Behaviourism: Pavlov, Skinner and Thorndike

Overview

Behaviourism is a foundational learning theory that dominated educational psychology for much of the 20th century. It focuses exclusively on observable behaviours rather than internal mental states, arguing that all learning can be explained through stimulus-response associations. For KTET, this topic is highly important as it forms the basis for understanding classroom reinforcement, habit formation, and structured teaching methods.

Three psychologists anchor this topic: Ivan Pavlov (Classical Conditioning), B.F. Skinner (Operant Conditioning), and Edward Thorndike (Connectionism). Questions typically test your ability to distinguish between their experiments, key terms, and classroom applications. Expect 2-3 direct questions from this area, often asking you to identify which theorist proposed a particular concept or to apply behavioural principles to teaching scenarios.

Key Concepts

• **Learning as behaviour change**: Behaviourists define learning as a permanent change in observable behaviour resulting from experience—not internal thoughts or feelings.

• **Stimulus-Response (S-R) bonds**: All learning involves forming connections between environmental stimuli and behavioural responses.

• **Classical Conditioning (Pavlov)**: Learning occurs when a neutral stimulus becomes associated with an unconditioned stimulus to produce a conditioned response. The learner is passive.

• **Operant Conditioning (Skinner)**: Learning occurs when behaviour is shaped by its consequences—reinforcement increases behaviour, punishment decreases it. The learner is active.

• **Connectionism (Thorndike)**: Learning is the formation of neural connections between stimuli and responses, governed by laws of effect, exercise, and readiness.

• **Reinforcement principle**: Behaviours followed by satisfying consequences are more likely to be repeated—this is the single most important classroom application of behaviourism.

• **Extinction**: When reinforcement stops, the conditioned behaviour gradually disappears.

• **Generalisation and Discrimination**: Learned responses can transfer to similar stimuli (generalisation) or become specific to particular stimuli (discrimination).

Formulas / Key Facts

| Theorist | Experiment | Key Term | Core Principle | |----------|------------|----------|----------------| | Pavlov | Dog salivation experiment | Classical Conditioning | Neutral stimulus paired with unconditioned stimulus produces conditioned response | | Skinner | Skinner Box (rats/pigeons) | Operant Conditioning | Behaviour shaped by consequences (reinforcement/punishment) | | Thorndike | Puzzle Box (cats) | Connectionism | Trial-and-error learning; satisfying effects strengthen S-R bonds |