2. Behaviourisms
A. Ivan Petrovich Pavlov
Russian physiologist known chiefly for his development of the concept of the conditioned reflex. In a now-classic experiment, he trained a hungry dog to salivate at the sound of a bell, which was previously associated with the sight of food. He developed a similar conceptual approach, emphasizing the importance of conditioning, in his pioneering studies relating human behaviour to the nervous system. He was awarded the Nobel Prize for Physiology or Medicine in 1904 for his work on digestive secretions.
B. John Broadus Watson
American psychologist who codified and publicized behaviourism, an approach to psychology that, in his view, was restricted to the objective, experimental study of the relations between environmental events and human behaviour in term of stimulus and response.
His first major work, Behavior: An Introduction to Comparative Psychology, was published in 1914. In it he argued forcefully for the use of animal subjects in psychological study and described instinct as a series of reflexes activated by heredity. He also promoted conditioned responses as the ideal experimental tool.
C. Edward Lee Thorndike
American psychologist whose work on animal behaviour and the learning process led to the theory of connectionism, which states that behavioral responses to specific stimuli are established through a process of trial and error that affects neural connections between the stimuli and the most satisfying responses.
He first proposed his two behavioral laws, the law of effect and the law of exercise. The law of effect stated that those behavioral responses that were most closely followed by a satisfying result were most likely to become established patterns and to occur again in response to the same stimulus. The law of exercise stated that behaviour is more strongly established through frequent connections of stimulus and response.
D. Burrhus Frederic Skinner
American psychologist and an influential exponent of behaviourism, which views human behaviour in terms of responses to environmental stimuli and favours the controlled, scientific study of responses as the most direct means of elucidating human nature.
His experiences in the step-by-step training of research animals led Skinner to formulate the principles of programmed learning, which he envisioned to be accomplished through the use of so-called teaching machines. Central to his approach is the concept of reinforcement, or reward. The student, learning by use of the machine at his own pace, is rewarded for responding correctly to questions about the material he is trying to master. Learning is thereby presumably reinforced and facilitated.
described وصف
series سلسلة
heredity
وراثة
connectionism
الربطية
specific محدد
trial محاولة
error خطا
affects يؤثر
satisfying مشبع
proposed افترض
effect تأثير
exercise تمرين
patterns أنماط
occur يحدث
frequent متكرر
influential تأثيري
exponent المفسر, الدليل
favours المفضل
controlled محكوم,مسيطر عليه
scientific علمي
formulate يصيغ
programmed learning
التعلم المبرمج
envisioned متصور, متخيل
accomplished أنجز
central مركزي
reinforcement تعزيز
facilitated سهّل
المادة المعروضة اعلاه هي مدخل الى المحاضرة المرفوعة بواسطة استاذ(ة) المادة . وقد تبدو لك غير متكاملة . حيث يضع استاذ المادة في بعض الاحيان فقط الجزء الاول من المحاضرة من اجل الاطلاع على ما ستقوم بتحميله لاحقا . في نظام التعليم الالكتروني نوفر هذه الخدمة لكي نبقيك على اطلاع حول محتوى الملف الذي ستقوم بتحميله .
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