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Lecture notes, cheat sheets
Концепции современного естествознания. Бихевиоризм (конспект лекций)
Directory / Lecture notes, cheat sheets Table of contents (expand) LECTURE No. 10. Behaviorism 1. Watson's behaviorism At the beginning of the XX century. Behaviorism has become one of the most influential trends in science, in particular in psychology. Term "behaviorism" comes from the English word behavior, which is translated into Russian as "behavior". What does behaviorism study? He studies the activity, behavior of the individual. One of the founders of behaviorism was an American researcher John Watson. Before studying the scientific work of John Watson, it is necessary to clarify what behaviorism is. This trend in psychology, as mentioned above, gained its influence at the very beginning of the past XNUMXth century. Behaviorism was similar to psychoanalysis. This similarity lay in the fact that both areas of psychology were opposed to those aspects of associationism that are associated with ideas about consciousness, but the grounds for such opposition were different. Behaviorists believed that such concepts as "awareness", "experience" and others are subjective. They thought so, because all this, that is, awareness, etc., is based on an unscientific method of research, but only on human self-observation. All studies had to be based only on the results of such studies, which were recorded by objective means. External and internal activity behaviorists called "reaction". First of all, they attributed movements to reaction, since this could be fixed with the help of objective means. John Watson derived the following formula: S - R. In this formula, S is a stimulus and R is a response. A stimulus causes the body to behave in a certain way and, accordingly, some kind of specific reaction follows. In classical behaviorism, it was believed that only a stimulus can predetermine the nature of the reaction that will occur in the future. From this we can conclude that it is necessary to conduct as many tests and experiments as possible, record the data obtained, and analyze them. With the help of analysis, it would be possible to derive and understand the relevant patterns. Behaviorists believed that such a scheme of stimuli and response extended not only to humans, but also to the rest of the animal world. The "favorite" animals of the behaviorists were dogs, cats, and rats. That is why they so much and so often referred to the results of IP Pavlov's experiments. The main reason for such popularity of I.P. Pavlov was that the patterns of the conditioned reflex studied by the Russian scientist were very similar to the patterns of behavior that scientists tried to derive through the John Watson S - R formula. The popularity of behaviorism was due to the simplicity of the presentation of this direction and, accordingly, the simplicity of its principles. Watson's formula was considered universal, but further research did not confirm this. In fact, everything turned out to be much more complicated: one stimulus can lead to the onset of many reactions. Therefore, scientists have reworked the formula S - R and introduced another instance. They called this instance "intermediate variables". Here, for the first time, behaviorists deviated from their main rule: that cannot be considered scientific if it cannot find its objective confirmation (that is, subjective). A new formula S - O - R was developed. Now the behaviorists considered that this new instance, although it could not be objectively confirmed, also exerted its influence on the onset of the reaction. Therefore, the stimulus does not work alone - it only works in tandem with an intermediate variable. 2. Skinner's neobehaviorism Like any direction, behaviorism has been subdivided into several types over time. One of these types was neobehaviorism. One of the most prominent scientific figures in this movement was B. F. Skinner. He also believed that science has no right to engage in something that cannot be objectively confirmed. Skinner believed that such studies, that is, those that were not objectively confirmed, were unscientific. They should not be carried out, as it will be wasted effort, time and money. Skinner emphasized the study of the mechanisms of human behavior. The main goal of his research is to learn how to "program" human behavior in order to achieve the maximum result by the customer of "programming". Skinner actively implemented the practice of the “carrot method”: he believed that a positive stimulus was more conducive to the formation of the desired behavior. His associates conducted several hundred experiments. As a result, it was found that this method is actually the most effective. Skinner was not engaged in clarifying the goals of education, he was more interested in how a particular individual would behave in a given situation. Absolutely not interested and not explaining in any way, at least to himself, why he conducts such research, he asks himself the question: how to conduct research. In his research, this scientist does not attach any importance to psychoanalytic sociology and gets into trouble with his concept. But that doesn't scare him. He believes that if behaviorism cannot give a specific answer to any question, then such an answer does not exist in nature at all. Because of this, Skinner does not deny, but does not agree with the fact that every person has creative beginnings. Creativity should prevail among scientists or, for example, an engineer at a factory, not to mention artists. What an engineer does is clear: he develops, designs new models. And the workers of the plant collect these models. If all people have the same creative beginnings, then who will collect models? Consequently, if there are many people with a developed creative beginning in a society, then this will only make society worse. Skinner also argued that the slave owner was in control of the slave. This is understandable: if a slave does not fulfill the requirements of his master, then he is punished, and if he does, then he is encouraged. But the slave also controls his master: punishments and rewards depend on how the slave behaves. A slave can choose his own manner of behavior. True, it should be emphasized that the slave has a minimum of reverse control - after all, he can be forced to fulfill some of the requirements of the owner, which the slave does not want to fulfill. The works of B. F. Skinner attract liberal psychologists, since Skinner argued that a person is formed only under the influence of society. There is nothing in the nature of man that could predetermine his further development. Skinner, unlike Sigmund Freud, is absolutely not worried about human passions. He believes that a person always acts in accordance with his "usefulness". Simply put, a person, before committing this or that act, reflects on his usefulness. Such thinking is instinctive, a person simply seeks to win the favor of society, to occupy his niche in it. From this we can conclude that a person considers the interests of society to a greater extent (hence, society should educate this in all its members) than with his passions. 3. Mistakes of behaviorists. sociobehaviorism Most US scientists who study aggression and its manifestations are adherents of behaviorism. Although they deviate from Skinner's views, they still believe that the object of study is not the person himself (as an individual), but the process of performing the action itself. In this they agree with Skinner's point of view and also reject the teachings of Sigmund Freud. Scientists believe that a person uses power for a reason, but in order to achieve the maximum advantage, a position in society that he considers respectful, although it actually is not, since "respect" is based on fear. We can name the following the main mistakes of behaviorists: 1) they do not understand that it is impossible to study the performance of any action in isolation from a specific person; 2) they do not understand that under the same conditions, using the same "stimuli", many variants of "reaction" can arise. Sociobehaviorism. Sociobehaviorism is a special branch of behaviorism that was formed in the 1960s. Actually, the novelty here was that a person can gain experience not only from his own mistakes, but also by studying and analyzing the mistakes of other people that accompany one or another form of behavior. This mechanism is the most important in the process of socialization, and on its basis the foundations of aggressive and cooperative behavior are formed. To better illustrate this, Canada's leading psychologist Albert Bandura conducted an experiment with four-year-old children. The meaning of the experiment was that all the children were divided into 3 groups and all of them were shown the same film, but with a different ending. The protagonist of this film was engaged in beating the doll. The film had three endings that were shown to the respective groups: 1) the first group was shown the end of the film, where the hero was praised for such treatment of the toy; 2) the second group was shown the end of the film, where the hero, on the contrary, was scolded for such treatment of the toy; 3) the third group was shown the ending of the film, where the character's behavior was treated neutrally. The children were then taken to a room with toys. Among the toys was the same doll as in the movie. Among the children who were in the second group, the manifestation of aggression towards the toy was significantly less than among children from other groups, although they remembered how the hero of the film behaved. Albert Bandura concluded that observation forms not only new forms of behavior, but also activates previously learned forms. Albert Bandura saw positive things in the fact that an adult punishes a child. An adult, punishing a child, shows his aggressive form of behavior. And this, oddly enough, finds its positive response in the subconscious of the child: he learns a possible form of aggression. However, Albert Bandura was opposed to the media, as well as films that promote violence, as they "train" the child in aggression. And also in sociobehaviorism it is again affirmed that a person forms his behavior in accordance with the interests of the society in which he is and lives. Author: Filin S.P. << Back: Time (Homogeneity of time. Continuity of time. Unidirectionality of time) >> Forward: Man's place in the world (Sections and subsections of the “man-world” system. Basic concepts highlighting the place of man in the world. Three groups of ideas about the place of man in the world)
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