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Journal articles on the topic 'Behaviorism'

Author: Grafiati

Published: 4 June 2021

Last updated: 25 July 2025

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1

Firmanti, Pipit, Septian Prawijaya, Yoga Saktiarsa, and Budi Astuti. "MENEMUKAN RELEVANSI TEORI KLASIK DI ERA MODERN: PENERAPAN TEORI BEHAVIORISME DALAM PEMBENTUKAN KARAKTER." JS (JURNAL SEKOLAH) 9, no. 2 (2025): 178–92. https://doi.org/10.24114/js.v9i2.64824.

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Abstract: This article explores the relevance of classical theories, particularly behaviorism, in the context of modern education and student character formation. Behaviorism, which emphasizes the observation of behavior as a result of stimulus and response, provides a solid foundation for developing effective educational strategies. Through the application of behaviorist principles, such as positive reinforcement and experience-based learning, this article identifies ways in which this approach can be used to shape student character in a challenging modern era. The research subjects consist o

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Kaput, James J., Judith E. Sims-Knight, and John Clement. "Critiques: Behavioral Objections: A Response to Wollman." Journal for Research in Mathematics Education 16, no. 1 (1985): 56–63. http://dx.doi.org/10.5951/jresematheduc.16.1.0056.

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That behaviorist horse, although badly flogged, continues to stalk among us. The well-executed Wollman (1983) study provides a clear example of how psychological and educational behaviorism remains at work influencing both research objectives and methods—even among researchers who are patently not behaviorists. Now, however, one must look beneath the patina to find its effects.

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Sulaswari, Misroh, Nahrul Faidin, and Muh Sholeh. "Teori Belajar Behaviorisme: Teori dan Praktiknya dalam Pembelajaran IPS." Al Hikmah: Journal of Education 2, no. 2 (2021): 131–44. http://dx.doi.org/10.54168/ahje.v2i2.49.

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Purpose of this paper is to explain behaviorism learning theory and its application in social studies learning. Using the literature study method through research studies regarding the implications and application of behaviorism learning theory to various learning in schools. Based on the literature review in this paper, it is found that behaviorism learning theory is very suitable to be applied to learning that requires habituation. Behaviorism theory views that the success of a learning is a change in behavior in a positive direction. In addition, behaviorism theory also prioritizes the mech

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Rahmah, Nurul Wahidatur, and Hery Noer Aly. "Penerapan Teori Behaviorisme dalam Pembelajaran." Journal of Education and Instruction (JOEAI) 6, no. 1 (2023): 89–100. http://dx.doi.org/10.31539/joeai.v6i1.5425.

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This article examines the application of behaviorism to the study of learning. This article employs a literature study methodology to seek and discover solutions through a literature evaluation of books, journals, and researchers' direct observations. The study's findings demonstrate that the behaviorist perspective acknowledges the significance of stimulus input and response output. Behaviorism is a learning theory that stresses the study of behavior formation based on the relationship between observable stimuli and response and awareness and mental constructions. In conclusion, behaviorism l

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Zuriff, G. E. "Précis of Behaviorism: A conceptual reconstruction." Behavioral and Brain Sciences 9, no. 4 (1986): 687–99. http://dx.doi.org/10.1017/s0140525x00051839.

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AbstractThe conceptual framework of behaviorism is reconstructed in a logical scheme rather than along chronological lines. The resulting reconstruction is faithful to the history of behaviorism and yet meets the contemporary challenges arising from cognitive science, psycholinguistics, and philosophy. In this reconstruction, the fundamental premise is that psychology is to be a natural science, and the major corollaries are that psychology is to be objective and empirical. To a great extent, the reconstruction of behaviorism is an elaboration of behaviorist views of what it is for a science t

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Saridudin. "ESENSI TEORI BEHAVIORISME DAN PANDANGANNYA TERHADAP MEDIA DAN TEKNOLOGI PEMBELAJARAN SERTA RELEVANSINYA DALAM PENDIDIKAN ISLAM." HASBUNA : Jurnal Pendidikan Islam 3, no. 1 (2023): 315–36. http://dx.doi.org/10.70143/hasbuna.v3i1.229.

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Mazhab behaviorisme lebih menekankan pada prinsip stimulus dan respon sebagai perubahan tingkah laku. Dalam menentukan beberapa kebijakan pendidikan di Indonesia, faham behavioris ini masih mendominasi terutama pada kebijakan-kebijakan yang bersifat fundamental dan prinsipil, seperti yang terlihat terutama dalam Undang-undang Sisdiknas 2003. Untuk itu kebijakan pendidikan yang bersifat behavioristik perlu melihat kenyataan di lapangan dan mengadakan pendekatan inovatif dalam proses pembelajaran, termasuk penyelarasan dalam pendidikan Islam. Namun, kesiapan dari berbagai unsur sistem pendidikan

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Peregrin, Jaroslav. "Kognitivní kontrarevoluce?" FILOSOFIE DNES 4, no. 1 (2012): 19–35. http://dx.doi.org/10.26806/fd.v4i1.76.

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Ve standardních výkladech moderních dějin studia mysli ve dvacátém století se dočteme, že zatímco kolem poloviny tohoto století ovládl studium mysli zpozdilý behaviorismus, v šedesátých letech nastoupila „kognitivní revoluce“, která nadvládu behaviorismu smetla a otevřela cestu ke skutečně nepředpojatému a adekvátnímu studiu mysli. V tomto textu se chci nad tímto standardním výkladem zamyslet a zpochybnit ho: konkrétně chci poukázat na to, že behaviorismus nebyl ve všech ohledech tak zpozdilý, jak by se z tohoto pohledu mohl jevit; a že „kognitivní revoluce“ neznamenala jenom vymanění se z nep

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Peregrin, Jaroslav. "Kognitivní kontrarevoluce?" FILOSOFIE DNES 4, no. 1 (2012): 19–35. http://dx.doi.org/10.26806/fd.v4i1.308.

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Ve standardních výkladech moderních dějin studia mysli ve dvacátém století se dočteme, že zatímco kolem poloviny tohoto století ovládl studium mysli zpozdilý behaviorismus, v šedesátých letech nastoupila „kognitivní revoluce“, která nadvládu behaviorismu smetla a otevřela cestu ke skutečně nepředpojatému a adekvátnímu studiu mysli. V tomto textu se chci nad tímto standardním výkladem zamyslet a zpochybnit ho: konkrétně chci poukázat na to, že behaviorismus nebyl ve všech ohledech tak zpozdilý, jak by se z tohoto pohledu mohl jevit; a že „kognitivní revoluce“ neznamenala jenom vymanění se z nep

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Meehl, Paul E. "Needs (Murray, 1938) and State-Variables (Skinner, 1938)." Psychological Reports 70, no. 2 (1992): 407–50. http://dx.doi.org/10.2466/pr0.1992.70.2.407.

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Skinner's concept of drive as a state-variable and his powerful rationale for introducing it agree closely with Murray's treatment of need. Operant behaviorists' usual deprecation of motivation in favor of stimulus control arises partly from features of parameters, insufficiently explored in some regions, of Skinner box research. For human adults on rich reinforcement schedules, response selection is chiefly controlled by the regnant motive. Skinner's life-long interest in inner events and translating psychodynamic concepts into behaviorese was obscured by his metalanguage philosophy of scienc

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Miftahul Ulum and Ahmad Fauzi. "Behaviorism Theory and Its Implications for Learning." Journal of Insan Mulia Education 1, no. 2 (2023): 53–57. http://dx.doi.org/10.59923/joinme.v1i2.41.

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Behaviorism is a learning theory that emphasizes behavior as the most appropriate object to research. Behavior is considered a more suitable object of research than thoughts or emotions. This article aims to describe behaviorist theory from it’s figures, then explain it’s implications for learning. This research is a literature review research that uses deductive and inductive analysis. The conclusion of this paper is that behaviorism theory has a significant contribution to learning. Behaviorism theory emphasizes the importance of forming desired behavior through reinforcement and eliminating

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Ruiz, Maria R. "B. F. Skinner's Radical Behaviorism: Historical Misconstructions and Grounds for Feminist Reconstructions." Psychology of Women Quarterly 19, no. 2 (1995): 161–79. http://dx.doi.org/10.1111/j.1471-6402.1995.tb00285.x.

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Feminist critiques of traditional psychological approaches have generated feminist revisions, most notably in psychoanalytic and developmental theory. Although behaviorism has attracted strong objections from feminist critics, claims of its antithetical positioning vis-à-vis feminist theory construction have generally remained unchallenged. A preliminary step in formulating grounds for a synthesis is to clarify multiple meanings of behaviorism. Specifically, the fusion of Watson's methodological behaviorism and Skinner's radical behaviorism in the literature must be disentangled in order to ad

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Carrara, Kester, and Bruno Angelo Strapasson. "Em que sentido(s) é radical o Behaviorismo Radical?" ACTA COMPORTAMENTALIA 22, no. 1 (2014): 101–15. https://doi.org/10.32870/ac.v22i1.48854.

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O uso do adjetivo radical para identificar a variedade de behaviorismo proposta por Skinner é corrente nos dias atuais. Entretanto, historicamente, esse qualificador não foi exclusivamente aplicado à proposta skinne-riana e seu caráter polissêmico tende a gerar incorreções na interpretação do que caracteriza o Behaviorismo Radical de Skinner. Este artigo pretende esclarecer o sentido mais apropriado de radical quando aplicado ao behaviorismo de Skinner por meio de quatro atividades articuladas: (1) a recuperação das origens etimoló-gicas da palavra radical e seus diferentes significados em Lín

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Maryam, Sitti. "PENGEMBANGAN KEMAMPUAN BERBICARA (MAHARAH KALAM) BAHASA ARAB MELALUI PENDEKATAN BEHAVIORISME." BARA AJI: Jurnal Keilmuan Bahasa Arab dan Pengajarannya 1, no. 02 (2024): 16–27. https://doi.org/10.52185/baraaji.v1i02.395.

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This article explains the ideal idea of learning Arabic for the basic level which includeslearning objectives and learning methods. The approach used in this article is a behaviorist approach with literature reviw sources. Because the more creative and innovative a teachers is in delivering Arabic language lessons. The more easily students will accept them, because this is the most important factor in achieving success in the Arabic language teaching and learning process. The results of this reseach show that behavirism is a current which believes that behavior must be an element of the single

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Azizah, Miftakhul Nuuril. "Relevansi Teori Behaviorisme Menurut Edward Lee Thorndike Dan J.B Watson Terhadap Pendidikan Agama Islam." Educatia : Jurnal Pendidikan dan Agama Islam 13, no. 2 (2023): 341–58. http://dx.doi.org/10.69879/mczmkj50.

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Learning theory is a coherent set of general principles and explanations of a number of computations and innovations associated with using learning events. Behaviorism learning theory can be used to help the learning process. However, it is known that many experiments in behaviorism theory are carried out using animals, which raises the question whether behaviorism learning theory is in line with Islamic teachings and can be used in Islamic education. This research is a library research which is analyzed by using content analysis technique. The results of this study are found to be relevant be

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Muthmainnah, Lailiy. "PROBLEM DALAM ASUMSI PSIKOLOGI BEHAVIORIS (SEBUAH TELAAH FILSAFAT ILMU)." Jurnal Filsafat 27, no. 2 (2018): 168. http://dx.doi.org/10.22146/jf.32801.

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Behaviorism as a mainstream in psychology occupies a very significant position in decades. Behaviorism developed a method that is able to overcome the shortcomings of introspection in psychology studies. There are three basic assumptions in behaviorist psychology : (1) The method of behaviorist is out-inside (from outside to inside) so that the focus of the study on psychology is behavior and not on the internal mental state. The method of behaviorist psychology is the opposition of the Cartesian model of thinking that is inside-out. (2) The purpose of psychology was the prediction of behavior

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Qudratullah, Qudratulah. "Application of Behaviorism Theory in Dakwah." Palakka : Media and Islamic Communication 4, no. 2 (2023): 189–99. http://dx.doi.org/10.30863/palakka.v4i2.5674.

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This research aims to examine the application of behaviorist theory in the practice of da'wah by exploring da'wah communication through the application of the principles of behaviorism. How the right stimulus can stimulate the desired response from the audience becomes the central question. Environmental influences, both social and cultural, are also important aspects to understand in the context of da'wah. How this environment can act as a stimulus that shapes religious behavior. This research uses qualitative research and a literature approach. Data was collected through relevant literature

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Adinda Carissa Maharani, Fairuz Najla Rachmadani, Indana Zulfa, Muhammad Rafi Alfarizi, and Ade Suryanda. "Penggunaan Teori Belajar Behaviorisme Dalam Meningkatkan Pemahaman Konsep Biologi Di Sekolah Menengah Atas." Pragmatik : Jurnal Rumpun Ilmu Bahasa dan Pendidikan 2, no. 1 (2023): 58–69. http://dx.doi.org/10.61132/pragmatik.v2i1.160.

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This article discusses the use of behaviorism learning theory to increase the understanding of biological concepts in high school. The method used in this article is a literature study or literature review. The research results reveal that the use of behaviorist learning theory increases understanding of biological concepts through providing regular stimuli so that appropriate responses are obtained. The use of flipbook media as a behavioristic approach also increases students' motivation in learning, thereby influencing learning outcomes or achievement. It can be concluded that the use of beh

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Hafiz, Abdul, and Suparto. "Teori Pendidikan Empirisme Behaviorisme (John Locke) dalam Perspektif Pendidikan Islam." Rayah Al-Islam 8, no. 1 (2024): 143–60. http://dx.doi.org/10.37274/rais.v8i1.917.

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Penelitian ini membahas Teori Pendidikan Empirisme Behaviorisme, terutama melalui lensa pemikiran John Locke, dan menggali perspektif Pendidikan Islam terhadap konsep-konsep tersebut. Teori Empirisme Behaviorisme menekankan pada pengalaman dan observasi sebagai sumber utama pengetahuan dan pembentukan karakter. Dalam konteks Pendidikan Islam, Penelitian ini mengeksplorasi bagaimana nilai-nilai Islam, keyakinan, dan prinsip-prinsip keagamaan dapat diselaraskan dengan teori tersebut. Pandangan Locke tentang "tabula rasa" atau "lembaran kosong" sebagai keadaan awal manusia menjadi titik fokus, de

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Kurzban, Robert. "Are experimental economists behaviorists and is behaviorism for the birds?" Behavioral and Brain Sciences 24, no. 3 (2001): 420–21. http://dx.doi.org/10.1017/s0140525x01414142.

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Methods in experimental economics are reminiscent of the methods employed by behaviorists in the first half of the twentieth century. Empirical and conceptual progress led the field of psychology away from the principles of behaviorism, and experimental economists should consider whether the criticisms leveled against behaviorists might apply equally to them.

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Hardhita, Rizki Septa, Fatchur Rahman, Wulan Fatikhah Luswandari, Slamet Slamet, and Ade Eka Anggraini. "Survei Lingkungan Belajar (Sulingjar) Sekolah Dasar Ditinjau dari Perspektif Teori Belajar Behaviorisme Edward Lee Thorndike." Jurnal Review Pendidikan Dasar : Jurnal Kajian Pendidikan dan Hasil Penelitian 10, no. 1 (2024): 58–63. http://dx.doi.org/10.26740/jrpd.v10n1.p58-63.

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This study aims to understand the "Learning Environment Survey (Sulingjar)" program launched by the Ministry of Education and Culture of the Republic of Indonesia which is carried out in order to fulfill the National Assessment (AN) in the perspective of Edward Lee Thorndike's behaviorism learning theory. In the perspective of Thorndike's behaviorist learning theory, learning is the interaction between stimuli (stimulus) and responses (responses). There are similarities between what was proclaimed by the Minister of Education and Culture in the National Assessment and the concept of Thorndike'

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Carqueira, Danilo Hoth, and João Carlos Salles. "Comportamento e Significação: uma Nota sobre Wittgenstein e o Behaviorismo." Analytica - Revista de Filosofia 15, no. 1 (2013): 49–60. http://dx.doi.org/10.35920/arf.v15i1.607.

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Neste texto, a partir da análise de menções explícitas ao behaviorismo no espólio de Wittgenstein, procuramos marcar sua distância em relação a posições teóricas em psicologia, mesmo que inspiradoras de sua perspectiva, como parece ser o caso do behaviorismo. Acreditamos, assim, que o registro superficial desse confronto (quase uma nota de rodapé a um misto de simpatia e aversão) pode ajudar-nos a ver o modo específico por que comportamento e significação se articulam na obra de Wittgenstein. AbstractIn this paper, from the analysis of explicit mentions to behaviorism in Wittgenstein's Nachlas

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Delmore, Tyler. "Re-Charting Tolman's Cognitive Maps." Dialogue 63, no. 3 (2024): 447–66. https://doi.org/10.1017/s0012217324000271.

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AbstractPhilosophers and psychologists acclaim Edward C. Tolman's “Cognitive Maps in Rats and Men” as an early, transformative instance of representationalist explanation. The article is said to mark a move by Tolman to renounce his behaviorism and to herald a new, cognitivist psychology. I argue, opposingly, that framing the text with reference to later psychology badly distorts its meaning. The text is better understood with respect to the contexts of its age and deeper currents in the history of psychology. Tolman is not upturning behaviorism; he is re-litigating an intramural debate betwee

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Siti Rofiati, Annisa Murdiana Putri, Koesoemo Ratih, and Endang Fauziati. "Behaviorism Perspective on English as Foreign Language (EFL) Program of an Islamic Boarding School: Theoretical and Application." JPGENUS: Jurnal Pendidikan Generasi Nusantara 3, no. 1 (2025): 78–86. https://doi.org/10.61787/bf0f4w03.

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Repetition and reinforcement in structured conditions is normally found in language learning in a boarding school setting. But there is still view discussion on it as investigating this area needs time and complex analysis. As in this study, theoretical and application aspect of behaviorist perspective in the English as Foreign Language (EFL) Program will be investigated in an Islamic boarding school context. Known with the observable behavior, reinforcement system, conditioning process, and language learning structured approach, behaviorism is particularly suitable with highly controlled and

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Fitria Rahmatun Nisa. "تطبيق كتاب "مجموع الشريف" على أساس النظرية السلوكية". Jurnal Pendidikan Bahasa Arab 1, № 2 (2025): 74–87. https://doi.org/10.59829/407nkj70.

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Tujuan dari penelitian ini untuk mengetahui penerapan kitab mambaus sholihin dengan asas teori behaviorisme di Pondok Pesantren Mambaus Sholihin. Metode penelitian yang digunakan dalam penelitian ini adalah metode deskriptif kualitatif. Metode pengumpulan data terdiri dari observasi buku, wawancara, angket dan dokumentasi. Metode ini digunakan untuk menjawab pertanyaan-pertanyaan tentang analisis isi buku majmu’ syarif dengan asas teori behaviorisme dan penerapannya di Pondok Pesantren Mambaus Sholihin. Dan diantara hasil dari penelitian ini adalah, (1) Bahwasanya penerapan kitab Majmu’ syarif

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Gunnars, Fabian. "Exploring Behaviorism: A Networked (Re)integration." Networked Learning Conference 12 (August 16, 2024): 312–18. http://dx.doi.org/10.54337/nlc.v12.8685.

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Skinner claimed when outlining his behaviorist philosophy, that concepts exist in the world before anyone identifies them, yet that they are inherently linked to social and cultural descriptions and predictions. The perspective has been dismissed by many researchers in the learning sciences as an important but obsolete relic in origin narratives introducing perspectives. In such a narrative, behaviorism is portrayed ontologically as incompatible with complex domains related to agency, emotion and engagement. However, researchers have started to consider its relevancy to clearly specify sequent

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Pérez-Álvarez, Marino. "Psychopathology According to Behaviorism: A Radical Restatement." Spanish Journal of Psychology 7, no. 2 (2004): 171–77. http://dx.doi.org/10.1017/s113874160000487x.

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This article is a radical restatement of the predominant psychopathology, which is characterized by nosological systems and by its approach towards a neurobiological conception of the so-called mental disorders. The “radical” sense of this restatement is that of radical behaviorism itself. As readers will recall, “radical” applied to behaviorism means total (not ignoring anything that interests psychology), pragmatic (referring to the practical sense of knowledge), and it also derives from the Latin word for “root” (and thus implies change beginning at a system's roots or getting to the root o

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Damayanti, Eka, Arifuddin Siraj, Rosmini Rosmini, and Ramli Ramli. "BEHAVIORISTIK DALAM PEMBELAJARAN: TINJAUAN PENDIDIKAN ISLAM." Al asma : Journal of Islamic Education 3, no. 1 (2021): 121. http://dx.doi.org/10.24252/asma.v3i1.21076.

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AbstrakTulisan ini bertujuan mendeskripsikan teori pembentukan perilaku belajar behavioristik dalam dunia pendidikan dan tinjauannya dalam perspektif pendidikan Islam. Penelitian ini merupakan penelitian studi kepustakaan (library research) dengan menggunakan sumber data utama yakni jurnal dan buku referensi sesuai dengan fokus kajian penelitian. Data dianalisis menggunakan content analysis. Hasil penelitian menunjukkan adanya relevansi antara teori belajar behaviorisme dengan konsep pendidikan Islam. Dalam konsep pendidikan Islam juga dilakukan conditioning, repetition, dan reinforcement. Na

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Thiel, Robert, Amanda Bowling, Joy Rumble, Brandon McFadden, Kathryn Stofer, and Kevin Folta. "Impact of teaching methods on learner preferences and knowledge gained when informing adults about gene editing." Advancements in Agricultural Development 3, no. 1 (2022): 70–86. http://dx.doi.org/10.37433/aad.v3i1.133.

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Consumer acceptance of gene-editing technologies is a major hurdle to technology use, and opposition to gene-editing technologies may accompany a lack of knowledge by consumers. The purpose of this mixed-method study was to describe which method of instruction, behaviorism or constructivism, consumers preferred when learning about gene-editing and determine which method resulted in the highest amount of knowledge gained. Data were collected from eight focus groups across the country through a multiple-choice knowledge scale and open-ended questions. The qualitative results indicated that the p

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Budiman, Asep. "Behaviorism and Foreign Language Teaching Methodology." ENGLISH FRANCA : Academic Journal of English Language and Education 1, no. 2 (2017): 101. http://dx.doi.org/10.29240/ef.v1i2.171.

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ABSTRACT  This paper aims at exploring in details about one of the left language learning theoriesnamely Behaviorism. Behaviorism, as how it is today, is gradually left behind since there are many new theories of language learning. Regarding this issue, it is very important to ensure that actually Behaviorism is still useful in certain teaching and learning activities in the classroom. This review investigates behaviorism methodology having advantages in learning a language in the classroom. This review also observes the critics of behaviorism and its weaknesses in a learning envir

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Fajri Asshdiqi, Ahmad. "Adopting Theories Underlying Directed Technology Integration Strategies: Study Objectivist Learning Theories." Jurnal Ilmiah Mandala Education 10, no. 4 (2024): 848. http://dx.doi.org/10.58258/jime.v10i4.7519.

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This paper examines key theories underlying directed technology integration strategies in education, focusing on objectivist learning approaches. The study reviews and analyzes several influential theories, including B.F. Skinner's behaviorism, Atkinson and Shiffrin's information processing model, Robert Gagne's conditions of learning, and systems theory approaches to instructional design.The analysis reveals how these theories provide conceptual foundations for technology integration in education. Behaviorism emphasizes reinforcement and observable outcomes. Information processing theory expl

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Abidin, Khoiru Rakhman. "THE CONCEPT OF LANGUAGE LEARNING IN BEHAVIORISM PERSPECTIVE." Register Journal 2, no. 2 (2016): 107. http://dx.doi.org/10.18326/rgt.v2i2.107-120.

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The aims of the study are (1) the concepts of language learning in behaviorism perspective, (2) the relation between language and learning in behaviorism perspective, (3) the influence of behaviorism in language learning. This is a descriptive qualitative study. The results showed that (1) behaviorism theories of languages also give good contribution in language learning process that describes a child can learn language from their environments, (2) behaviorism perspective defines as change of behavior through experience, it means human learn something from their environments, (3) human uses la

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Ananda, Zavira Trya, Arbaiyah Yusuf, and Anna Fadhila Pitaloka. "Efektivitas Implementasi Teori Behaviorisme dalam Proses Pembelajaran." MASALIQ 3, no. 5 (2023): 717–28. http://dx.doi.org/10.58578/masaliq.v3i5.1354.

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This article discusses the application of behaviorism learning theory and its advantages and disadvantages. The method used in writing this article is a literature review system. In behaviorism learning theory there are basic concepts in learning, namely the interaction between stimuli and responses. The application of behaviorism learning theory will enable teachers to be more sensitive to learning situations and circumstances. Besides that, behaviorism learning theory is suitable for young children who still need adult supervision. However, behaviorism learning theory is often criticized bec

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Block, Ned. "Behaviorism revisited." Behavioral and Brain Sciences 24, no. 5 (2001): 977–78. http://dx.doi.org/10.1017/s0140525x01270113.

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Behaviorism is a dead doctrine that was abandoned for good reason. A major strand of O'Regan & Noë's view turns out to be a type of behaviorism, though of a non-standard sort. However, their view succumbs to some of the usual criticisms of behaviorism.

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Strapasson, Bruno Angelo. "O Behaviorismo e os Behaviorismos." Perspectivas em Análise do Comportamento 11, no. 1 (2020): 047–51. http://dx.doi.org/10.18761/pac.2020.v11.n1.04.

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 A série de livros intitulada “Behaviorismos: Reflexões históricas e conceituais” trata, em seu conjunto, da multiplicidade e diversidade do movimento behaviorista e subsidia a importante discussão sobre o que caracterizaria o behaviorismo. Ao apresentar precursores do movimento, adeptos do behaviorismo clássico, neobehavioristas mais conhecidos e um conjunto interessantes de variações contemporâneas do behaviorismo, a série fomenta uma compreensão mais ampla e acurada desse movimento que impacta a psicologia e demais ciências comportamentais há mais de um século.

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L. Estremera, Dr Michael. "Features of Behaviorism in Second Language Acquisition (SLA): An Empirical Excerpt from Applied Linguistics View." International Journal of Social Sciences and Humanities Invention 10, no. 03 (2023): 7756–77. http://dx.doi.org/10.18535/ijsshi/v10i03.02.

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Three decades thereabouts when Skinner proposed his behaviorist theory in the context of L1 acquisition exploiting sociolinguistic approach specifically. Subsequently, there have been dearth of studies conducted validating the claims of behaviorism in the field of applied linguistics. Thus, RQ1 highlights the principles of behaviorism towards L2 competence with tantamount research assumption. Taking into account the data presented, it reveals that there practically are features of behaviorism which contributed to the successful L2 acquisition by the L2 learners. This involves reward, habit for

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Demarest, Jack. "On Changing the Framework of Psychology: Comparative Psychology is What General Psychology Should Be." Teaching of Psychology 14, no. 3 (1987): 147–51. http://dx.doi.org/10.1207/s15328023top1403_4.

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When behaviorism became the dominant force in American psychology, many of the concerns of functionalism, including evolution, adaptation, and ontogenesis, were left behind. Contemporary psychology textbooks and curricula continue to perpetuate this behaviorist framework despite its atheoretical, nonbiological orientation. Even as these concepts begin to work their way back into textbooks and classrooms, they are treated unsystematically as appendages to the traditional behaviorist framework. Comparative psychology, the last bastion of the functionalist viewpoint, can solve this problem, but m

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Junaidin, Junaidin. "Pembelajaran dalam Pandangan Teori Belajar." eL-HIKMAH: Jurnal Kajian dan Penelitian Pendidikan Islam 16, no. 1 (2022): 13–30. http://dx.doi.org/10.20414/elhikmah.v16i1.6066.

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Implementation of learning is synonymous with design and planning, not suddenly and spontaneously. The purpose of this article is to discuss four learning theories, namely: behaviorism theory, information processing theory, situated learning theory, and constructivism theory and their implications for learning design and practice. The results of this article state that, first, the theory of behaviorism recognizes that learning is a response between stimulus and response, which then requires willingness, practice, and reinforcement effects on the part of students. Second, information processing

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Lacey, Hugh. "Teleological behaviorism and the intentional scheme." Behavioral and Brain Sciences 18, no. 1 (1995): 134–35. http://dx.doi.org/10.1017/s0140525x00037742.

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AbstractTeleological behaviorism, unlike Skinnerian behaviorism, recognizes that “mental terms’ are needed to account adequately for human behavior, but it rejects the essential role in behavioral explanations of the subjective perspective of the agent. I argue that teleological behaviorism fails because of this rejection.

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Abidin, A. Mustika. "PENERAPAN TEORI BELAJAR BEHAVIORISME DALAM PEMBELAJARAN (STUDI PADA ANAK)." AN-NISA 15, no. 1 (2022): 1–8. http://dx.doi.org/10.30863/an.v15i1.3315.

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This article discusses the application of behaviorism learning theory in learning (studies in children) through the literature review method. In behaviorism learning theory has a basic concept that learning is an interaction between stimulus (stimulus) and response (response). This theory prioritizes measurement, because measurement is an important thing to see whether or not there is a change in behavior in children. The application of this theory requires teachers to identify learning objectives, conduct learning analysis, identify early characteristics and abilities of children, determine i

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MacWhinney, Brian. "IMPLICIT AND EXPLICIT PROCESSES." Studies in Second Language Acquisition 19, no. 2 (1997): 277–81. http://dx.doi.org/10.1017/s0272263197002076.

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The relation between experimental psychology and second language acquisition research has gone through at least two major swings of the pendulum. During the heyday of behaviorism, the pendulum swung strongly toward psychology. The behaviorist psychologists advised us to think of language learning as nothing more than habit formation (Mowrer, 1960), and second language learning materials reflected an emphasis on repetition, drill, rewards, practice, and conditioning. During the early years of the cognitive revolution, Chomsky (1959) argued that viewing language as a conditioned response (Skinne

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Tehmina Rafiq, Dr. Muhammad Kalim Ullah Khan, and Dr. Mehboob Ali Shah. "A Study of Radical Behaviorism in Pakistan." Al-Qamar 4, no. 03 (2021): 1–16. https://doi.org/10.53762/xf6kmp15.

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By its very nature, human behavior remains complex, which is also governed by subtle aspects of the situation or context in which they are embedded. Certain negative factors develop radical behaviorism, and these factors are the essential tasks to understand the behavioral changes in a particular environmental domain due to which radical behaviorism tends towards extremism. Sometimes this extremism leads towards terrorism which is not acceptable in any society. A person does not become radical within a day, and it is a slow and gradual process that requires a progression through distinct stage

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Smith, Terry L. "Alternatives to radical behaviorism." Behavioral and Brain Sciences 18, no. 1 (1995): 143–44. http://dx.doi.org/10.1017/s0140525x00037857.

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AbstractOperant psychologists are looking for alternatives to radical behaviorism. Rachlin offers teleological behaviorism, but it may pose as many difficulties as radical behaviorism. There is, however, a less drastic way to defend Rachlin's thesis of “order in the relationship between organisms and environment.” It portrays operant principles as relating distal efficient causes to behavioral effects.

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Khotim, Khusnul, Qorin Karim, and Maharani Wulandari. "Behaviorism Psychology Approach in Quranic Studies." Al-Fahmu: Jurnal Ilmu Al-Qur'an dan Tafsir 3, no. 1 (2024): 86–94. http://dx.doi.org/10.58363/alfahmu.v3i1.190.

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The main purpose of the Qur'an is to improve human morals. The appropriate scientific discipline to study human behavior in psychology. Unfortunately, the psychological approach in Qur'anic studies is still rarely used. This paper aims to provide a building method of researching the Qur'an with a psychological approach, especially behaviorism which is the earliest approach of psychology. This research method uses a qualitative method with the type of library research. In the process of collecting data, researchers use the documentation method, which is the search for data related to variables

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Jacobs, Raymond D. "Creativity Through Interpretation and Its Implications for Education." Journal of Educational Thought / Revue de la Pensée Educative 23, no. 3 (2018): 197–208. http://dx.doi.org/10.55016/ojs/jet.v23i3.44267.

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One of the essential problems with the notion of creativity is that Behaviorists such as B.F. Skinner. argue for a world of lawful activity of patterning regularity while Existentialists such as Jean-Paul Sanre, concern themselves with inner processes only. Since Behaviorism and Existentialism by themselves cannot account for creativity my proposal is that we should go beyond their singularity to a multifocal humanist position which not only unifies both views but which offers a plausible explanation for human creativity.

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Addaeroby, Muhammad Fahdin, and Erma Febriani. "Application Of Skinner's Behaviorist Learning Theory In Learning Arabic Speaking Proficiency/ Penerapan Teori Belajar Behavioristik Skinner Dalam Pembelajaran Maharah Kalam." Jurnal Bahasa Arab 1, no. 1 (2024): 33–42. http://dx.doi.org/10.69988/mx5kzs45.

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Skinner's behaviorist theory is a behavior change caused by the interaction between stimulus and response. This theory views learning as a change in student behavior. The purpose of this study is to describe B.F. Skinner's behaviorist theory, its implementation in Arabic speaking skill/ Maharah Kalam learning, and the problems in its application. The research method used is a literature study with a qualitative approach. Research results 1. Behaviorist learning theory is a behavior change caused by the interaction between stimulus and response. This theory views learning as a change in student

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Diniyah, Nashfah Maslahatul, and Nur Kholis. "Arabic Language Learning Based On Erikson's Developmental Psychology Theory/ Pembelajaran Bahasa Arab Berbasis Teori Psikologi Perkembangan Erikson." Jurnal Bahasa Arab 1, no. 1 (2024): 43–51. http://dx.doi.org/10.69988/8zp5qe44.

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Skinner's behaviorist theory is a behavior change caused by the interaction between stimulus and response. This theory views learning as a change in student behavior. The purpose of this study is to describe B.F. Skinner's behaviorist theory, its implementation in Arabic speaking skill/ maharah kalam learning, and the problems in its application. The research method used is a literature study with a qualitative approach. Research results 1. Behaviorist learning theory is a behavior change caused by the interaction between stimulus and response. This theory views learning as a change in student

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Ulman, J. D. "RADICAL BEHAVIORISM VERSUS PRAGMATISM." Reflexio 12, no. 1 (2019): 5–29. http://dx.doi.org/10.25205/2658-4506-2019-12-1-5-29.

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Some behaviorists consider positivism to be an obsolete scientific philosophy and advocate for pragmatism or a tenet thereof, contextualism, as the appropriate philosophical world view for the study of behavior. I argue that pragmatism is just as flawed as positivism and for essentially the same reason: they both stem from the same source – British empiricism. I distinguish between empirical and empiricism, the former, the inductive experimental approach put forth by Francis Bacon (1561–1626) and exemplified in the work of B. F. Skinner; the latter, a problematic epistemology founded by John L

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Krueger, Joachim I., and Melissa Acevedo. "Why cooperate? Social projection as a cognitive mechanism that helps us do good." Behavioral and Brain Sciences 25, no. 2 (2002): 266. http://dx.doi.org/10.1017/s0140525x02390058.

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The mother sacrificing herself while rescuing someone else's child is a red herring. Neither behaviorism nor cognitivism can explain it. Unlike behaviorism, however, the cognitive process of projection can explain cooperation in one-shot social dilemmas.

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Wahid, M. Wahid, Kusnadi Kusnadi, Bela Janare Putra, Eka Sartika, and Ammar Nurazhar. "Behavioristic Counseling Techniques for Mitigating Sexual Addiction Among Michat Application Users." Grief and Trauma 1, no. 2 (2023): 79–87. https://doi.org/10.59388/gt.v1i2.655.

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This research is entitled The Application of Behaviorism in Reducing Sexual Addiction Among MiChat Application Users. The background of this study is based on the negative habit of an individual (client G) who frequently used the MiChat application to order sex workers in order to satisfy his sexual desires. The purpose of this research is to reduce client G's sexual addiction by applying behaviorist theory. The method used is a qualitative approach with data collected through observation, interviews, and documentation. The results showed that client G experienced significant behavioral change

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Olen, Peter. "Consequences of Behaviorism." Philosophy of the Social Sciences 47, no. 2 (2016): 111–31. http://dx.doi.org/10.1177/0048393116672829.

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I explore conceptual tensions that emerge between Wilfrid Sellars’ and Grace de Laguna’s adoption of behaviorism. Despite agreeing on various points (e.g., the social nature of language and behavior, a methodological commitment to behaviorism), I argue that Sellars’ and de Laguna’s positions represent a split between normativist and descriptivist approaches to explanation that are generally incompatible, and I explore how both positions claim conceptual priority.

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