What is human behavior?
Classification of human behavior | Characteristics and causation of human
behavior
Behavior
Behavior
Behavior can be defined as the actions or
reactions of a person in response to external or internal stimulus situation.
We understand behavior when we know that what is caused or made the person do
it. We evaluate behavior when we approve or disapprove it. Both understanding
and evaluation is a common reaction that individual engage daily.
Psychology is a science of activity of people
which lead to an understanding of nature of behavior. Behavior is always the
product of two things, one- the nature of individual or organism that behaves
and second- the nature of situation in which the individual find himself.
Situation is a source of stimulus and is
always the organism’s response to stimulus from environment.
According to Crowder “Behavior is any activity
which can be observed, recorded and measured, this includes first what living
beings or organisms do- that is their movement in space”.
Psychologists analyze behavior from two point
of view- Overt & Covert, the behavior that is visible and what occurs
outside of human being is called overt behavior. Example- playing football and
eating something are overt behavior. The behavior that is not visible and what
occurs inside of human being is called covert behavior. Example- thinking.
Psychologist Luine express behavior through an
equation as –
B=∫ (P x E) where, B= Behavior, ∫=Function, P=Person,
E=Environment.
Behavior is a function of people and
environment. Environment creates stimulus situation, it is human nature to
respond stimulus situation.
Classification of Human Behavior
To
analyze and measure the behavior psychologists have divided behavior into
different classes. Classification of human behavior given below-
1. Molecular and Moral Behavior:
Molecular behavior: The sudden behavior what occurs without
thinking something is called molecular behavior.
Example: Abul hits a stick on Kuddus eyes and Kuddus
closes his eyes at once. This is molecular behavior. Unpredictable situation
whereas Kuddus has not any preparation to his eyes or face situation.
Moler Behavior: Moler behavior is the opposite of molecular
behavior. When human behavior occurs with a thinking process is called moler
behavior.
Example: counter attract.
2. Overt & Covert
Behavior:
Overt behavior: The behavior that is visible and what occurs
outside of human being is called overt behavior.
Example: Playing football, eating something is overt
behavior.
Covert
behavior: The behavior that is
not visible and what occurs inside of human being is called covert behavior
Example: thinking.
3. Voluntary and
Involuntary Behavior:
Voluntary behavior: The behavior what depend on human want is
called voluntary behavior. Human beings always have control on voluntary
behavior.
Example: Speaking, walking, writing etc.
Involuntary behavior: Behavior what occurs naturally is called
involuntary behavior.
Example: Movement of heart, taking oxygen and giving up
carbon dioxide.
Accomplishment of one
bit behavior may become the stimulus for further behavior.
It is possible to
control such a behavior by education, training, experience and environment
Characteristics of Human Behavior
Behavior is any activity which can be
observed, recorded and measured. Individual behave with in an environment, it
is human nature to respond stimulus situation created by internal and external
environment. Characteristics of human behavior can be express as under-
A. Social rules and regulations: Human are social beings and obedient to social
rules and regulations. Social rules and regulation drives an individual in a
particular way.
B. Language and understanding: Human beings express their feelings and
emotion and conversation with each other through language. Interaction of
individual and group helps them convey their news and views.
C. Education and knowledge: Education is power which enables an individual
to acknowledge the difference between right and wrong. The value of practice in
acquiring skill or knowledge common feature of human behavior. Education and
knowledge are important modification of human behavior.
D. Adaptability: It is human nature to change in order to deal successfully with
new situation. Human beings always face changing environment. Adaptability with
changing environment is a common characteristic of human behavior.
E. Capacity to learn knowledge: Only human being is capable enough to learn
knowledge. Human beings can increase their capacity by acquiring knowledge and
experience. This is unique characteristic of human beings.
F. Drive/Aim: Human beings behave with a view to
accomplishing their common aim that drives him to a particular direction. Drive
or aim pursues goal directed behavior.
G. Human being is great in behavior and knowledge: Human being is great in their behavior and knowledge, capable
enough to board their knowledge and experience.
Causation of Behavior
Behavior is a result of interaction between
individual and situation. It is human nature to response stimulus situation.
There is a cause sequence of human behavior. The cause sequence of human
behavior are explain below-
1. Stimulus Situation: stimulus may be
created by light, sound, job routine, other people action of supervisor and any
aspect of environment in which a person is sensitive.
2. Organism: when stimulus
situation faced by a person then organism automatically start. Organism may be
heredity, maturation, biological needs and many learning such as knowledge,
skills, certain needs attitude and values.
3. Behavior: Behavior is a result
of stimulus situation and individual organism that lead to a person to do or
behave. Behavior may be body movement, talking, facial expression, emotional
responses and thinking.
4. Accomplishment: The latest sequence is accomplishment. Accomplishment occurs when stimulus situation change. Further accomplishment may include survival, accident, attract from others
4. Accomplishment: The latest sequence is accomplishment. Accomplishment occurs when stimulus situation change. Further accomplishment may include survival, accident, attract from others
Behavioural Approach
This approach believes behaviour is learnt by our experiences,
association or environmental influences.
Classical Conditioning is known as stimulus-response learning.
Ivan Pavlov (1901) studied dogs' salivation. He noticed dogs started to
salivate when food entered the room. He rang a bell when giving the dog food.
He then took away the food on later visits and just rang the bell. The dog
still produced saliva. This proved the dog had learnt that the bell represented
feeding time; a conditioning reflex. The neutral stimulus (the bell) had become
a conditioned stimulus (P. Bennett 2003). This at first seemed the solution to
changing behaviour, but after time if no reward was given the behaviour
returned back to pre-conditioned state.
In the case of Operant Conditioning Skinner (1953) designed a
puzzle box for a rat or pigeon. Skinner's analysis of behaviour was the ABC of
operant conditioning:
Antecedents: the stimulus conditions, such as a light going on
when a lever is pressed.
Behaviours: operants, such as pressing the lever
Consequences: what happens as a result; reinforcement or
punishment? (R. Gross 2005)
He showed that behaviour can be guided by reward or punishment;
rewarded behaviour will increase in frequency, where as punished behaviour will
not be repeated (P. Bennett 2003).
Finally, Social Learning is by association from other people or
environment. This can be shown with individuals imitating their role models,
such as the media influencing people's appearance through magazines with slim
models getting paid lots of money and gaining high stature. This may have
caused eating disorders in females, revolving around identity and body image
(Gordon 2001 from R. Gross 2005). However, eating disorders can be a result of
a number of factors such as genetics in twin studies so it is not necessarily
that simple (A J Holland 1984).
This Essay is
a Student's Work
In
conclusion, the behavioural approach has provided strong counter arguments to
the nature side of the nature-nurture debate and behaviourists have produced
many practical applications, some of which have been very effective. It can be
argued that behaviourists ignore innate biases in learning due to evolution and
inherited factors and that their research was all in scientific laboratories
and had no environmental considerations.
Cognitive
Approach:
Cognitive thinking involves conscious mental processes like a
computer. The brain organises and manipulates information from daily life. This
can be seen in the 'cognitive triad' (what we think about ourselves and the
world affects how we feel about ourselves and the world, which affects the way
we act).
Cognitive disorders can be caused by dysfunctional thought
processes which can lead to depression, phobias, aggression and even anorexia.
The information about how we think and behave can be altered by psychological
therapy; correcting the thought processes of a person who over generalises and
magnifies a particular problem. This therapy would also stop the person looking
at life in a way where they question themselves; 'I should have done that', 'I
should look this way'. These feelings can create a cognitive disorder in the
brain leading to a feeling of worthlessness. Reilly (1998) demonstrated this
through a case study on treating a suicidal patient and decreasing their
hopelessness.
In a case like Clive Wearing (who has no long term memory after
contracting a virus), cognitive psychologists were able to identify that it was
his hippocampus that had been affected, which sends messages from short-term to
long-term memory, but cognitive therapy would not have helped cure his case due
to the permanent damage caused to his brain.
The strengths of the cognitive approach are that it is
scientific and the theories can be tested, like in the case of Clive Wearing.
It can also explain the irrational behaviour of a person through cognitive
disorders by the process of therapy and identifying malfunctioning thought
processes, giving treatment to create a positive outlook. This approach has
given explanations to many aspects of human behaviour and it also takes into
consideration many of the other approaches in psychology.
Its weaknesses are that it ignores social and cultural factors
and the emotional effects of human life. It assumes that information processes
apply to everyone. The rule is however, that the more complex the cognitive
process is, the more likely there are to be individual differences (Parkin
2000).
The Social
Approach:
The Social Approach has a great deal to do with the environment
the person is in. The assumptions made about behaviour come down to the fact
that; it occurs in a social context, even when nobody else is physically
present and that people's behaviour, thought processes and emotions are
influenced by other people and society (G.Hill 2009). This idea does not take
into account the fact that people bring with them individual differences
(learnt or inherited) into social contexts and that this can affect their
behaviour.
Zimbardo et al (1973)'s prison simulation experiment showed how
dressing up as a prison guard with the power that went with it, altered the
behaviour of normal thinking males to one of a controlling tyrannical person.
According to Latane (1981) the readiness of someone to take on another role is
down to the social impact theory; strength (or importance) of the influencer,
the number of influencers and the immediacy of the influencers. This study used
scientifically objective methods to support its theory and therefore gave a
good understanding of behaviour. It was largely field based and therefore
imitated real life. However, Zimbardo's subjects knew they were in a controlled
experiment and could have 'played up' to their roles. They may also have been
influenced by their own experiences of power stereotypes. The study could not
account for these factors and like many field experiments lacked control,
therefore its evidence is weakened.
Social Psychology considers the importance of conformity and
obedience as a large factor in behaviour. From 1933 to 1945 soldiers followed
orders blindly and millions of innocent people were slaughtered on command.
This could have only been carried out by a large number of people obeying
orders from one person. This shows obedience can overcome free will by the
importance of the influencer and the coercive power which involves punishment
for non-compliance. The social approach can give a good understanding of why
such an atrocity can occur through the orders of one person and influence a
whole nation. It can be argued, however, that it does not take into
consideration past history and the ethos of conflicting beliefs. Despite its
weaknesses, the social approach does provide many explanations for numerous
phenomena and has many useful practical applications in the field of
psychology.
Task 1 b): Compare and contrast the methods employed by the
major approaches in psychology (436 words not including titles)
There are a number of similarities across the 5 approaches; some
are compared below:
Biological and Cognitive approaches share a common view of the
brain; neuroanatomy looks at the structure of the brain and behaviour, whilst
the cognitive approach thinks of the brain as a computer. These links are
clearly shown in the case of Clive Wearing, where an infection caused his
memory loss.
The Psychodynamic approach links to the Biological, Social and
Cognitive approaches. Its theory of personality shares a belief in the
evolutionary animal instinct appearing as the Id, whilst the unconscious mind
theory links closely to the Cognitive idea that our unknown brain processes
control our behaviour. Freud's psychosexual development compares closely with
the Social approach that believes our childhood social experiences shape our
actions.
Finally, the Behavioural approach is very closely compared with
the Social approach. Operant conditioning believes in learning by
reinforcement, this is similarly shown through coercive control e.g. Hitler.
Both these approaches also believe that behaviour can be affected by the
environment and people, even the media through social learning and influence.
Despite these similarities, there are lots of contrasting views
on how specific approaches deal with abnormalities and gather their evidence.
The treatment of anorexia nervosa is a good example as it has been studied in
nearly all approaches.
The Biological approach studied identical twins (A J Holland et
al 1984) and through scientific evidence gathering of identical twin pairs was
able to draw a link to the illness and genetics. Freud's Psychodynamic approach
on the other hand, gathers theoretical information by speaking to patients with
the disease. Bruch (1991) applied his ideas to the theory of development
arguing that the parents of anorexics tend to be domineering, and the disorder
represents an attempt to gain a sense of control. The Behavioural approach
associated the illness with the effects of social learning, especially by
media. A scientific study by Nasser (1986) gathered evidence of Egyptian women
who had moved to the west and since developed anorexia. Both theoretical and
scientific studies are used by the Cognitive approach. This approach believes
it is a cognitive disorder that causes dysfunctional thought processes, with
patients having an over importance of body weight and shape (Beck et al 1979).
Patients are talked to about their feelings and attitudes to gather
information. Finally, the Social approach looks at anorexia in much the same
way as the behavioural approach. Its Social Impact Theory would class the thin
role models as strong influencers who demonstrate that being thin is the social
norm. Evidence gathering could be via scientific field studies and
questionnaires to gather attitudes.
Task 2: Assess to what extent each approach can be seen in Mike's
Aggression (760 words not including titles)
Without knowing all the facts all we can do is surmise how the
five approaches may be seen in Mike's aggression.
The
Biological Approach
Mike may have become increasingly aggressive from a conflict at
work; this may also be the reason why he was late home. Mike's anxiety levels
maybe high, brought on by a possible chemical imbalance in the brain. For
example, testosterone has been thought to be implicated in aggression (Simpson
2001) and it is more likely to have increased with anxiety. Mike may also have
been having problems with sleeping due to any problems at work; Serotonin is
produced from good sleep patterns and can be increased by exercise and eating a
naturally carbohydrate rich diet (Mary Ann Copson 2007). If Mike's Serotonin
levels are low due to lack of sleep or poor diet, this could have affected his
mood and even brought on depression. Serotonin is known to be a feel good
factor for the brain and can help reduce aggression brought on by testosterone
(P. Bennett 2003), so a rise in testosterone and a lack of Serotonin could
double the problem. Sapolsky (1997) however, suggest that it may actually be
the other way around and aggression may actually increase testosterone.
The
Psychodynamic Approach
Mike's aggression may possibly come from his unconscious mind.
He may not be aware of his drives and instincts. Freud believed that the
unconscious mind had two conflicting instincts; Eros (life) and Thanatos
(death). Thanantos was self destructive while Eros has to fight for life. This
conflict between the two has to be released outwards towards others, before
they cause self destruction.
Mike came from a family that had not controlled their violence
and he witnessed much of this as a child. This period of childhood could have
been when the Ego took control of his personality and should have been taught
to him by his parents. This may not have happened and as a result the Ego could
not control the Thanatos, while Eros may not have had the strength to balance
the Id and Superego. Consequently, Mike may have become neurotic or even
psychotic with his Ego being suppressed. The Id may have taken charge and then
the Ego has to perform a defence mechanism called displacement and have
aggressive outbursts on Mandy, instead of sublimation and releasing the
destructive force through something like sport.
The
Behaviour Approach
Mike's family are violent and aggressive; he witnessed this as a
child and this may have shaped his thoughts of a family environment, believing
violence was part of normal life. Mike may have learned this through a term
called operant conditioning and believes that performing an aggressive act
towards a person can be a way of avoiding negative consequences. There may be a
likelihood of Mike's parents reinforcing his outbursts with praise whilst
growing up. Bandura, Ross and Ross (1963) showed through experiments that
children who watched adults hit a Bobo doll thought it was acceptable to be
aggressive. Mike may also have learned to imitate his father in the role of
head of the house by being violent and when he had his own family with Mandy,
took on this role that he had once imitated.
The
Cognitive Approach
Mike's aggression could be down to the way his brain is
processing information. Mike may be suffering depression or anxiety problems,
perhaps because of problems at work. This may be making him magnify his
problems and over generalise his life, making him feel he should be angry with
himself and thinking negatively about his future.
When Mandy confronts him over his failure to call her, this may
have made him feel rejected and reinforced his views of life and negativity;
this may have had an effect on his physiological condition which made him act
inappropriately and hit Mandy.
The Social
Approach
Mike may have met up with some friends to watch a football
match. He may have been wearing his favourite team's strip like his friends,
which made him feel like part of a collective group with one identity. Mike may
have been feeling after the game that he wasn't an individual with
responsibilities and this loosened his inhibitions.
This was shown by Hogg and Vaughan (1998), where they showed how
an individual can lose their identity and engage in anti-social behaviour. When
Mandy confronted him for his actions and showed him disregard, he became
aggressive and hit her for undermining his thought processes of being a strong
male in a group. Whilst wearing his team top with pride he felt that his
behaviour would be acceptable by the group and did not think as an individual.