For each concept, write that include the following: 1. A brief…

CaptainMosquitoMaster654For each concept, write that include the following: 1. A brief…For each concept, write that include the following:1. A brief description 2. Why did you choose it (for instance: Why did it make an impression on you? Did it expand your thinking?3. Why do you want to remember it (for instance: Do you have an immediate application for it? How might you use the information? Will you seek more information about it? Behaviorist Theory Behaviorism is the most pragmatic and functional of the modern psychological ideologies. Behaviorist theories describe both development and learning. Initiated dur-ing the 1920s and continually modified today, behavior-ism is considered the most distinctly American theory because 20th-century psychology in the United States expanded its concepts in research and application so widely. To summarize the behaviorist theory, we have chosen five theorists: Ivan Pavlov, John Watson, Edward Thorndike, B. F. Skinner, and Albert Bandura.  The Behaviorists What is known today as behaviorism begins with the notion that a child is born with a “clean slate,” a tabula rasa in Locke’s words, on which events are written throughout life. The conditions of those events cause all important human behavior. Behaviorists often insist that only what can actually be observed is accepted as fact. Only behavior can be treated, they say, not feelings or internal states. This contrasts to the psychodynamic approach, which insists that behavior is just an indirect clue to the “real” self, that of inner feelings and thoughts. Ivan Pavlov, a Russian physiologist, was working in a laboratory, studying how animals digest food. He noticed that the dogs in his laboratory would anticipate their meals when they heard or saw their attendants making  preparations. Instead of starting to salivate just when food was set in front of them, the dogs would salivate to a number of stimuli associated with food. He identified this simple form of learning as respondent conditioning. The association of involuntary reflexes with other envi-ronmental conditions became known as classical condi-tioning, a cornerstone of behaviorist theory. John B. Watson was an American theorist who stud-ied Pavlov’s experiments and then translated those ideas of conditioning into human terms. In the first quarter of the 20th century, Watson made sweeping claims about the powers of this classical conditioning. He declared that he could shape a person’s entire life by controlling exactly the events of an infant’s first year. One of his ideas was to discourage emotional ties ¦ In erikson’s theory, the adult serves as a social mediator for the child. Behaviorist Theory Behaviorism is the most pragmatic and functional of the modern psychological ideologies. Behaviorist theories describe both development and learning. Initiated dur-ing the 1920s and continually modified today, behavior-ism is considered the most distinctly American theory because 20th-century psychology in the United States expanded its concepts in research and application so widely. To summarize the behaviorist theory, we have chosen five theorists: Ivan Pavlov, John Watson, Edward Thorndike, B. F. Skinner, and Albert Bandura. The Behaviorists What is known today as behaviorism begins with the notion that a child is born with a “clean slate,” a tabula rasa in Locke’s words, on which events are written throughout life. The conditions of those events cause all important human behavior. Behaviorists often insist that only what can actually be observed is accepted as fact. Only behavior can be treated, they say, not feelings or internal states. This contrasts to the psychodynamic approach, which insists that behavior is just an indirect clue to the “real” self, that of inner feelings and thoughts. Ivan Pavlov, a Russian physiologist, was working in a laboratory, studying how animals digest food. He noticed that the dogs in his laboratory would anticipate their meals when they heard or saw their attendants making between parents and children because they interfered with the child’s direct learning from the environment (though he later modified this part of his theory). Nonetheless, he gave scientific validity to the idea that teachers should set conditions for learning and reward proper responses. Edward L. Thorndike also studied the conditions of learning. Known as the “godfather of standardized test-ing,” Thorndike helped develop scales to measure student achievement and usher in the era of standardized educa-tional testing (see Chapter 6). He set forth the famous stimulus-response technique. A stimulus recalls a response in a person; this forms learned habits. There-fore, it is wise to pay close attention to the consequences of behavior and to the various kinds of reinforcement. B. F. Skinner took the idea of tabula rasa one step further to create the doctrine of the “empty organism.” That is, a person is like a vessel to be filled by carefully designed experiences. All behavior is under the control of one or more aspects of the environment. Furthermore, Skinner maintained that there is no behavior that cannot be modified. Some people argue that Skinnerian con-cepts tend to depersonalize the learning process and treat people as puppets. Others say that behaviorist psychology has made us develop new ways to help peo-ple learn and cope effectively with the world. Albert Bandura refined behaviorism beyond condi-tioning into a social learning theory. Socialization is the process of learning to conform to social rules. Social learning theorists watch how children learn these rules and use them in groups. They study the patterns of rein-forcement and reward in socially appropriate and unac-ceptable behavior and how children learn. Children acquire most of their social concepts—the rules by which they live—from models. They observe parents, teachers, and peers in the course of daily life. Social learning theory implies that the models that children re most likely to imitate are those who are warm, rewarding, and affectionate. Attachment is also part of the process. The most significant models are people to whom the child is emotionally tied. From this arose a new concept known as modeling. This is what used to be known as learning and teaching by example. For instance, children who see their par-ents smoking will likely smoke themselves, and those who witness kindness to others are likely to imitate it. In fact, Bandura’s studies provided “strong evidence that exposure to filmed aggression heightens aggressive reactions in children. Subjects who viewed the aggres-sive human and cartoon models on film exhibited nearly twice as much aggression than did subjects in the control group who were not exposed to the aggressive film content” (Bandura, 1963). This work suggests that pictorial mass media—television, video games, and computer activities—serve as important sources of social behavior. Any behavior can be learned by watch-ing it, from language (listening to others talk) to fight-ing (watching violence on television). His theory (Bandura, Barbaranelli, Caprara, & Pastorelli, 2001) has expanded into a cognitive model of self-efficacy, theorizing that children think hard about what they see and feel. Children learn not only from observing and modeling others, but also from understanding and acting on their own behavior. This leads to self-regulated learning. As early as the pre-school years, children are developing internal standards and reflective thinking that influences a child’s behavior “from the inside out.” Thus, personal and cognitive fac-tors influence behavior, as does the environment, and, in turn, children’s behavior can affect the environment around them. Adding the factors of modeling and reflective thinking to behaviorist theory links it to Erikson’s psychosocial theory and to Piaget’s cognitive theory..Social SciencePsychology