Stimulus/Response Versus Input/Output Theory: An Orientation to the Syntax of Scientific Literature

Stimulus / response and input / output theory: The scientific literature and the scientific positioning of non-experts seems to have a stable desire to explain events occurring in space in a concrete and absolute way . This can result from an unconscious (or conscious) need to control the world around us. This type of control can give us a sense of security in the future. If you can explain why the event occurs, you can predict when the event will occur and when it will happen in the future.

Relationship with Stimulus Response Theory For those familiar with the behavior theory 30 to 50 years ago, this defined responsibility is based on attitudinal analysis of Doob (1947) as a recessive reaction followed by a theory of mediated stimulation reaction Is obvious. The earliest intermediary stimulus-reaction equation (a mature statement appeared in Hull in 1952; Spence, 1956) is a recessive stimulus generation reaction (called "expected score response") as a means of interpreting the results obtained ) Was suggested. Learning theory in Tolman's cognitive approach (eg, 1959). Dollard and Miller (1950), Osgood (eg 1957), and Mowrer (1960) have best coordinated these mediation principles to analyze human social behavior. In retrospect, the concept of implicit, stimulating and mediating events is not dominant in social psychology when the theory of mediation dominates learning behavior theory.

Classical conditioning is a learning stimulus reaction theory initiated by Pavlov (out of print) in the late 1890s. The relationship between the conditional stimulus (the dog receives food) and the unconditional stimulation (listening to the fact that the dog has food) and the response to the former (dog injustice) also moves to the latter. B. F. Skinner (1965, out-of-print) is the most relevant name for behaviorism and positive reinforcement theory. In this type of learning, individuals engage in actions through negative outcomes and feedback, block actions, encourage (enhance) actions through positive results and feedback. Actions that positively strengthen and reward are often repeated. This is the learning method of "Take". Feedback may come from a single person (mother says "nice"), it may come from the environment (if you rotate too fast it will cause people to fall off the skateboard).