Behavioral Models

It is a concept that deals with the modification of an individual's behavior to

to achieve a desired behavior, this psychological postulate appeared in the late years
50 is considered a radical alternative to models that proposed schools.
psychological concepts prior to the behaviorist school of psychology.

Basic Postulates of the Behavioral Model

Since it is a topic related to learning, there is not a single defined theory, but rather
different theories are related to each other, below we will describe those defined by Kazdin and
Skinner (1975):
Abnormal or deviant behavior is not the result of mental or biological processes.
altered.
The behavioral assessment or diagnosis consists of determining behavior.
as an object of study, background and consequences.
Behavior can be manifest (motor acts and verbal behavior) or covert.
(thought, images and physiological activity).
The study of behavioral subjects consists of analyzing their manifest behavior and
undercover.
Behaviorism and behavior therapy do not deny the existence of processes.
subjectives called mental, as it is often misinterpreted, but rather the
consider mental activity, behavioral activities, behavior (Skinner, 1974).
Behavior therapy studies covert behavior through behavior.
manifest.
The behavioral therapist has a deep respect for their patient and informs them of
his interventions, for which he usually asks for consent.

Fundamental concepts of behaviorism:

The following are some terms defined from a psychological point of view by the
behaviorist psychological school
Stimulus: Event that activates behavior.
Response: Observable reaction to a stimulus.
Classical conditioning: Association of automatic responses to new stimuli.
stimuli.
Neutral stimulus: A stimulus that is not connected to a response.
Unconditioned Stimulus: A stimulus that automatically provokes a response.
emotional or physiological response.
Unconditional response: Emotional or physiological response that occurs in the form
natural.
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-Conditioned stimulus: Stimulus that evokes an emotional or physiological response

after conditioning.
Conditioned response: Learned response to a stimulus that was previously
neutral.
Extinction: Gradual disappearance of a learned response.
Operants: Voluntary behaviors (generally directed towards goals) performed by
a human or animal.
Operant conditioning: Learning in voluntary behavior is
it strengthens or weakens due to its consequences or background.
Antecedents: Events that precede an action.
-Consequences: Events that follow an action.
Reinforcement: Using consequences to promote behavior.
Positive reinforcement: Encouragement of behavior by presenting a desired stimulus
after this.
Negative reinforcement: Encouragement of behavior by removing an aversive stimulus
when the behavior occurs.
Punishment: A process that weakens or eliminates a behavior.
Continuous reinforcement program: Presentation of a reinforcer after
each appropriate response.
Interval Program: Reinforcement based on the number of responses emitted.
Stimulus control: The ability that the presence or absence of antecedents has
to generate behaviors.
Induction: Provide a stimulus that prepares the desired behavior.
Behavioral Modification: Systematic application of antecedents and the
consequences to modify behavior.
Shaping: Reinforcement of each small phase of progress towards a goal or
desired behavior.
Positive practice: Action of correct responses immediately after the
errors.
Satisfaction: To demand that a person repeat a problematic behavior beyond the
point of interest or motivation.
Social isolation: Separation of a problematic student for a period of
between five and ten minutes.
Timeout: The withdrawal of all reinforcement. Isolation of a student from
rest of the group for a short period.
-Domain learning: Teaching method where students must
learn a unit.
Law of effect: Any act that produces a gratifying effect in a situation
it will tend to repeat itself in that situation.
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The behaviorism of John Broadus Watson:

The psychologist John B. Watson was the founder of the behavioral psychological school, he
he was only interested in behavior and not in conscious experience, he firmly believed that
The human being is not born, it is made. Behavior, for Watson, is the result of reflexes.
conditioned, that is to say, responses already learned through classical conditioning.
The postulates of behaviorism defined by John B. Watson are as follows:
If science must study exclusively empirical data, the object of Psychology
it will have to be observable.
If the so-called mental states or states of consciousness exist, they cannot be considered
methodologically as objects of scientific study, since they do not gather the
objective characteristics that define them.
When we observe a behavior, we can isolate two elements in it. On one hand,
the environmental stimuli that impact the organism, and, on the other hand, the response that
this emits next. Both stimuli and responses are observable,
quantifiable and susceptible to being used in scientific experiments.
Psychological research should be aimed at discovering the laws.
of behavior, whether they are genetically determined or the result of
individual learnings.
Behavior is consolidated in the form of habits, which allow for better
adaptation to the environment.
Experiments show that behavior is highly modifiable. Therefore,
the most suitable techniques for behavior modification should be studied with the
the aim of applying them in areas such as psychotherapy, education, or reinforcement of
social guidelines.
The ideal place for experimentation is the laboratory, as it is there that they can be
controlled all intervening variables. When for ethical reasons it cannot be
experimenting with humans, the tests will be conducted with animals.
As a consequence of the previous theses, the knowledge of the techniques and laws of
learning, both animal and human, becomes the central point of the
Psychology

The propositional behaviorism of Edward Chace Tolman:

Edward Chace Tolman was an American psychologist, whose theories...
it was defined that one must take into account the intentions and objectives of the subject for the
explanation of a behavior. Tolman rejects the idea that learning would result
only from trial-error attempts or was random. Learning, according to Tolman, is
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intentional, directed towards goals or objectives, hence its conception of being designated as
intentional conductism.
One of its greatest postulates is the definition of molar behavior:
(...) We defend (if Watson does not) that the 'acts of conduct' although
undoubtedly in total punctual correspondence with the molecular facts
The underpinnings of physics and physiology have, as 'molar' totalities, certain
emergent properties themselves. And these are the molar properties of the acts of
behavior, which primarily interest us in psychological terms. Moreover, these
molar properties of the acts of conduct at the present stage of our
knowledge of the underlying, molar facts of physics and physiology." Tolman (1932).
In 1951, Tolman pointed out the following behaviors:
Each behavioral act aimed at the implementation of a particular purpose, or it
derives from the destination situation;
As a means of usage, the behavior of objects behavior;
Behavioral act is selective, the means used predominantly lead to a
shorter cuts.
Below are some concepts defined by Tolman:
Goal: The end to which an action or operation is directed.

Expectation: It refers to the curious and tense waiting for an event.

Behaviorism: A branch of psychology that studies animal behavior.

The deductive behaviorism of Clark Leonard Hull:

Clark Leonard Hull was a behaviorist psychologist who proposed understanding the
learning and motivation through scientific laws of behavior.
Hull's theory is recognized as mechanistic behaviorism, intentionally avoiding all
reference to consciousness, with this theory I distinguish between primary and secondary impulses.
Through his theories, the concept of predicting and controlling behavior is created; he defined it.
that learning would be a process resulting from conditioning in which reinforcement
and motivation play a fundamental role.
He formulated the law of habit formation, which states that if reinforcements occur sequentially, then

regular intervals, keeping everything else constant, the resulting strength of habit
increases as a function of positive increment. According to Hull, habits are defined by
Hull from a physiological perspective, as nerve connections that exist from the
birth or that are formed based on the interaction of the organism with the environment. Also
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the continuity hypothesis where it defines that learning is continuous and

cumulative, each reinforcement strengthens learning, even if it does not manifest at first.
Learning consists of strengthening, within a category of habits, those that are
weaker ones, it has to reinforce these and avoid extinguishing those that are more likely.
understood learning as a means that serves organisms to adapt to their
environments in order to survive.
Fundamental concepts defined by Hull are as follows:
Habit: They are behaviors that settle in due to reactions.
The drive: Motivational construct, fills the organism with energy and inclines it to the
action.
Inhibition: The impulse and strength of habit drive organisms to respond, the
inhibition not to do it.
Negative variables: These will eradicate the behavior, to prevent it from becoming a
habit.

Bibliography:

Blanca A.; Cristina C. and Gonzalo D. History of Psychology (1st Edition): Publisher
UOC. Barcelona. 2009.
Hernández Rojas, G. Paradigms in Educational Psychology (1st Edition) Editorial
Paidós Mexico. 2006
Educational Psychology (9th Edition)
2006
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