theories emphasize changes in behavior that result from stimulus–response associations made by the learner. Behaviorists assert that the only behaviors worthy of study are those that can be directly observed; thus, it is actions, rather than thoughts or emotions, which are the legitimate object of study. Behaviorist theory does not explain abnormal behavior in terms of the brain or its inner workings. Rather, it posits that all behavior is learned habits, and attempts to account for how these habits are formed. In assuming that human behavior is learned, behaviorists also hold that all behaviors can also be unlearned and replaced by new behaviors; that is, when a behavior becomes unacceptable, it can be replaced by an acceptable one. A key element of this theory of learning is the rewarded response. The desired response must be rewarded for learning to take place (Parkay & Hass, 2000). John B. Watson (1878-1958) and B. F. Skinner (1904-1990) are the two principal originators of behaviorist approaches to learning.

Watson’s basic premise was that conclusions about human development should be based on observation of overt behavior rather than speculation about subconscious motives or latent cognitive processes (Shaffer, 2000). Watson’s view of learning was based in part on the studies of Ivan Pavlov (1849-1936). Pavlov was well known for his research on a learning process called classical conditioning. Classical conditioning refers to learning that occurs when a neutral stimulus (an unassociated signal) becomes associated with a stimulus that naturally produces a behavior, such as a reflex or innate behavior. Pavlov noticed that dogs salivated shortly before they were given food. He discovered that when the bell was rung at repeated feedings, the sound of the bell alone (a conditioned stimulus) would cause the dogs to salivate (a conditioned response).

Skinner believed that human behavior is predictable, just like a chemical reaction. He believed that people don’t shape the world, but instead, the world shapes them. Expanding on Watson’s basic stimulus-response model, Skinner developed a more comprehensive view of conditioning, known as operant conditioning. His model was based on the premise that satisfying responses are conditioned, while unsatisfying ones are not. Operant conditioning is the rewarding of a desired behavior or act that approaches it. Skinner remarked that “the things we call pleasant have an energizing or strengthening effect on our behavior” (Skinner, 1972, p. 74). Through Skinner’s research on animals, he concluded that both animals and humans would repeat acts that led to favorable outcomes and suppress those that produced unfavorable results (Shaffer, 2000). If a rat presses a bar and receives a food pellet, he will be likely to press it again. Skinner defined the bar-pressing response as operant (the learned voluntary response), and the food pellet as a positive reinforcer. Punishments, on the other hand, are consequences that suppress a response and decrease the likelihood that it will occur in the future. If the rat had been shocked every time it pressed the bar, that behavior would cease. Skinner believed the habits that each of us develop result from our unique operant learning experiences (Shaffer, 2000).

Negative reinforcement can be used as a strategy to encourage certain behaviors. Defined, negative reinforcement is the encouragement of certain behaviors by removing or avoiding a negative outcome or stimuli. An alarm clock is an example of a negative reinforcer. In order to stop the buzzing, you need to wake up! Another example is the beeping car manufacturers install that go off until you fasten your seatbelt (Jordan, 2022).

Criticisms of Behaviorism

Behaviorism can be critiqued as an overly deterministic view of human behavior that ignores internal psychological and mental processes; behaviorism oversimplifies the complexity of human behavior. The behaviorist approach has also been criticized for its inability to account for learning or changes in behavior that occur in the absence of environmental input. Lastly, research has shown that the principles of conditioning are not universal; the link between stimulus and response is not just a simple, direct, cause-and-effect relationship. Factors beyond the stimulus are involved in determining the response. A complete understanding of human behavior would need to include not just actions, but the inner life of the mind as well.

Educational Implications

Behaviorist techniques have long been employed in education to promote behavior that is desirable and discourage that which is not. Among the methods derived from behaviorist theory for practical classroom application are contracts, consequences, reinforcement, extinction, and behavior modification. Using behaviorist theory in the classroom can be rewarding for both students and teachers. Behavioral change occurs for a reason; students work for things that bring them positive feelings approval from people they admire. They change behaviors to satisfy the desires they have learned to value. They generally avoid behaviors they associate with unpleasantness and develop habitual behaviors from those that are repeated often (Parkay & Hass, 2000). The entire rationale of behavior modification is that most behavior is learned. If behaviors can be learned, then they can also be unlearned or relearned. A behavior that goes unrewarded will be extinguished. Consistently ignoring an undesirable behavior will go far toward eliminating it. Other successful classroom strategies are contracts, consequences, punishment, and others that have been described in detail earlier. Behaviorist learning theory is not only important in achieving desired behavior in mainstream education but also in other behavior.

Advocates of behaviorism have effectively adopted this system of rewards and punishments in their classrooms by rewarding desired behaviors and punishing inappropriate ones. Rewards can vary widely and must be important to the learner in some way. As with all teaching methods, success depends on each student’s individual stimulus and response.