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A key feature of behaviourism is the fact it is based on observable behaviours: making it easy to collect and quantify research data.  However, there are many criticisms of the theory including its inability to describe learning that occurs in the absence of reinforcement (such as initial language learning), its disregard for changes in reinforced behaviour and its ignoring of any purely cognitive input.

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Behaviorist Theory of Second Language Acquisition

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Computer games are sometimes described as a “Skinner box” because of the way they offer reward or punishment for the player’s behaviour.  Like the classic experiment, many games require the performance of a repetitive task to achieve some goal or reward.  In behaviourist theory, a reward or positive reinforcer is anything that increases the frequency of a behaviour.  Conversely, punishment or negative reinforce is something that decreases the frequency of a behaviour.  The strict (narrative) structure and scheduling of rewards is classic behaviourism and characterises many games.

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Stimulus-Response analysis

"Conditioning" wherein repetition of a specific behavior leads to the response

Learning is viewed as a series of expected responses following conditioning

Instruction revolves around a cyclical pattern of teacher-modeling, student-repitition, and teacher-reinforcement

https://edtechtheory.weebly.com/behaviorism.html

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The role of the teacher:
The instructor presents learners with structured material (stimulus) and promps for the right response.

The role of the student:
A blank slate, a passive participant to stimulus-response.

Behaviourism has had a particularly significant influence on teaching, training and instruction.  Learning objectives are typically described in Behaviourist terms and identify specific behaviour that is desirable (and hence rewarded).  For practical skills, a Behaviourist approach often follows a tell-show-practise-reinforce sequence.  This process describes what is going to be learnt, demonstrates how it is done, gives the learner an opportunity to practise and uses reinforcement to refine behaviour.  Rewards typically take the form of feedback.

https://elearninginfographics.com/comparison-learning-theories-infographic/

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The key principle of Behaviourism is the reward or punishment of a new behaviour, commonly described as the ‘carrot and stick’ approach to learning.  The theory states that rewarding someone for particular behaviour encourages him to behave in the same way in a similar situation.  The reward reinforces behaviour.  Conversely, if behaviour is punished, the subject is less likely to repeat it.  In Behaviourism, people can learn not to do things as well as to do things.
http://playwithlearning.com/2012/01/06/behaviourism-and-games/

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Born on September 14, 1849, in Ryazan, Russia, Ivan Pavlov abandoned his early theological schooling to study science. As the Department of Physiology head at the Institute of Experimental Medicine, his groundbreaking work on the digestive systems of dogs earned him the Nobel Prize for Physiology or Medicine in 1904. Pavlov remained an active researcher until his death on February 27, 1936.

https://www.biography.com/people/ivan-petrovich-pavlov-9435332