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Critique
A few viewpoints are fundamental to psychology and have persisted in relevance even in contemporary psychological theory, although psychological perspectives have evolved as the psychological field has advanced. This essay will give a background on the ideas of psychological theorists like Watson, Skinner, and Tolman. Their views continue to serve as the cornerstones for developing contemporary psychological schools of thought. The three scientists had a significant role in the creation of behaviorism, a psychological perspective. The psychological learning approach, often known as behaviorism, is founded on the idea that every action a living creature takes can be categorized as a behavior. This theory takes the stance that every theory about behavior should have observational correlates even though there is little difference between concrete and abstract actions, maintaining that these behaviors are scientifically definable without any reference to internal physiology or other speculative constructs like the mind.
Watson began developing his views on behavior, and behaviorism is the name of this philosophy. He is remembered as “the first psychologist to use human test subjects in experiments on classical conditioning” (Brau et al., 2018, p. 3). His learning view often referred to as the psychology of philosophy, is predicated on the idea that everything living things do is behavior. Because of his belief that behavior is something that is elicited or that every behavior is a response to stimuli, his theory became known as classical conditioning. According to Watson, experiences and emotions are reactions to specific stimuli, indicating a reason for any behavior a living entity exhibits (1998). Operant conditioning, which deals with instrumental motivations, and classical conditioning, which deals with natural stimulants, are the two main types of behavioral conditioning in behaviorism. According to Watson’s first theory, a naturally occurring stimulus and a corresponding response are coupled, followed by the pairing of a neutral stimulus. The resulting combination is a conditioned stimulus and corresponding conditioned response. Notably, behaviorism’s most widely applied component is classical conditioning.
As a psychology student, Skinner created the cumulative recorder and the operant conditioning chamber. After receiving his doctorate in psychology, he established the radical behaviorism psychological school of thought. His radical behaviorism thesis holds that the environment determines actions. Therefore, most, if not all, behaviors are a product of the surrounding environment that a living thing occupies. According to Skinner, whether behavior can be repeated depends on its causes and effects, whether positive or negative. The reinforcement component was heavily emphasized in radical behaviorism as a theory, and Skinner’s reinforcement schedule states that rewarding behavior increases the likelihood that it will be repeated while depriving it of rewards reduces the probability (1988).
Instrumental conditioning, also known as operational conditioning, is a behavioral learning method that is artificially affected through rewards and punishments, where a link is made between a behavior and the outcome of that behavior. Skinner proposed it as a radical form of behaviorism. Watson’s behaviorism theory and Skinner’s are nearly identical. Still, there was one key distinction: Watson does not advocate the use of or reference to mental states, but Skinner has no issue with the psychology of mental states. Watson insisted that conduct should be investigated directly and scientifically, while Skinner disagreed, saying that any study should consider everything, including feelings, thoughts, and interior activities.
Tolman, a behaviorist, did not hold the same extreme views as Skinner since he thought that learning might occur without the need for positive or negative reinforcement and that rewards and punishments are not significant factors in determining behavior (1922). Additionally, he believed that learned behavior could be used in settings different than the one in which it was first acquired. Tolman argued that behavior is more complex than merely a response to stimuli, refuting Watson’s claim that behavior is a simple response to stimuli. Tolman developed the cognitive theory of learning, which saw learning as a development from knowledge bits, environmental comprehension, and how life forms relate to their environments. Although he conducted experiments on lab rats like Watson and Skinner, Tolman’s experiments did not emphasize stimuli and rewards. He performed these tests without highlighting triggers or rewards, and as a result, he came up with the latent learning theory, which contends that learning can take place without them. In Tolman’s view, humans learn unconsciously and only become aware of their knowledge when required.
Synthesis
Watson’s emphasis on inner intangible actions was extremely speculative since it was based on unreliable evidence. Thus, Skinner stressed visible behavior. Unlike Watson, Skinner concentrated on behavior recurrence and claimed that repetition was based on temporal repercussions. Additionally, he focused on incentives, whereas Watson concentrated on stimuli, which made his theory different from Watson’s. The most crucial element of his approach, which is still used in contemporary psychology, is his reinforcement schedule. Trainers can create a behavior driven by rewards by using operant conditioning to transform a natural behavior into a solicited behavior. Additionally, Tolman developed a behavioral theory that differed significantly from Skinner’s views in several ways. The primary distinction is that Tolman claimed that learning behavior might occur without the two elements mentioned above, downplaying their importance in determining behavior. The cognitive map, one of the most widely applied products of his theory of behavior in contemporary psychology, cemented his status as the founder of the cognitive theory of conduct.
In conclusion, the three psychologists profiled above significantly contributed to behaviorism’s psychological perspective growth. Despite some stark discrepancies, there were many commonalities between the three viewpoints’ approaches to behaviorism. They had different philosophical views, but they concurred on a technique, which is why their theories continue to serve as a foundation for advancing contemporary psychological thought. The three behavioral approaches championed by the three fathers of behaviorism are still utilized in modern psychology. Still, Watson’s classical conditioning is the practitioner who works with people most frequently employed. Compared to Tolman’s perspective, animal psychologists adopt the Skinner technique more regularly.
Their behavior is modified into socially acceptable actions by modeling and positive reinforcement. Through counseling, they can communicate more frequently, loud enough to be heard, with the right eye contact, and with fewer strange comments. Assertiveness training, a behavior therapy that trains patients to cope with difficult situations assertively rather than passively or aggressively, is also carried out by qualified psychologists, psychotherapists, and counselors. Behaviorism has given psychologists, psychotherapists, and counselors insights and methods to provide people with various mental health illnesses with evidence-based care. It is important to remember that one school of thought, behaviorism, provides treatments based on scientific discoveries. Competent psychologists, psychotherapists, and counselors draw from various schools of thought and therapeutic approaches in treating mental health illnesses. During a therapy session, a skilled therapist will deal with whatever arises and intuitively apply the theoretical framework that will benefit the patient the most.
References
Watson, J.B. (1998). Behaviorism (1st ed.). Routledge.
Skinner, B. F. (1988). About Behaviorism. Random House.
Tolman, E. C. (1922). A New Formula for Behaviorism. Psychological Review, 29(1), 44–53.
Brau, B., Fox, N., & Robinson, E. (2020). Behaviorism. The Students’ Guide to Learning Design and Research.
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