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Journal articles on the topic 'Behaviorism'

Author: Grafiati

Published: 4 June 2021

Last updated: 26 July 2024

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1

Sulaswari, Misroh, Nahrul Faidin, and Muh Sholeh. "Teori Belajar Behaviorisme: Teori dan Praktiknya dalam Pembelajaran IPS." Al Hikmah: Journal of Education 2, no. 2 (December 7, 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 mechanism for the formation of learning outcomes through stimulus and response procedures. The learning outcomes achieved are the emergence of the desired behavior through practice and repetition so that learning habits are formed. The application of behaviorism learning theory in social studies learning activities depends on several things, such as the learning objectives, the nature of the learning materials, the characteristics of the students, the available media and learning facilities. Through behaviorism theory, social studies learning needs to be linked to situations and conditions that are relevant to the daily lives of students.Tujuan dari tulisan ini adalah untuk menjelaskan teori belajar behaviorisme dan penerapannya dalam pembelajaran IPS. Menggunakan metode studi literature melalui kajian penelitian mengenai implikasi dan aplikasi teori belajar behaviorisme terhadap berbagai pembelajaran di sekolah. Berdasarkan kajian literatur pada tulisan ini menemukan bahwa teori belajar behaviorisme sangat cocok diterapkan kepada pembelajaran yang membutuhkan pembiasaan. Teori behaviorisme memandang bahwa keberhasilan dari suatu pembelajaran adalah adanya perubahan tingkah laku ke arah positif. Selain itu, teori behaviorisme juga mengutamakan mekanisme terbentuknya hasil belajar melalui prosedur stimulus dan respon. Hasil belajar yang dicapai adalah munculnya perilaku yang diinginkan melalui latihan dan pengulangan sehingga terbentuk kebiasaan belajar. Penerapan teori belajar behaviorisme dalam kegiatan pembelajaran IPS tergantung dari beberapa hal seperti, tujuan pembelajaran, sifat materi pembelajaran, karakteristik peserta didik, media dan fasilitas pembelajaran yang tersedia. Melalui teori behaviorisme maka pembelajaran IPS perlu dikaitkan dengan situasi dan kondisi yang relevan dengan kehidupan sehari-hari peserta didik.

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2

Rahmah, Nurul Wahidatur, and Hery Noer Aly. "Penerapan Teori Behaviorisme dalam Pembelajaran." Journal of Education and Instruction (JOEAI) 6, no. 1 (April 14, 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 learning theory contrasts with cognitive theory, which contends that the learning process is an invisible mental process. The behaviorist learning theory lays a strong emphasis on observable, measurable, and quantifiable behavioral changes as learning outcomes. Keywords: Understanding, Implementation, Behaviorism Theory

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3

SOKAL, M. M. "The Behaviorist Tradition: The Origins of Behaviorism." Science 232, no. 4750 (May 2, 1986): 664–65. http://dx.doi.org/10.1126/science.232.4750.664.

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4

Moore, J. "Behaviorism." Psychological Record 61, no. 3 (July 2011): 449–63. http://dx.doi.org/10.1007/bf03395771.

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5

Lories, Guy. "Behaviorism." Behavioural Processes 37, no. 2-3 (September 1996): 261–63. http://dx.doi.org/10.1016/0376-6357(96)00015-0.

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6

Zuriff, G. E. "Précis of Behaviorism: A conceptual reconstruction." Behavioral and Brain Sciences 9, no. 4 (December 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 to be objective and empirical. The reconstruction examines and evaluates behaviorist positions on observation and the rejection of introspection, the behavioral data language, theory construction, stimulus-response psychology, the organization of behavior, complex processes, agency, and the interpretation of mentalistic language. The resulting reconstruction shows behaviorism to be a pragmatic psychological version of positivism based on a behavioral epistemology.

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7

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 (January 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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8

Ruiz, Maria R. "B. F. Skinner's Radical Behaviorism: Historical Misconstructions and Grounds for Feminist Reconstructions." Psychology of Women Quarterly 19, no. 2 (June 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 address the latter's potential as a conceptual framework for constructing feminist theory. Key conceptual features of radical behaviorism that suggest its potential as a vehicle for building a feminist epistemology include: radical behaviorism's contextualistic world view, its interpretation of agency, its treatment of private experience and self knowledge, and its understanding of the pivotal functions of the verbal community.

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9

Miftahul Ulum and Ahmad Fauzi. "Behaviorism Theory and Its Implications for Learning." Journal of Insan Mulia Education 1, no. 2 (October 27, 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 undesirable behavior through punishment. In a learning context, this approach can help teachers shape and strengthen desired behavior.

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10

Malcolm, Norman, and Ilyas Altuner. "Logical Behaviorism." Beytulhikme An International Journal of Philosophy 4, no. 2 (December 30, 2014): 77. http://dx.doi.org/10.18491/bijop.25795.

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11

Rachlin, Howard. "Teleological behaviorism." American Psychologist 47, no. 11 (1992): 1371–82. http://dx.doi.org/10.1037/0003-066x.47.11.1371.

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12

Commons, Michael Lamport. "Behaviorism Resurrected." Contemporary Psychology 46, no. 4 (August 2001): 348–51. http://dx.doi.org/10.1037/002440.

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13

Miller, William R. "Healthy Behaviorism." Contemporary Psychology: A Journal of Reviews 31, no. 5 (May 1986): 370–71. http://dx.doi.org/10.1037/024762.

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14

Baars, Bernard J. "Behaviorism redux?" Trends in Cognitive Sciences 6, no. 6 (June 2002): 268–69. http://dx.doi.org/10.1016/s1364-6613(02)01921-6.

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15

Svartdal, Frode. "Modest behaviorism." European Journal of Behavior Analysis 1, no. 2 (December 2000): 121–22. http://dx.doi.org/10.1080/15021149.2000.11434161.

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16

Block, Ned. "Behaviorism revisited." Behavioral and Brain Sciences 24, no. 5 (October 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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17

Neuringer, Allen. "Humble Behaviorism." Behavior Analyst 14, no. 1 (April 1991): 1–13. http://dx.doi.org/10.1007/bf03392543.

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18

O'Neil, W. M. "American Behaviorism." Theory & Psychology 5, no. 2 (May 1995): 285–305. http://dx.doi.org/10.1177/0959354395052008.

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19

Stoesz, David. "Welfare behaviorism." Society 34, no. 3 (March 1997): 68–77. http://dx.doi.org/10.1007/s12115-997-1010-9.

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20

Ziafar, Meisam, and Ehsan Namaziandost. "From Behaviorism to New Behaviorism: A Review Study." Loquen: English Studies Journal 12, no. 2 (December 12, 2019): 109. http://dx.doi.org/10.32678/loquen.v12i2.2378.

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Neobehaviorism bridges the gap between behaviorism and cognitivism. Like Thorndike, Watson, and Pavlov, the neobehaviorists believe that the study of learning and a focus on rigorously objective observational methods are crucial to a scientific psychology. Unlike their predecessors, however, the neobehaviorists are more self-consciously attempting to formalize the laws of behavior. Neobehaviorism is associated with a number of scholars such as Tolman, Hull, Skinner, Hebb, and Bandura. Neobehaviorists demand formalizing the law of behavior. Neobehaviorism takes into consideration abstraction and hidden variables, it represents a holistic approach to behavior. It can be claimed that all neobehavioristic theories have been proposed in order to put some cognition within the mechanistic nature of traditional behaviorism.

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21

Peregrin, Jaroslav. "Kognitivní kontrarevoluce?" FILOSOFIE DNES 4, no. 1 (June 29, 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 nepřiměřenýchmetodologických okovů, ale i otevření prostoru pro to, čemu budu říkat „magická teorie mysli“ a co podle mého názoru nepatří ani do vědy, ani do rozumné filosofie.Standard accounts of the modern history of the study of mind in the twentieth century tell us that while around the half of the century the study came to be dominated by inept behaviorism, the sixties witnessed the onslaught of the "cognitive revolution", which wiped out the dominance of behaviorism and opened the way for the truly unprejudiced and adequate study of mind. In this text I want to reconsider this account and challenge it: in particular, I want to point out that behaviorism was not in all respects so inept as it may suggest; and that the "cognitive revolution" did not mean merely breaking out of inadequate methodological fetters, but rather also an opening of space for what I will call the "magical theory of mind" and what I think belongs neither to science, nor to reasonable philosophy.

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22

Peregrin, Jaroslav. "Kognitivní kontrarevoluce?" FILOSOFIE DNES 4, no. 1 (June 29, 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 nepřiměřenýchmetodologických okovů, ale i otevření prostoru pro to, čemu budu říkat „magická teorie mysli“ a co podle mého názoru nepatří ani do vědy, ani do rozumné filosofie.Standard accounts of the modern history of the study of mind in the twentieth century tell us that while around the half of the century the study came to be dominated by inept behaviorism, the sixties witnessed the onslaught of the "cognitive revolution", which wiped out the dominance of behaviorism and opened the way for the truly unprejudiced and adequate study of mind. In this text I want to reconsider this account and challenge it: in particular, I want to point out that behaviorism was not in all respects so inept as it may suggest; and that the "cognitive revolution" did not mean merely breaking out of inadequate methodological fetters, but rather also an opening of space for what I will call the "magical theory of mind" and what I think belongs neither to science, nor to reasonable philosophy.

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23

Gallagher, Chris W. "What Writers Do: Behaviors, Behaviorism, and Writing Studies." College Composition & Communication 68, no. 2 (December 1, 2016): 238–65. http://dx.doi.org/10.58680/ccc201628880.

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This article offers a fuller account than we currently have of the complex, uneasy relationship between behaviorism and writing studies in order both to complicate our disciplinary historiography and to encourage writing scholars, teachers, and program administrators to articulate productive and unproductive understandings of writing behaviors.

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24

Moore, J. "Methodological behaviorism from the standpoint of a radical behaviorist." Behavior Analyst 36, no. 2 (October 2013): 197–208. http://dx.doi.org/10.1007/bf03392306.

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25

Malone, John C. "MODERN MOLAR BEHAVIORISM AND THEORETICAL BEHAVIORISM: RELIGION AND SCIENCE." Journal of the Experimental Analysis of Behavior 82, no. 1 (July 2004): 95–102. http://dx.doi.org/10.1901/jeab.2004.82-95.

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26

Baldwin, John D. "Social Behaviorism on Emotions: Mead and Modern Behaviorism Compared." Symbolic Interaction 8, no. 2 (November 1985): 263–90. http://dx.doi.org/10.1525/si.1985.8.2.263.

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27

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 (March 30, 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 or things in the form of books, journals, etc. The result of this study shows that In the behaviorist psychological approach, it is necessary to determine the dependent variable (which is affected) and the independent variable (which affects). In the context of Qur'anic studies, human interaction with the Qur'an can be the independent variable, while certain behaviors can be the dependent variable. Vice versa, human behavior can be an independent variable that affects human interaction with the Qur'an as the dependent variable. Research can also be conducted by observing objects as they are (natural) or observing objects in an artificial environment (experimental). The recommendation for further research is to promote Quranic research with a behaviorist approach. Other research models that try to make the Qur'an practical need to be encouraged, so that the ideals of the Qur'an to be able to influence human ethics can be achieved.

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28

Zuriff, G. E. "PHILOSOPHY OF BEHAVIORISM." Journal of the Experimental Analysis of Behavior 77, no. 3 (May 2002): 367–71. http://dx.doi.org/10.1901/jeab.2002.77-367.

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29

Denzin, Norman K., and G. E. Zuriff. "Behaviorism and Beyond." Contemporary Sociology 15, no. 4 (July 1986): 553. http://dx.doi.org/10.2307/2069264.

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30

Akpan BASSEY, Samuel. "PHILOSOPHY OF BEHAVIORISM." International Journal of Social Humanities Sciences Research (JSHSR) 5, no. 24 (January 1, 2018): 1432–36. http://dx.doi.org/10.26450/jshsr.535.

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31

McLaughlin, Brian P., and John O’Leary-Hawthorne. "Dennett’s Logical Behaviorism." Philosophical Topics 22, no. 1 (1994): 189–258. http://dx.doi.org/10.5840/philtopics1994221/211.

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32

Day, Willard. "Hermeneutics and behaviorism." American Psychologist 43, no. 2 (1988): 129. http://dx.doi.org/10.1037/0003-066x.43.2.129.

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33

Branch, Marc N. "Kimble and behaviorism." American Psychologist 45, no. 4 (April 1990): 557–58. http://dx.doi.org/10.1037/0003-066x.45.4.557.

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34

Olen, Peter. "Consequences of Behaviorism." Philosophy of the Social Sciences 47, no. 2 (October 17, 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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35

Thompson, Richard F. "Behaviorism and neuroscience." Psychological Review 101, no. 2 (1994): 259–65. http://dx.doi.org/10.1037/0033-295x.101.2.259.

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36

Ledoux, Stephen. "Behaviorism at 100." American Scientist 100, no. 1 (2012): 60. http://dx.doi.org/10.1511/2012.94.60.

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37

Catania, A. Charles. "Viewing behaviorism selectively." Behavioral and Brain Sciences 9, no. 4 (December 1986): 701–2. http://dx.doi.org/10.1017/s0140525x00051864.

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38

Graham, George. "First-person behaviorism." Behavioral and Brain Sciences 9, no. 4 (December 1986): 704–5. http://dx.doi.org/10.1017/s0140525x00051906.

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39

Skinner, B. F. "Is it behaviorism?" Behavioral and Brain Sciences 9, no. 4 (December 1986): 716. http://dx.doi.org/10.1017/s0140525x00052031.

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40

Collins, Arthur W. "Behaviorism and belief." Annals of Pure and Applied Logic 96, no. 1-3 (March 1999): 75–88. http://dx.doi.org/10.1016/s0168-0072(99)80001-3.

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41

Guerin, Bernard. "Against Unifying Behaviorism." Behavior Analyst 14, no. 1 (April 1991): 77–78. http://dx.doi.org/10.1007/bf03392555.

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42

Reisman, Kenneth. "The New Behaviorism." Biology & Philosophy 18, no. 5 (November 2003): 715–29. http://dx.doi.org/10.1023/a:1026384830067.

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43

Barrett, Louise. "Enactivism, pragmatism…behaviorism?" Philosophical Studies 176, no. 3 (January 1, 2019): 807–18. http://dx.doi.org/10.1007/s11098-018-01231-7.

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44

Malagodi, E. F., and Marc N. Branch. "Praxics and Behaviorism." Behavior Analyst 8, no. 1 (April 1985): 123–25. http://dx.doi.org/10.1007/bf03391919.

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45

Rachlin, Howard. "About teleological behaviorism." Behavior Analyst 36, no. 2 (October 2013): 209–22. http://dx.doi.org/10.1007/bf03392307.

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46

Krapfl, Jon E. "Behaviorism and Society." Behavior Analyst 39, no. 1 (April 25, 2016): 123–29. http://dx.doi.org/10.1007/s40614-016-0063-8.

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47

Ben-Yami, Hanoch. "Behaviorism and psychologism: Why block's argument against behaviorism is unsound." Philosophical Psychology 18, no. 2 (April 2005): 179–86. http://dx.doi.org/10.1080/09515080500169470.

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48

Qudratullah, Qudratulah. "Application of Behaviorism Theory in Dakwah." Palakka : Media and Islamic Communication 4, no. 2 (December 30, 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 sources. The data has been analyzed through data reduction, data display and drawing conclusions. The results of the study show that the application of behaviorist theory in da'wah can help achieve the goals of da'wah by looking at the influence of the environment on mad’u behavior. Behaviorism emphasizes the use of da'wah methods that are more measurable, can change individual behavior significantly through stimulus and response such as the use of motivating lectures, the formation of worship habits, or the use of positive reinforcement to encourage participation in da'wah activities, by creating a relatable environment. Behaviorism theory is applied by providing reinforcement for desired or undesirable behavior in preaching. Forming habits in preaching can be done by repeating the desired behavior continuously. Classical conditioning can also be done by associating da’wah behavior with certain stimuli, such as certain environments or situations.

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49

Meehl, Paul E. "Needs (Murray, 1938) and State-Variables (Skinner, 1938)." Psychological Reports 70, no. 2 (April 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 science (behaviorism).

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50

Muthmainnah, Lailiy. "PROBLEM DALAM ASUMSI PSIKOLOGI BEHAVIORIS (SEBUAH TELAAH FILSAFAT ILMU)." Jurnal Filsafat 27, no. 2 (February 27, 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. (3) The human body is mechanically qualitatively not much different with animals, just to be more complex, so that there is no qualitative difference between the behavior of humans and non-humans. Based on the above assumptions, the fundamental problem that then arises are follows: (1) Ignored or even rejection of consciousness as a part that should be considered in human behavior. (2) Explanation of a very mechanical style behaviorist only able to explain human behavior in terms of a materialist causa, formalist, and efficient, regardless of cause of finalists who put more emphasis on the intentions of the action. (3) Behaviorism too dogmatic in its aim to predict behavior. Regardless of the problems that exist in the assumptions behaviorist psychology, the flow is still able to contribute in explaining people's behavior, given the influence of the environment (both physical and social environment, cultural and economic) as a source of effective stimulus for the behavior of individuals.

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