Білім беру бағдарламасына арналған торм 5206 тілдерді оқытудағы психологиялық МӘселелер пәні бойынша лекция тезистерінің жинағы

In 1938 B.F. Skinner published his Behavior of Organisms and in so doing established himself as one of the leading behaviorists in the United States. He followed the tradition of Watson, but other psychologists have called Skinner a neobehaviorist because he added a unique dimension to behavioristic psychology. The classical con­ditioning of Pavlov was, according to Skinner, a highly specialized form of learning utilized mainly by animals and playing little part in human condi­tioning. Skinner called Pavlovian conditioning respondent conditioning since it was concerned with respondent behavior—that is, behavior that is elicited by a preceding stimulus.

Skinner's operant conditioning attempted to account for most of human learning and behavior. Operant behavior is behavior in which one "operates" on the environment; within this model the importance of stimuli is de-emphasized. For example, we cannot identify a specific stimulus leading a baby to rise to a standing position or to take a first step; we there­fore need not be concerned about that stimulus, but we should be con­cerned about the consequences—the stimuli that follow the response. Stressing Thorndike's Law of Effect, Skinner demonstrated the importance of those events that follow a response. Suppose that another baby acci­dentally touches a nearby object and a tinkling bell-sound occurs. The infant may look in the direction from which the sound came, become curious about it, and after several such "accidental" responses discover exactly which toy it is that makes the sound and how to produce that sound. The baby operated on her environment. Her responses were rein­forced until finally a particular concept or behavior was learned.

According to Skinner, the events or stimuli—the reinforcers—that follow a response and that tend to strengthen behavior or increase the probability of a recurrence of that response constitute a powerful force in the control of human behavior. Reinforcers are far stronger aspects of learning than is mere association of a prior stimulus with a following response, as in the classical conditioning model. We are governed by the consequences of our behavior, and therefore Skinner felt we ought, in studying human behavior, to study the effect of those consequences. And if we wish to control behavior, say, to teach someone something, we ought to attend carefully to reinforcers.