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John B. Watson's Analysis

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John B. Watson first championed the idea of focusing on experimental observation and behaviors in psychology. Use of analytical techniques allowed the psychologist to be objective as opposed to subjective, and made work in psychology scientific. Behaviors seen through habits were the primary focus of analysis for Watson (Moore, 2011). There are both weaknesses and strengths in focusing on behaviorism. Thus, behaviorism has had some positive influences in academics. Additionally, through Watson’s founding work, came four conditioning theories; connectionism, classical conditioning, contiguous conditioning, and operant conditioning.
Conditioning Theories
Connectionism
Edward Thorndike, the originator of connectionism, was especially interested …show more content…

Many elementary schools use behavioral plans to help children stay focused and on task. The use of the ‘stop-light chart’ is one way teachers reinforce positive behaviors in the classroom. Children are introduced to a chart that has a red circle, yellow circle, and green circle; much like that of a traffic stop light, and clips with each child’s name on it. The children are told that in the green circle is where they want to be at the end of each day. Behavioral expectations are outlined with the children. If a child is not on task, not listening, not engaging, or impulsive, they have to move their clip from green to yellow, and then yellow to red (depending on the severity or multiple ‘offences’). The action of having to get up in the classroom and move your clip, along with being verbally reprimanded is a reinforcement to make better choices. Additionally, some teachers use consequences, and if the child is on yellow, a note is sent home to the parent. If the child is on red, a call home to the parent is completed. Most teachers also use a reinforcement of a prize box; children who are on green all week get to choose a toy from the box. For most children, this system helps to keep them behaviorally focused in the classroom; however, this system may not take the learning of these positive behaviors to a cognitive level. The child may regulate their behavior based on the prizes earned or fear of the consequences; rather than

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