Understanding Behavioural Learning Theories: Strengths, Critiques, and Applications

Behavioural learning theories, including classical conditioning, operant conditioning, and observational learning, focus on observable behavior as a measure of learning. The strengths of this theory lie in its basis on observable behavior, making it easy to collect and quantify data. It is also effective in everyday scenarios, as seen in schools that use rewards and punishment. However, criticisms include its one-dimensional approach, overlooking other forms of learning, and neglecting internal factors and individual emotions. Despite its limitations, behavioural learning theory remains widely used, especially in incentivizing desired behavior in the workplace.

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Part B
Behavioural Learning Theory
Behavioural learning theories are classified into three main theories, classical conditioning,
operant conditioning and observational learning. These stem from John Watson. B.F.
Skinner and Ivan Pavlov. The theory implies that learning occurs via observation and
conditioning. It looks at outward behaviour in order to understand whether learning has
occurred (Olson, 2015). Most behaviourists believe that learning should occur outside of the
body of the learner, and knowledge has no connection with the body. It is by association
with each other that the learner is able to acquire the knowledge. Behaviourism is one of
the oldest theories, but in most situations, it is still in use in modern days.
Like most psychological theories of learning, there are strengths or advantages to theory,
and weaknesses or disadvantages or criticisms of the theory. The strengths of the theory is
that is based on observable behaviour. This makes it extremely easy to collect data, and
quantify it in order to ensure that there is proof of the change of behaviour, and to ensure
that learning has taken place (London, 2017). Research and experimentation are two of the
most important tools for scientists, and it is only using the behaviourist approach that
enough research be conducted and presented in order to test theories and provide proof.
The direct results of behaviourism, such as the idea of reward and punishment, seem to
work in every-day scenarios as well (Kelder, Hoelscher and Perry, 2015). This is the second
main advantage of this theory. It can be clearly seen in most schools that use rewards and
punishment in order to elicit good behaviour from students.
There have been however, many critiques of the theory as well. The main critique is that it is
a one-dimensional approach that does not take into account the other types of learning.
There is an immense amount of learning that occurs without the need for punishment and
reward, particularly during adulthood and the later stages of life. Behaviourism is however,
unable to look at those types of learning (Luthans, Luthans and Luthans, 2015). It is focused
solely on what is called observable behaviour. However, learning does not necessarily merit
an observable change of behaviour in many scenarios. The second critique is that it does not
look at internal factors that could also result in a change in behaviour. These would include
thoughts, feelings and emotions of the individual, which might not be present at a young
age, but play a major part in learning when an individual grows up. It also does not take into
account that most people and animals are able to change their behaviour if and when the
situation requires it. Even if there is a behaviour pattern that is established through
reinforcement, the behaviour pattern can change if the individual or animal feels threatened
or uncomfortable by the behaviour pattern (Mazur, 2016).
This theory is widely used in many scenarios. Most bonuses that are provided for the best
employee are rewards so that the employee’s behaviour changes, and the productivity
increases (Kirwan, 2016). Demotions are widely seen as punishments. Employees of the
month are chosen so that the attributes of the employee can be emulated and others can
learn from them.

References
Kelder, S.H., Hoelscher, D. and Perry, C.L., 2015. How individuals, environments, and
health behaviors interact. Health behavior: Theory, research, and practice, 159, pp. 159-
182).
Kirwan, C., 2016. Making sense of organizational learning: Putting theory into practice (pp.
1-168). Routledge. London.
London, P., 2017. The end of ideology in behavior modification. In Behavior Modification
Procedure (pp. 3-16). Routledge. New York.
Luthans, F., Luthans, B.C. and Luthans, K.W., 2015. Organizational Behavior: An Evidence
Based Approach (pp. 1-316). IAP. United States of America.
Mazur, J.E., 2016. Learning & behaviour (pp. 10-52). Routledge. New York.
Olson, M.H., 2015. Introduction to theories of learning (pp. 23-85). Routledge. New York.