Behaviorist Approach

The “behaviorist approach theory” is a concept which focuses on the relationship between exerted behaviors provoked or initiated by external stimulus. In several analyzes performed by various notable psychologists such as Pavlov, Thorndike, Watson, and Skinner, experiments revealed that behaviors can easily be learned, extinct, recovered, or discriminated by a process called “conditioning”. Conditioning was the pivotal means of training, achieving and attaining desired behaviors from individuals and animals through a continual process of occurrences or steps.

In these occurrences, the experimented would be naïve to the desired reaction and certain negative and positive stimuli would be introduced. If the experimented achieved desired responses certain rewards would be issued, if not, then disciplinary repercussion would be adhered. Watson found that these negative and positive stimulated occurrences explained the notions of phobias, fears, and prejudices found in the sociological strata of society. In continuing the investigation Pavlov observed that once a behavior has been learned it can easily be triggered with similar stimuli in order to attain an associated response, this practice is understood to be “stimulus generalization”.

Another observance was “extinction”, by eliminating the continued stimulus from the experiment the desired behavioral responses would cease and training would have to be repeated or replaced. Thus, any behavioral reaction had a “direct” relationship with the stimulus introduced or used. In the other hand, “Spontaneous recovery” was the actual recovery method performed in order to attain the previously loss behavior practiced by the experimented. By reconditioning and reintroducing stimuli to the experiment, learned behaviors could be rendered.

The concept of “discrimination” was also introduced by Pavlov during his observations, whereas the experimented would distinguish between similar stimuli in order to discern which reaction is required in order to attain desired reward. By continually introducing comparable stimuli, individuals and animals innately formulated and learned differences found in closely associated incentives which sharpened their training and senses. This practice was non-intentional and latter was observed to be quantifiable. The “higher order conditioning”, in the other hand, was an advanced training induced to provoke the experimented to choose from various stimuli in order to attain desired reward. In this concept numerous incentives were introduced in order to encourage the experimented to react proactively to desired stimulus in order to attain desired results. This freedom signaled behavioral advancement and suggested choice.

All behaviors, disciplines, and attitudes can be learned through conditioning. In spite of the difficulties which one may encounter through repetition, reoccurrences, and practice there is valuable training which will lead to competence and mastery. For, the destiny of each trainee is to attain prominence and the rewards that are associated with his or her process.