Behavioral Theorists: Pavlov, Skinner, Maslow & Rogers

1. BEHAVIORAL THEORISTS • IVAN PAVLOV • B.F. SKINNER • A MAJOR PREMISE AND ORIENTATION BEHIND BEHAVIORISM IS THAT PSYCHOLOGY SHOULD STUDY ONLY OBSERVABLE BEHAVIOR

2. IVAN PAVLOV • RUSSIAN PHYSIOLOGIST • HE STUDIED THE IMPORTANCE OF SALIVA IN THE DIGESTIVE PROCESS OF DOGS

3. PSYCHIC REFLEXES • DOGS RESTRAINED IN HARNESS • COLLECTED SALIVA • HE PAIRED MEAT POWDER WITH DIFFERENT STIMULI

4. IMPLICATIONS OF PAVLOV’S WORK • CLASSICAL CONDITIONING PLAYS A KEY ROLE IN SHAPING EMOTIONAL RESPONSES LIKE FEAR, ANXIETY, AND PHOBIAS • USED IN ADVERTISING

5. B.F. SKINNER • A STRICT BEHAVIORIST • HE DID NOT BELIEVE IN INTERNAL MENTAL STATES • THE SKINNER BOX & OPERANT CONDITIONING

6. SKINNER’S THEORY • BEHAVIOR IS INFLUENCED BY REWARDS AND PUNSHMENTS • HE TRAINED RATS TO RESPOND TO LIGHTS AND SOUNDS • REINFORCEMENT

7. APPLICATION OF SKINNER’S WORK • USED IN PRISONS AND MENTAL HOSPITALS • REINFORCERS ARE USED TO PRODUCE POSITIVE BEHAVIORS • TOKEN ECONOMIES SHAPE BEHAVIOR

8. THE HUMANISTIC APPROACH MASLOW & ROGERS

9. ABRAHAM MASLOW • HUMANISTS BELIEVED THAT PSYCHOANALYSIS AND BEHAVIOR-ISM ARE “DEHUMANIZING” • EMPHASIS ON UNIQUENESS • POSITIVE, OPTIMISTIC

10. HUMANS HAVE MANY NEEDS • PEOPLE HAVE MANY NEEDS THAT COMPETE • BIOLOGICAL MOTIVES • SOCIAL MOTIVES • HUMAN NEEDS ARE ORGANIZED IN A HIERARCHY

11. MASLOW’S HIERARCHY • THE NEEDS AT THE BOTTOM ARE THE MOST BASIC (HUNGER) • THE NEXT LEVEL=SAFETY NEEDS • NEXT= BELONGING AND LOVE

12. PYRAMID CONTINUED • ESTEEM NEEDS • COGNITIVE NEEDS • AESTHETIC NEEDS • SELF-ACTUALIZED

13. APPLICATIONS OF MASLOW’S WORK • IN THE FIELD OF BUSINESS • IN THE ARTS AND HUMANITIES • CRITICISMS

14. CARL ROGERS • CLIENT-CENTERED THERAPY • CCT PROVIDES A SUPPORTIVE ENVIRONMENT • IN CCT, THE CLIENT DETERMINES THE PACE & DIRECTION OF THERAPY

15. WHAT CAUSES ANXIETY? • ANXIETY IS CAUSED BY INCONSISTENCY BETWEEN A PERSON’S SELF-CONCEPT AND REALITY. • HOW YOU PERCEIVE YOURSELF

16. DO WE NEED CONSTANT APPROVAL FROM OTHERS? • ROGERS BELIEVED THIS WAS THE ROOT CAUSE OF CLIENTS' PROBLEMS • THE CLIENT NEEDS TO DEVELOP INSIGHT • YOU CAN’T ALWAYS PLEASE OTHERS

17. THE THERAPEUTIC CLIMATE • THE PROCESS OF THERAPY IS LESS RELEVANT THAN THE CLIMATE OF THE THERAPY • THERAPY’S ROLE

18. QUALITIES OF A GOOD THERAPIST • GENUINENESS • UNCONDITIONAL POSITIVE REGARD • EMPATHY

19. THE THERAPEUTIC PROCESS • THE THERAPIST PROVIDES VERY LITTLE GUIDANCE • THE THERAPIST KEEPS ADVICE TO A MINIMUM • THERAPIST PROVIDES FEEDBACK

20. THE COGNITIVE APPROACH • HUMAN BEHAVIOR CANNOT BE FULLY UNDERSTOOD WITHOUT EXAMINING HOW PEOPLE ACQUIRE, STORE, AND PROCESS INFORMATION • ELLIS & PIAGET WERE INFLUENTIAL COGNITIVE THINKERS

21. JEAN PIAGET • CHILD PSYCHOLOGIST • HE FOUND ANSWERS TO HUMAN BEHAVIOR BY STUDYING CHILDREN • INFLUENTIAL IN SCHOOL REFORM

22. HIS VIEW OF CHILDREN • CHILDREN ARE NOT “BLANK SLATES” OR “EMPTY VESSELS” • CHILDREN INVENT THEIR OWN LOGIC • OBSERVATION OF CHILDREN’S MINDS

23. LESSONS PIAGET LEARNED FROM CHILDREN • CHILDREN TAKING IQ TESTS MADE SIMILAR ERRORS • KNOWLEDGE IS DISCOVERED BY OBSERVING A CHILD’S MIND • KNOWLEDGE BUILDS AS KIDS GROW

24. AN EXPERIMENT • THE PRINCIPLE OF CONSERVATION (AGES 5–7) • CHILDREN UNDER AGE 5 ARE EGOCENTRIC • BY AGE 7 OBJECT PERMANENCE IS RECOGNIZED

25. STAGE 1: SENSORIMOTOR • SIMPLE MOTOR RESPONSES TO SENSORY STIMULI; NO CONCEPTION OF OBJECT PERMANENCE • USE OF SCHEMAS

26. STAGE 2: PREOPERATIONAL • AGES 1 ½–7 • EXHIBITS EGOCENTRIC THINKING • LACKS CONCEPT OF CONSERVA-TION • USES SYMBOLS, WORDS, MENTAL IMAGES

27. STAGE 3: CONCRETE OPERATIONS • AGES 7–11 • BEGINS TO UNDERSTAND THE CONCEPT OF CONSERVATION • STILL HAS SOME TROUBLE WITH ABSTRACT IDEAS • CLASSIFICATION

28. STAGE 4: FORMAL OPERATIONS • AGES 11–ADULT • UNDERSTANDS ABSTRACT IDEAS AND HYPOTHETICAL SITUATIONS • CAPABLE OF LOGICAL THINKING • NERVOUS SYSTEM