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Interesting how such an important part of the behaviorist theories don’t account for some of the natural language phases most children go through.

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Behaviorism has led to a lot of classroom management strategies like positive and negative reinforcement strategies

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Have you ever wondered how people learn and behave? Why do some students excel in certain subjects while others struggle? How can teachers positively influence their students' behavior and motivation? These are some of the questions that behavioral learning theory tries to answer.

Behaviorism in education, or behavioral learning theory is a branch of psychology that focuses on how people learn through their interactions with the environment. It is based on the idea that all behaviors are acquired through conditioning, which is a process of reinforcement and punishment. According to this theory, learning is a change in observable behavior that results from experience.

This article will explore the history, concepts, and applications of behavioral learning theory in education. We will also discuss the benefits and drawbacks of working with a behavioral learning model and how to balance it with other learning models.

Overview of Behavioral Learning Theory

Behavioral learning theory emerged in the early 20th century as a reaction against introspective psychology, which relied on subjective reports of mental states and processes. Behaviorists such as John B. Watson and B.F. Skinner argued that psychology should be a science of observable and measurable events and behaviors, and that mental states and cognitive processes were irrelevant or inaccessible.

Behaviorists proposed that environmental stimuli and consequences shape behavior and that learning occurs through a process of operant conditioning. Operant conditioning involves reinforcing or punishing behaviors based on their outcomes. For example, if a student gets praised for answering a question correctly, they are more likely to repeat that behavior in the future. On the other hand, if a student gets scolded for talking out of turn, they are less likely to repeat that behavior in the future.

Behavioral learning theory has been influential in many fields, such as education, therapy, animal training, and artificial intelligence ( AI). However, it has also been criticized for being too simplistic, deterministic, and neglecting the role of cognition, emotion, and social factors in human behavior.

Behavioral vs. Social Learning Theory

While both behavioral and social learning theories focus on the study of human behavior, there are notable differences between the two. Behavioral learning theory primarily emphasizes the role of external stimuli and consequences in shaping behavior.

By contrast, social learning theory, proposed by Albert Bandura, highlights the significance of observational learning and the influence of cognitive processes on behavior. Social learning theory suggests that individuals learn by observing others and imitating their actions. It also considers the role of internal mental processes in learning.

Social learning theory differs from behavioral learning theory in several ways:

Social learning theory acknowledges that people can learn without direct reinforcement or punishment.

Social learning theory recognizes that people can learn from observing others as well as from their own experiences.

Social learning theory incorporates cognitive factors as well as environmental factors in explaining behavior.

Benefits of Working with a Behavioral Learning Model

Implementing a behavioral learning model in education offers several advantages. Firstly, it provides a systematic and structured approach to teaching, enabling educators to set clear expectations and establish consistent routines in the classroom. The use of positive reinforcement encourages desirable behaviors, fostering a positive learning environment. Additionally, behaviorism emphasizes measurable outcomes, allowing educators to assess student progress and tailor instruction accordingly. By focusing on observable behaviors, behaviorism provides a practical framework for effective teaching and learning.

Working with a behavioral learning model can have several benefits for educators and students alike. Some of these benefits are:

It provides a clear and objective way of measuring and evaluating student performance and progress.

It allows teachers to tailor instruction and feedback according to each student's needs and abilities.

It helps teachers manage classroom behavior and discipline by using positive reinforcement and negative reinforcement strategies.

It motivates students to learn by rewarding them for their achievements and efforts.

It helps students develop self-regulation skills by teaching them how to monitor and control their own behavior.

Application of Behaviorism in the Classroom

There are many ways that teachers can apply behaviorism in the classroom to enhance student learning and behavior. Here are some examples of behaviorist teaching strategies:

Positive Reinforcement

Positive reinforcement entails offering rewards or incentives to strengthen desired behaviors. This can include verbal praise, stickers, tokens, or other tangible rewards. By positively reinforcing desired behaviors, educators can motivate students and increase the likelihood of those behaviors being repeated. For example, a teacher can praise a student for completing their homework, give them a sticker for raising their hand, or reward them with extra recess time for being cooperative.
Positive reinforcement can have several benefits, such as:
Negative Reinforcement

Negative reinforcement is the removal of an unpleasant stimulus after a behavior to increase its frequency. For example, a teacher can reduce the amount of homework for a student who performs well on a test, allow them to skip a quiz if they score high on a pre-test, or exempt them from a penalty if they correct their mistake.
Negative reinforcement can have several benefits, such as:
Punishment

Punishment involves applying negative consequences to discourage undesirable behaviors. It can take the form of reprimands, time-outs, or loss of privileges. For example, a teacher can scold a student for talking out of turn, take away their privileges for breaking a rule, or give them extra work for not paying attention. However, it is important to use punishment judiciously and consider its potential impact on the student's motivation and self-esteem.
Punishment can have several drawbacks, such as:
Modeling

Modeling involves demonstrating desired behaviors for students to observe and imitate. Educators can act as positive role models by displaying appropriate behavior and providing examples of how to perform certain tasks or handle specific situations. For example, a teacher can show students how to solve a math problem, how to write an essay, or how to behave in a group project.
Modeling can have several benefits, such as:
Shaping

Shaping is the process of gradually reinforcing successive approximations of a desired behavior until it is mastered. This technique breaks down complex behaviors into smaller, manageable steps, allowing students to develop the desired skills or behaviors gradually. For example, a teacher can reward a student for writing one sentence, then two sentences, then a paragraph, until they can write a full essay.
Shaping can have several benefits, such as:
Cueing

Cueing is the process of providing hints or prompts to steer a student's behavior or performance. For example, to facilitate students' memory recall, problem-solving, and task completion, educators have the option to employ different cues. These cues may include verbal cues-like asking questions or offering reminders, visual cues-such as gestures or pictures, and physical cues-like touch or movement.
Cueing can have several benefits, such as:

Behaviorist Teaching Strategies

Incorporating behaviorist teaching strategies can enhance student engagement and learning. There are many teaching strategies that are based on behavioral learning theory. Some of these strategies are:

Direct Instruction: This method involves clear and structured teaching, with a focus on repetition and practice. It ensures that students receive consistent and explicit information.

Token Economy: In a token economy system, students earn tokens or points for exhibiting appropriate behavior. These tokens can be exchanged for rewards or privileges, providing students with a tangible incentive to stay on task.

Prompting and Fading: Educators can use prompts to guide students toward the correct response. As the student becomes proficient, prompts are gradually reduced, allowing them to respond independently.

Behavior Contracts: Behavior contracts outline specific goals and rewards for meeting them. Students and teachers both sign the contract, making the expectations clear and encouraging students to take responsibility for their actions.

Time-Out: Time-out is a temporary removal of a student from a reinforcing environment due to disruptive behavior. It provides an opportunity for the student to calm down and reflect on their actions.

Task Analysis: Complex tasks can be broken down into smaller, manageable steps. By teaching one step at a time and gradually building on the skills, students can achieve success more easily.

For more information focusing on other categories of learning theories, be sure to explore other National University resources.

Drawbacks of Working with a Behavioral Learning Model

While behaviorism has its advantages, there are also drawbacks to consider. Critics argue that behaviorism focuses solely on external behavior and overlooks the influence of internal cognitive processes. It may not fully address complex learning, creativity, and critical thinking skills, which are essential in today's education.

Additionally, excessive reliance on behaviorist techniques may lead to a rigid and overly controlled learning environment, limiting students' autonomy and creativity.

Working with a behavioral learning model can also have some drawbacks for educators and students alike.

Some of these drawbacks are:

Lack of Focus on Cognitive Skills: The behavioral model primarily emphasizes observable behaviors and external stimuli. It may overlook the development of critical thinking, problem-solving, and higher-order cognitive skills, which are essential for long-term learning and academic success.

Limited Application to Complex Learning: The behavioral approach is most suitable for simple and rote learning tasks. However, it may not fully address the complexities of real-world problem-solving and creative thinking, which require deeper understanding and analysis.

Narrow Assessment of Learning Outcomes: Behavioral learning often relies on measurable outcomes, such as correct responses or completion of tasks. This narrow focus might neglect other valuable aspects of learning, such as creativity, emotional intelligence, and social skills.

Possible Overemphasis on Rewards and Punishments: A heavy reliance on rewards and punishments may lead to extrinsic motivation, where students perform for the sake of rewards rather than a genuine interest in learning. This could hinder intrinsic motivation and long-term engagement.

Limited Individualization: The behavioral model might not fully accommodate individual differences in learning styles, strengths, and challenges. Some students may require personalized approaches that consider their unique needs.

Potential for Negative Emotional Impact: Punishments and negative reinforcement can sometimes lead to stress, anxiety, and fear of failure among students. This negative emotional impact may hinder their overall learning experience.

Short-Term Focus: Behaviorist techniques often yield quick results in terms of behavior change. However, their effects may not be long-lasting, and students might revert to previous behaviors once the external incentives are removed.

Less Autonomy and Creativity: The behavioral approach may limit students' autonomy and creativity since they are encouraged to follow specific instructions and predefined behavioral expectations.

Despite these drawbacks, it's essential to acknowledge that behaviorist techniques can still be valuable tools when used in moderation and in conjunction with other educational approaches. By combining various teaching methods, educators can create a more balanced and effective learning environment that addresses the diverse needs of students.

Balancing Learning Models

It is important to recognize that one learning model is unlikely to work for all situations and all students. Educators should consider a balanced approach that incorporates various learning theories, including behaviorism, constructivism, and social learning theory. By blending different instructional strategies and considering individual student needs, educators can create a dynamic and inclusive learning environment that supports diverse learning styles and promotes holistic development.

Conclusion

Behaviorism in education offers valuable insights into the ways external stimuli and consequences shape behavior and learning. By understanding and applying the principles of behavioral learning theory, educators can create effective teaching strategies, foster positive learning environments, and enhance student engagement. While behaviorism has its limitations, a balanced approach that incorporates multiple learning models can cater to the diverse needs of students and promote comprehensive learning outcomes.

National University's Master of Arts in Social Emotional Learning can prepare you for an educational career that focuses on emotional learning to empower educational communities. A BA Degree in Early Childhood Education (BAECE) could be the first step in your career as an educator, where you'll master all variations of behavioral learning in the classroom. Take the first steps towards a rewarding and fascinating career as an educator with National University today.

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Behaviorism in Education: What Is Behavioral Learning Theory?

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Uncover the principles of behaviorism in education. Learn how behavioral learning theory shapes classroom dynamics.

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Pavlov and the theories of classical conditioning are part of the behaviorist theories. How would classical conditioning be used in language development? Language repetition and the positive reinforcement of being understood seems like a form of classical conditioning.

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“Infants come into the world prewired for linguistic analysis”

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“Infants come into the world prewired for linguistic analysis”

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Infants are prewired for linguistic analysis and parents are prewired to impart linguistic knowledge. We’re hardwired to speak to babies in high-pitched voices and use elongated syllables which helps babies understand us better! Even if they don’t understand the language itself their brains interact with our tones and words

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It’s like how toddlers usually first ask to be picked up by saying, “Hold you!” All three of my kids did it. Because we, as adults ask them “Do you want me to hold you?” And so they hypothesize that “hold you” is the phrase needed in order to get picked up.

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It’s always interesting to see how the pendulum swings back and forth between theories. Behaviorism theorized we taught children everything and innatism theorized that we teach children almost nothing!

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Interactionist Theory: the perfect blend

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Interactionist Theory: the perfect blend

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Like I said earlier, behaviorism was one extreme and innatism was the other extreme. And now Interactionism is the blend between the two: nature and nurture combined

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Children develop language out of a desire to interact with the world around them. This feels like the most innate explanation to me because that is how it has felt with my own children! They would get so frustrated when they couldn’t be understood and language got so much clearer so quickly.

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What is language?

Language is the primary method of human communication, but there are also other ways to communicate without the use of language. When asked to define language we tend to think of a verbal and written system in which certain sounds and symbols come together in a specific way to convey meaning. Language in its most complex form is unique to humans, although some animals have been found to have basic communication patterns. Languages often have verbal and written components, but how we classify something like American Sign Language? Animals manage to communicate - do they have language? How did language evolve? How do we learn enough language ourselves to begin to answer this question?

Why is it so surprising that we can learn language?

If you've ever tried to learn a new language, you know it's not easy. There are new rules of grammar which come with many exceptions, new sounds that are hard to make, endless lists of vocabulary to commit to memory and so on. And yet, you managed to learn the basics of your very first language around the time you were two years old; no textbooks in sight.

Not only are children able to absorb the complicated rules of grammar without formal teaching, they do so from a limited vocabulary. Regardless of how much a child is spoken to, they will not hear every possible word and sentence by the time they begin speaking. Yet when they do start to talk, children begin to follow grammatical rules and apply them to form new, innovative phrases. This level of information processing is incredibly impressive in anyone, much less someone still figuring out counting and skipping!

What do we know?

As is often the case in psychology and sociology, it's hard to get what we normally think of as data about language acquisition. It's not a chemical we can test for or a distance we can measure (imagine asking a 2 year old how many words they know - not a particularly useful or productive task, right? ). However, there are some facts that are generally agreed upon by the scientific community. The first couple years of life are the critical period for language learning, which becomes a much harder task as people age. Children usually say their first words around 10-18 months of age, and graduate to phrases sometime before they are two years old. In fact, studies have shown that 18 month olds can tell the difference between correctly formed verb pairs (is jumping) and incorrect ones (will jumping). Somewhere between four and seven years old children begin to be able to tell stories that more or less make sense.

We also know that learning a language is not like walking up the steady increase of a ramp, but more like walking the hills and valleys of a country road. Usually when we learn a new skill, the more we practice the better we get. However, this isn't always true in the early stages of language development. When children are first learning to talk, the verbs they use are usually the most common such as go, eat, talk, give, run, etc. These are often irregular in the past tense. Although at first they use the past tense properly ("I ran", "he went", etc), kids typically regress for a while. They often over-follow rules, saying phrases like "I runned" instead of "I ran". As their vocabularies expand rapidly (known as vocabulary burst), some researchers believe children notice patterns in language, and that leads to over-correction as described in the example above. Eventually, children begin to understand where the rules apply and where they don't, and then properly form the past tense once more. This is known as a U shaped learning curve, because the language mastery started high, dropped for a period of time, and then improved again. Thus, there appears to be a mimicking (copying) phase first and then a time of broad generalizations before children settle into language.

What are the major theories about language acquisition?

The most well-known theory about language acquisition is the nativist theory, which suggests that we are born with something in our genes that allows us to learn language. It proposes that there is a theoretical language acquisition device (LAD) somewhere in our brains that is responsible for learning a language the same way the hypothalamus is responsible for maintaining your body temperature. If language was partly biological, it could explain why humans seem to have far more complicated communication patterns than any other species .

Although no physical "language organ" exists in the brain, language acquisition can be hampered if certain parts of the brain are damaged during critical periods of language development. Damage to the left hemisphere, for example can lead to aphasia - a disorder which causes problems with language, while leaving intelligence untouched. For example, in Wernicke's aphasia, patients with damage in a certain region of the brain can no longer understand language. Although they can still form normal sentences, neither what they say nor the words of others make any sense to them. Patients with Broca's aphasia on the other hand, have problems forming language but no trouble understanding what is said to them. Studies have shown that young children with damage in similar regions of the brain can actually grow up with only slightly impaired language ability - implying that the brain can develop new language pathways that are good, but not quite as good as the original (Reilly, 1998).

Nativist theory also suggests that there is a universal grammar that is shared across differing languages, because this grammar is part of our genetic make-up. The majority of world languages have verbs and nouns, although this is not true in every instance, as well as similar ways to structure thoughts. Language is thought of as having a finite amount of rules from which we can build an infinite amount of phrases, and the core of these rules is somehow programmed into our brains. This is an ideal theory for explaining how young children can learn such complicated ideas so quickly, or why there are so many similarities in language around the world. This theory is comparable to how we think of numbers; regardless of cultural background, math always works the same way.

Another way to look at language learning is to treat it like learning a new skill. The learning theory of language acquisition suggests that children learn a language much like they learn to tie their shoes or how to count; through repetition and reinforcement. When babies first learn to babble, parents and guardians smile, coo, and hug them for this behavior. As they grow older, children are praised for speaking properly and corrected when they misspeak. Thus, language arises from stimuli and stimuli response. While this is logical, it fails to explain how new words or phrases come about, since children are only parroting the things they have heard from others.

The interactionist approach (sociocultural theory) combines ideas from sociology and biology to explain how language is developed. According to this theory, children learn language out of a desire to communicate with the world around them. Language emerges from, and is dependent upon, social interaction. The Interactionist approach claims that if our language ability develops out of a desire to communicate, then language is dependent upon whom we want to communicate with. This means the environment you grow up in will heavily affect how well and how quickly you learn to talk. For example, infants being raised by only their mother are more likely to learn the word "mama", and less likely to develop "dada". Among the first words we learn are ways to demand attention or food. If you've ever tried to learn a new language, you may recognize this theory's influence. Language classes often teach commonly used vocabulary and phrases first, and then focus on building conversations rather than simple rote memorization. Even when we expand our vocabularies in our native language, we remember the words we use the most.

It's important to keep in mind that theories of language acquisition are just ideas created by researchers to explain their observations. How accurate these theories are to the real world is debatable. Language acquisition is a complicated process influenced by the genetics of an individual as well as the environment they live in.

How do scientists today study language learning?

Many of these theories initially came about as a result of what is called "armchair psychology"; that is, sitting and thinking about a problem. It is extremely difficult to collect objective and accurate data on what's going on in the brain in terms of its direct relationship to a behavior such as language. That said, some computational models of language acquisition have been gaining traction in the past several decades. A computational model is a mathematical way to recreate complicated systems we see everyday; from how water flows in a river, to how children learn languages. The model is built to represent the way we think something happens. For example, in the model of the learning theory approach, a word would be learned faster if it came up a lot or the subject received a lot of input about it. Then, linguists change how different variables work to see what affect that would have on the system. If the model behaves and "learns" the same way that we do, it's a good sign that the model is on the right track. These models have helped to identify and measure linguistical features such as the critical period for language learning, the vocabulary burst, and the U-shaped learning mentioned earlier.

New brain imaging technology, such as MRIs and fMRIs have also allowed scientists to look at the brains of children and patients with language-acquisition disorders to understand this complicated event. An fMRI can track where and when our brains use energy. If a certain part of your brain lights up while you're learning a language, that part of your brain is using energy, and in this context might be related to language-acquisition. Of course we learn over time and not all at once, so there is a limit to what we can learn via imaging which represents the brain in a single moment.

While we still have a ways to go before we completely understand how we learn a language, we definitely know enough to know that it's a pretty incredible feat. So give yourself a well-deserved pat on the back and just remember that the phrase "it's so easy, a child could do it!" doesn't always apply.

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Theories of the early stages of language acquisition (article) | Khan Academy

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Learn for free about math, art, computer programming, economics, physics, chemistry, biology, medicine, finance, history, and more. Khan Academy is a nonprofit with the mission of providing a free, world-class education for anyone, anywhere.

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Scaffolding language with young children is helpful for them, and it can also be helpful for older EL students as well.

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This is the classic language learning scenario. People listening to recordings of the language they’re learning and repeating them over and over!

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“Errors were to be corrected immediately to avoid forming bad habits.” This is good in theory but not super realistic!

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“How well did this instruction work for you?”

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“How well did this instruction work for you?”

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Audiolingual methods are famously ineffective! It’s how I was “taught” Spanish in elementary school. We’d watch an hourly tv show program once or twice a week that had puppets and stories but in the end it was still just repetition and it was not effective at all.

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The experiment written about in the text is a very interesting discovery! You would think they would make similar grammatical errors to their native language but English is a whole different beast!

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It seems most common for people who speak Romantic languages to be able to learn another Romantic language more easily.

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I suppose the Innatist theory has already been disproved in terms of it being the perfect explanation, but wouldn’t the fact that it’s so difficult to learn a second language disprove that idea that language is totally innate?

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This makes sense! And it reminds me of the whole “are you even listening to me?” Argument. Just because someone can repeat back the words you just said means they heard you, not that they listened to you.

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“The focus of language teaching should be communication, not rote rule learning.” I think we forget that sometimes as educators. We want students to master English and its grammar because we want them to be able to communicate, not just pass a test.

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Natural order: ‘what is learned early in one language is learned early by others’

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I have had this type of interaction with my husband! My husband was born in the Philippines and learned English as his second language when he moved to America at age 6. He is proficient in English but he still occasionally does not recognize or understand idioms. So I have had this experience when I’ve said things like, “Don’t look a gift horse in the mouth” and he has asked me to repeat it, says he doesn’t get it, etc. and I know to clarify.

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Interactionist theory reminds me of the previous hypotheses’ statements about how we learn language to communicate. ELLs can learn a lot from communicating through social interactions and therefore we need to look at ELLs output more fully in order to understand their language acquisition process.

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“Errors that imped communication will be corrected naturally as meaning is negotiated; some errors may require explicit corrective instruction.” I like this idea that sometimes explicit corrective instruction will be needed but that we can also rely on errors to be resolved as the learner continues to increase their knowledge.