Skinner’s view on “free will”

Skinner is a behavioral psychologist, argued that free will is an illusion. He believes that all human behavior is influenced by environmental factors and conditioning, a concept called operant conditioning. The theory suggests that behavior is learned through consequences. Skinner’s perspective suggests that the role of external factors in shaping behavior, rather than individual choice. For example, if a person decides to wear a coat when it’s cold outside because a person learned that by doing so it prevents discomfort. The behavior of wearing a coat is reinforced by the positive outcome of avoiding discomfort in the cold. The person’s behavior highlights how our behavior is shaped by consequences and learning experiences.

Teacher’s role in behaviorist scheme

A teacher’s role within behaviorist scheme involves strategically creating / modifying the learning environment through positive and negative reinforcements to shape students’ behavior. The idea is to strengthen behaviors that increasingly align with the desired result, progressively leading the individual through the necessary steps to accomplish the complex task. For instance, if a teacher is teaching someone to play the piano, you wouldn't start by expecting them to play like a pro. Instead, you would begin with simpler tasks like learning individual notes or scales. As each small step is mastered and reinforced, the person gradually builds up to more complex pieces. Teachers will begin to elevate the difficulty of tasks as the student shows improvement. Acknowledge every minor success with targeted compliments. Hence, the teacher’s role is crucial in shaping the student’s behavior by reinforcements.

Nature or Nurture

The "nature vs nurture" debate looks at how genetics and the environment shape who we are. Skinner, with his behaviorist view, leans heavily towards "nurture," emphasizing that our surroundings and the rewards we get play a big role in how we behave and learn. Skinner advocated for the study of observable behaviors, arguing that this approach is scientifically valid. However, research shows that it's not just one or the other; there's a complex interplay between our genes and the environment. Genetics lay the groundwork for various traits and abilities, but the environment plays a big role in shaping when and how these traits come to life. Take someone with a natural knack for music; if they don’t get the chance to play instruments or take lessons, that talent might just stay hidden.

Dangers and uses of Intelligence Tests

Intelligence tests have both benefits and drawbacks. On the positive side, intelligence tests serve as a valuable tool for recognizing potential learning challenges and assessing cognitive decline or therapeutic intervention for adults or exceptional abilities. Allowing educators and psychologists to develop personalized learning plans and support systems. Intelligence tests aid in diagnosing developmental delays in children and helps to plan special educational programs.

But there are some serious downsides too. These tests can be biased based on culture and might not truly capture a person's abilities or potential. Moreover, they can result in unfair labeling, which can hurt self-esteem and restrict opportunities for those who are labeled as less intelligent.

To tackle these problems, it's important to treat intelligence tests as just one part of a bigger picture, considering a person's life and experiences. Finding the right balance between the pros and cons of intelligence tests is tricky, needing careful and ethical use to genuinely aid personal growth and ensure fairness in education.

One key concept of behaviorism

Positive reinforcement is a fundamental principle of behaviorism, referring to the practice of rewarding a desired behavior to enhance the probability of its recurrence. For instance, when a teacher praises / compliments students for finishing their homework by giving a sticker, it motivates the student to maintain consistency to do their assignments. The positive reinforcement involves actively adding something positive to encourage a desired behavior. The reward is only given after the desired behavior achieved, strengthening the association between the behavior and the reward.