Introduction

The present work will address the Associationist Learning Theory (S-R), a theory that
reinforcement. In this context, it is important to emphasize that learning must consist of recording.
the correct answers and eliminate the incorrect ones. Next, it will address the Theory of
Social Learning in the conception of Albert Bandura & Julian Rotter in the approach
Skinneriana. Esses pensador que por sua vez procurara explicar como é que o individuo aprende
and it influences your personality on the basis of imitation.

Objectives
General

Study the associationist learning theory (S-R);

Study socio-cognitive theories of personality.

Specifics

Understand the theories that contribute to the theory of learning regarding the socio-
cognitive personality theorists;
Analyze the theories that underpin the direction of personality.

Methodology
The research methodology in planning should be understood as the set of detailed and
sequential methods and scientific techniques to be executed throughout the research, in such a way
so that it is possible to achieve the initially proposed goals while also meeting
according to the criteria of lower cost, greater speed, greater effectiveness, and more reliability of information.

As for the technical procedures used, they will be of the Bibliographic type, because it will be prepared for the

Start from already published material, consisting mainly of books, journal articles and
currently with material available on the Internet, LAKATOS & MARCONI (2009).
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S-R associational learning theory

The associationist theory has as its main representative Edward Lee Thorndike, who precedes the
Behaviorism, or Behaviorism, is inspired by empiricist and positivist philosophy. It attributes
exclusively to the environment the construction of human characteristics and privileges the experience
as a source of knowledge and behavior habit formation.

In this sense, the term associativism originates from the fact that learning occurs through a process of
association of ideas, from the simplest to the most complex. Thus, to learn a content
Initially, the person would need to learn the simplest ideas that would be
associated with that content, followed by the complex ones.

Law of Effect Principle

Edward L. Thordinke formulated the law of effect, which states that every behavior of a
A living organism tends to repeat itself if it is rewarded with an effect as soon as it emits it.

behavior. On the other hand, the behavior is likely to not occur if the organism is
punished (effect after its occurrence), according to the law of effect, the organism will associate this situation.

with others similar.

The associationists have as their main objective to (BARROS, 1998) explain that
complex behavioré the combination of a series of simple behaviors.

Learning
Learning according to Behaviorist theory is the process of selecting and associating units.
physical and the mental units that are perceived or contained. This process is passive or
mechanical. Learning corresponds to the activity of recording correct answers and eliminating the
incorrect or unpleasant aspects of a reward or opinion process.

Learning establishes new relationships based on the law of contiguity.

proximity). According to this law, associations are formed between experiences or between
tasks performed by the subject. This occurs when these elements are close to each other.
of others in space or in time.
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Contribution to the teaching process

His main contribution was probably the law of effect that supported behaviorism.
professor, in this conception, should provide the learner with positive reinforcement (for example,
a compliment), if the student has provided a desired answer, or a negative reinforcement (by
example, a punishment) when the learner gives an undesirable response.

The Law of Exercise and Readiness as an implication for teaching-learning explains that it is
I need to practice (law of use) so that there is a strengthening of connections; and the weakening or
forgetting occurs when practice is interrupted (law of disuse). It is up to the teacher,
therefore, propose to students the practice of the desired responses through many exercises that
strengthen the connections to be learned and, at the same time, discontinue the practice of
unwanted connections. It is necessary to practice to improve performance.

Behaviorism vs Learning
Skinnerian conception of learning is related to a question of modification of
performance, good teaching depends on the efficient organization of stimulating conditions,
so that the student leaves the learning situation different from how they entered

The main objective of Skinnerian behaviorism is the scientific study of behavior, which
it consists of discovering the natural laws that govern the reactions of the organism that learns, in order to

increase the control of the variables that affect it. The components of learning motivation,
retention, transfer, result from the application of operant behavior.

Basic stages of teaching and learning from a Skinnerian perspective

Establishment of behaviors ends, through instructional objectives;
2. Analysis of the learning task in order to sequentially arrange the steps of
instruction;
3. Execute the program, gradually reinforcing the corresponding correct answers.
objectives;
4. Examples of the application of the Skinnerian approach to teaching would include, among others, the

programmed instruction and the Keller method.

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Negative (or adverse) stimulus

A negative stimulus is the opposite of a reinforcing stimulus or something we feel as
bad or painful. A behavior followed by a negative stimulus results in a
decreasing probability of occurrence of this behavior in the future.

Skinner did not like the use of negative stimuli. The reason was not ethical, but rather because
it doesn't work well. Behavior cannot be completely shaped by stimuli
negatives because there is always a memory of the behavior and it may eventually return
with some relevant frequency.

Differences between classical and operant conditioning

In classical conditioning, a neurological stimulus is converted into an associated reflex.
for example, the sound of a bell, as a neurological stimulus, is associated with the reflex
of salvation.

In operant conditioning, the learner 'operates' on their environment and receives a reward for
certain conduct (operations). Eventually, the relationship between operation and the
reward stimulus.

Skinner's operant conditioning mechanism

According to BARROS (1998), the mechanisms of operant conditioning that Skinner considers
important are:

1. Positive reinforcement or reward: responses that are rewarded have high

probability of repeating.
2. Negative reinforcement: responses that reflect escape attitudes from pain or situations
undesirable things are highly likely to happen again.
3. Extinction or absence of reinforcement: responses that are not reinforced are unlikely.
that they repeat (ignoring the wrong behaviors of the students, the expected behavior must
to become extinct).
4. Punishment: responses that are punished can generate undesirable consequences (a
delayed punishment to a student might have no effect at all.
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Main uses of operant conditioning in education

Facilitate the teaching process through the application and development of motivations
specific.
Allow the acquisition, modification, and suppression of behaviors through the appropriate use of reinforcements.

The "symbolic economy" can be useful in the teaching-learning process.

Theories of Social Learning (Albert Bandura, Julian Rotter)

From the point of view you mentioned, reinforcement facilitates learning in a anticipatory way by
encourage the observer to pay attention and to practice the observed behavior.

On the other hand, Bandura adds two types of reinforcement:

Direct reinforcement, as a stimulus whose presence increases the frequency of occurrence.

of the behavior with which it is paired;
Self-reinforcement occurs when an individual compares their behavior with standards.
internally, the function of self-reinforcement gives people the ability for self-direction.

Just like Skinner, Bandura & Rotter focus on manifest behavior and not on
need, traits impulses or defense mechanisms.

Observation-Based Learning
The technical modeling of behavior modification, which involves observing behavior
from others, we call these models.

Principles of observational learning

According to Bandura 1965 in social situations, we learn especially through imitation and
observation of the behavior of others. Thus observational learning or modeling is
governed by four constituent processes:
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Attention process: people will not learn anything unless they pay attention to
significant aspects of the behavior to be modeled and perceive them accurately.

Retention process: a behavior cannot be produced unless we remember it

through a symbolic encoding, this retention mainly depends on images
mental and verbal representations.

Production process: the apprentice needs to be able to reproduce what was observed. A
observed behavior of which good is remembered cannot be taught without the needs,
skills and abilities.

Motivational processes: the performance of an observed behavior is influenced by

three types of incentives: direct, vicarious (indirect), and self-administered. A behavior
what is learned will be taught if it leads directly to the desired result or if it is self-satisfying.
In other words, it is likely that we will have a certain behavior if we believe it will be.
it is beneficial for us to act this way.

Important aspects of the Self

Self-reinforcement
Self-reinforcement is as important as reinforcement administered by others, especially for
older children and adults. Self-administered reinforcement can be tangible, such as pride and
satisfaction from a job well done.

Self-efficacy
Satisfaction and the maintenance of our performance standards enhance self-efficacy;
failure to satisfy them and keep them to reduce. In other words, it is a person's sense of being capable of

lidar effectively with a particular task.

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Sources of Information on Self-efficacy

The judgment about our self-efficacy is based on four sources of information:
Performance acquisition: it is the most important source for effectiveness judgments;
Vicarious experiences: strengthen self-efficacy, particularly if the people who
we observe are similar in capacity;
Verbal persuasion: it means reminding people that they have the ability to achieve what
it wants to enhance self-efficacy. For example: it is the most common, used by parents and
teachers;
Physiological and emotional stimulation: the higher our level of physiological stimulation and
the more emotional, the lower our self-efficacy. The greater the fear, anxiety, or tension that
The more we experience a certain situation, the less we will feel capable of dealing with it.
The Stages of Modelling Development and Self-Efficacy
Childhood: in childhood it is essential that the modeled behavior is repeated multiple times.
after the baby tried to execute it for the first time.

Adolescence: the transition skills of adolescence involve dealing with new

demands and pressures, from greater sexual interest to choosing a college or career in
to follow. Teenagers need to establish new skills and assessments for their
skills. Bandura observed that the success of this stage depends on the level of self-efficacy
established during childhood.

Adult Life: Bandura divided adulthood into two periods, young adult and middle adulthood.
the first comprehends adaptations such as marriage, parenthood (or maternity) and ascension
professional.

Old age: the decline of mental and physical abilities, retirement, and withdrawal from life
social require new self-assessment. A decrease in self-efficacy may subsequently
affect physical functions and aging. The decline of mental and physical abilities,
retirement and the withdrawal from social life require a new mental self-assessment, like a type
of the self-fulfilling prophecy.
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Julian Rotter
Proposes two basic theories which are:
Personality is learned;
Personality is motivated towards specific goals.

To explain how personality acts, Rotter proposed four basic concepts:

Potential of behavior: it is the probability that among all the ways, we can
choose, to act in a certain situation, a behavior (or response) is displayed
specific;
Expectations: it refers to the belief that if we behave in a certain way in a
Given the situation, we can then predict the reward that will follow;
Reinforcement values: Refers to the extent of preference one has for a reward.
to the detriment of the other;

Psychology situation: it is the combination of internal and external factors that influences our
perception and response to a stimulus. We continuously react to our internal and external environments.

external, which in turn interact.

Categories of Needs
Rotter proposed six categories of needs (Rotter, Chance, and Phares, 1972):
Need for Recognition/Status: need to be considered competent in
professional, social, occupational or recreational activities. The need for
to progress in social or vocational position, to be seen as more skilled or better
what other people;
Necessidades de Protecção/Dependência: a necessidade de ter outra pessoa ou grupo
acting in our benefit to prevent frustration or punishment or to provide
satisfaction of our other needs;
Needs for Domination: the need to direct and control the actions of others
people, including family members and friends. The need for some action
carried out by others is the one we suggest;
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Need for Independence: the need to make our own decisions and to
count on us the same. The need to develop skills to obtain satisfaction
directly, without the mediation of other people;
Needs for Love and Affection: the need to be accepted and appreciated by others;
Need for Physical Comfort: the need for physical satisfaction that is associated with
security scope.

Locus of Control (our belief about the source of reinforcement control).

It is a form of generalized expectation to explain differences in personality in beliefs.
the people about the source of reinforcement.

Locus of Internal Control. (Belief that reinforcement is produced by our own

behavior).
External locus of control. (Belief that reinforcement is under the control of others or chance)
They believe that such people, their behaviors and abilities do not make any
difference regarding the reinforcements they receive, they may see little advantage in exercising

any support to improve your situation.

Interpersonal trust
Rotter identified another form of generalized expectation, interpersonal trust, which
define as expectation that 'one can trust the word, promise, oral or written account of
another person or group" (ROTTER, 1980:1).
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Conclusion
Reaching this point, it is important to mention that according to the theories, there will be no learning of

observation or modeling unless the individual is attentive to the model. In order to

to learning to occur, it is necessary to pay attention to the behaviors exhibited by the model and
its consequences. From the perspective it refers to. Reinforcement facilitates learning of
anticipatory way by encouraging the observer to pay attention and to rehearse the behavior
observed.
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Pioneira Publisher Thomson Learning, 2004;
SCHULTZ, Duane P. & SCHULTZ, Sydney Ellen. Theories of Personality. São Paulo,
Pioneira Publisher Thomson Learning, 2004;
FADMAN, James & FRAGER, Robert. Theories of Personality. Harbara Publishing.
Paulo, 1986.