Behaviour is understood as the reaction that one exhibits when he or she is subjected to an external or internal stimulus. Therefore, behaviour can be observed and measured (Ormrod, 2013). Various scientists have tried to prove this fact. In 1910, Thorndike believed that through training, he could demonstrate this using rats and then transfer the same to human beings. The plan seemed to work and gave scientist like John B. Watson confidence in training. One of his arguments was that it was possible for a healthy and a well-formed infant to be trained to be any specialist. All one needed to do was to create motivation and affection on the subject that he or she intended to portray the required behaviour. In a nutshell, both extrinsic and intrinsic motivation affects the level of our learning and persistence (Ormrod, 2013). Despite these views, various similarities and comparisons can be drawn from the existing knowledge on behaviourism.
Interesting
In 1927, a Russian Physiologist developed the idea of classical conditioning using a dog as a learner. When he presented unconditional stimuli, there was unconditional response while when he used neutral stimuli, there was no response. When conditional stimulus (music for instance) was used, the dog portrayed a conditional response. When the dog heard music and saw food, it started drooling. In learning institutions, this involuntary behaviour is highly expressed by students. Some of the instances that are closely associated with this response include the period around an exam where students exhibit test or math anxiety. Likewise, the phenomenon can be linked to the general school anxiety. In other words, we gradually learn to associate stimuli with a given response (Broadbent, 1961). Eventually, our body starts to react automatically once the stimulus is present. Another useful example is when I sermon a student and tell him or her that, “We need to talk”. Mostly the student will flutter since he doesn’t know what to expect. In learning institutions, some of these unpleasing involuntary responses can be minimized by providing a relaxing environment for students. Various theories exist that explain this phenomenon. Skinner, Piaget and Vygotsky have similarities in their theories and at some point, they differ.
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Linkable
B.F Skinner argued that behaviour can be sustained through the development of operant conditioning. He practiced this act using animals and transferred the same to human beings and in fact, it worked. Individuals tend to repeat reinforced actions. In the real sense, this method is practical. If we can provide a pleasing stimulus and unpleasing stimuli to different students, the pleasant one will cause the behaviour to increase while unpleasant will cause a decrease (Ormrod, 2013). This phenomenon is linkable to my day to day experience. By rewarding students for their improved performance, they respond by performing even better, while failure to do so results in stagnated or lowered performance.
Practical
Piaget, who was a Psychologist, used a different angle to understand behaviour. He focused on young ones who he termed as the greatest scientist. He made an assumption that learning is a process of construction rather than rote memorization or passive assimilation of information. Children are seen constructing the meaning of the world alone. In other words, he concluded that behaviours are created through learning regardless whether we learn on our own or taught. There are always two states; equilibrium and disequilibrium that determine if one should learn. A child is always at disequilibrium hence the need to learn and be at equilibrium (Dockery & Reiss, 1999).
Debatable
Vygotsky had a different perspective; he based his argument on genetic inheritance and the environment subjected to the individual. How we talk and run to mention a few is controlled by genes while calm, shy, outgoing, and irritable is affected by genetic predisposition. There is always a difference on how individuals subjected to the same stimuli for an equal period can behave. People are gifted in different ways. If we use students as our example, there are always those who lead in performance while others drag behind. IQ is the primary factor that determines one's ability to capture what he/she is taught. However, this argument would be debated by both Skimmer and Piaget, whose argue that operant conditioning and learning rather than genetic make-up and environment influence behaviour
If we compare and contrast the three theories, Skinner and Piaget have a common conclusion besides their different path in explaining the meaning of behaviour. There is always an external and persistent stimulus that contributes to the learning of particular behaviour. On the other hand, there is a huge difference between Vygotsky and Piaget theories; Piaget believes that a child can be trained to what one intends to be while Vygotsky suggests that genetic make-up and genetic predisposition plays a primary role on what one becomes.
Conclusion
In a bid to understand behaviour, various theories exist. There are always intrinsic and extrinsic motivations that are inculcated in our lives. Both motivations sustain the required behaviour but the intentions are different. The external one aims at recognition, maintaining grade, approval and finances while the intrinsic one focuses on doing better and achieving goals. Behaviour is a primary factor that should be addressed in learning institutions. Institutions that provide pleasing stimuli and punish wrongdoers perform better. Based on this, any teacher or instructor should be aware of these three theories. However, he or she should understand and interrogate the chosen theory before applying it.
References
Broadbent, D. (1961). Behaviour . New York: Basic Books.
Dockery, M., & Reiss, M. (1999). Behaviour . Cambridge: Cambridge University Press.
Ormrod, J. (2013). Essentials of educational psychology: Big ideas to guide effective teaching, 4th edition. Pearson.
