behaviourism

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Related to Behaviourists: Behavioural psychology

behaviourism

(1) A school of psychology which holds that only overt (external) or observable behaviours can be reasonably analysed, and internal constructs (i.e., the mind, developmental stages, and psychoanalysis) are too subjective and intangible to be substantially examined. Modern behaviourism is exemplefied by BF Skinner’s school of operant conditioning.
(2) Behavioural intervention, see there.

be·hav·ior·ism

(bē-hāv'yŏr-izm)
A branch of psychology that formulates, through systematic observation and experimentation, the laws and principles that underlie the behavior of humans and animals; its major contributions have been made in the areas of conditioning andlearning.
Synonym(s): behavioral psychology, behaviourism.
References in periodicals archive ?
To behaviourist trainers, the trainee's perceptions and motivation are not important.
The most popular behaviourist approach to training is 'direct instruction' (sometimes called 'explicit training' or 'trainer-led instruction').
In practice, many behaviourist trainers incorporate these principles in their training by following the six-phase model below.
Behaviourist models of training such as this can be very effective, particularly with practical skills.
Making best use of behaviourist training techniques
This full-fledged vision of behaviourist explanation found its apologists in the formal efforts at precise quantitative predictions of Clark Hull's hypothetical-deductive postulate system, and the enterprising behavioural technologies exemplified in B.F.
It is also worth mentioning that the behaviourist model provides useful insights into understanding the ways in which learning is transferred within organisational settings (Rouiller & Goldstein, 1993).
It is thought that cognitivism emerged as a product and consequence of the limitations of behaviourist approach (Fiol & Lyles, 1985).
This factor on its own directly contrasts the behaviourist model, given that the latter strongly advocates that individual learners must perform actions and be reinforced in order for learning to occur (Ormond, 1999).
It is in his handling of the soliloquies that his behaviourist framework is most likely to lead him astray, for he tends to treat them as sites, taken out of dramatic context, for the identification of thought and feeling.