Behaviorism Theory Research Articles

Memahami Teori Belajar Perilaku (Behaviorisme dan Teori Belajar Sosial Bandura serta Contoh Penerapannya)

This research aims to reveal Albert Bandura's behaviorist theory and its application in Arabic language learning. An in-depth study is needed to dissect Bandura's behaviorist theory, which is a new figure in the development of learning theories that have long been adhered to by these teachers. This research is library research, relying on bibliographic sources in the form of books and scientific journals related to research results, using descriptive analysis methods to read data and analyze Bandura's theoretical thinking. The application of behavioristic theory to stimulate student response stimuli is therefore important to understand that every human being has different characteristics and learning styles. The results of this research show that observational learning (modeling), which is better known as social learning theory and personality psychology, as well as programs based on the stimulus-response concept put forward by Bandura, have appeal in learning Arabic. Implementations that can be used include: presenting a lot of material with ḥiwār, imitating idioms, habituation, by not teaching qawā'id separately. Then, all learning objectives can be achieved by optimizing the language environment.

The Implication of the Sima’an Ahad Pahing on the Qur'an Memorization at PPTQ Al-Hasan Ponorogo

The digital era leaves problems of credibility and authenticity for those who memorize the Qur'an. The question of credibility could be seen by the decrease in the quality of reading, such as makharij and tajwid. In contrast, the question of authentication is evidenced by the low quality of students' memorization. This study aims to discuss the implications of the Sima’an Ahad Pahing activity on students’ memorization at PPTQ Al-Hasan Ponorogo. This study departs from cognitive, affective, and psychomotoric problems with the reinforcement of the psychological theory of behaviorism developed by John Watson. This study uses a qualitative method with a psychological approach. Data sources were obtained through interviews with 1 kiai, 4 ustadz, and 5 students. The analysis used in this study is Huberman & Saldana, which includes three steps, namely data compaction, data presentation, and drawing conclusions. The results showed that implicitly the Sima’an at PPTQ Al-Hasan Ponorogo provided a new method for maintaining the credibility and authenticity of the students' memorization.

Contributions of a “Brazilianized” Radical Behaviorist Theory of Subjectivity to the Feminist Debate on Women

An essentialist view of gender and an individualistic concept of subjectivity have distanced psychological theories from emancipatory feminist projects. In Brazil, similar to some other psychological orientations, the behavior-analytic field has sought an interface with feminism. The anti-essentialist vein of radical behaviorism underpins the early movement toward feminism. This essay aims to expand the area of contact with feminism through a theoretical proposal for understanding women’s subjectivity inspired by Brazilian behavior-analytic literature. From a contextualized, multidimensional, pluralized, and politicized view of subjectivity, women’s subjectivation is forged in a tripartite complex of body, person, and “self”, whose relative unity is susceptible to changes and conflicts. In a patriarchal, racist, and cis-heteronormative society, such as the Brazilian one, subjectivation is also an oppressive process. Nevertheless, the essay demonstrates that women’s subjectivation can be a process of emancipatory liberation. This possibility is glimpsed within a virtuous dialectical circuit between disruptive verbal communities (uncommitted to institutional, hierarchical, and oppressive social control) and subversive subjectivities. Thus, behavior-analytic psychology has theoretical tools to situate the process of women’s subjectivation not as a locus of depoliticization but as a crucial ally in constructing a more equitable and just society, as envisioned by feminism.

DAMPAK GAME ONLINE TERHADAP KARAKTER ISISWA MENGACU ETIKA KEUTAMAAN BHAGAWAD GITA DI SMP NEGERI 1 SUKASADA BULELENG BALI

ABSTRACT In this modern era, online games are no stranger to the ears of teenagers. In the last10 years, electronic games or what is often referred to as online games have mushroomed everywhere. This is supported by the many game centers in the neighborhood, which offeraf fordable prices for teenagers. However, gadgets/smartphones are also increasingly sophisticated and offer so many games, both offline and online games. Online game players are usually dominated by students, starting from elementary, junior high, high school, university students, and even adults. Students who often play online games will cause them to become addicted. The formulation of the problem consists of: 1) Why do online games have a impact on the character of students at SMP Negeri 1 Sukasada, Buleleng Regency? 2) What characters are affected by the existence of online games in students at SMP Negeri 1 Sukasada, Buleleng Regency? 3) What are the efforts to overcome the negative impact of online games on students at SMP Negeri 1 Sukasada?The theory used to dissect is Developmental Psychology Theory, Behaviorism Theory, Character Theory, then this research is classified as a qualitative research with descriptive analysis with an experimental approach so that the researcher is the key instrument. Data collection techniques were carried out using triangulation, data analysis was inductive in nature and the results of qualitative research emphasized meaning rather than generalization. Primary data sources are from field observations and in-depth interviews with teachers and students who are considered to know the studies in this study. Secondary data sources in this study come from documents, namely in the form of written data such as books or literature related to the study of the problem. Informants were determined by purposive sampling, namely those who were really involved in it. From the results of data analysis, it can be found that the internet-based learning method at SMP Negeri 1 Sukasada has changed the negative impact of the internet into a positive direction. In the realm of parents also make breakthroughs and supervision in gadget-based learning at home in order to increase the achievement index in student learning. And by reducing the hours of online play, it can shape the social character of students. Keywords: Impact, Online Game, Student Character

MODIFICATION OF PROLONGED SPEECH THERAPY IN TREATING STUTTERING AND ITS ASSOCIATED NEGATIVE TRAITS AMONG ADULTS: CASE OF NAIROBI STAMMERING SUPPORT GROUP, NAIROBI COUNTY, KENYA

<p>The purpose of this study was to evaluate the Prolonged Speech technique’s effectiveness in the treatment of stuttering and its associated traits among adults. The main objective of the study was to find out if there is a need for modifying prolonged speech techniques in treating stuttering and its associated traits. An experimental method was used where quantitative and qualitative designs were used. The study was guided by the behaviorist theory proposed by B.F. Skinner. The study was carried out at the Nairobi Stammering Support Group. The participants were ten adults who stutter and were selected through purposive sampling. Questionnaires, interviews, and observations were used to collect the data. A pilot study was carried out. All research instruments were tested for validity and reliability, the data which was corrected was categorized, coded and data was analyzed using qualitative and quantitative techniques. Quantitative data was analyzed using descriptive statistics in the form of percentages and was presented using pie charts and bar graphs. Qualitative data was analyzed after thematically arranging responses according to the research questions and objectives. The study found out that there was a need to modify prolonged speech technique by incorporating other treatment approaches especially cognitive and psychological. The study recommends more research on other stuttering treatment techniques. Further, the study recommends that speech-language therapists assess individual needs before using specific treatment techniques.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0046/a.php" alt="Hit counter" /></p>

Behaviorism Theory and Its Implications for Learning

Behaviorism is a learning theory that emphasizes behavior as the most appropriate object to research. Behavior is considered a more suitable object of research than thoughts or emotions. This article aims to describe behaviorist theory from it’s figures, then explain it’s implications for learning. This research is a literature review research that uses deductive and inductive analysis. The conclusion of this paper is that behaviorism theory has a significant contribution to learning. Behaviorism theory emphasizes the importance of forming desired behavior through reinforcement and eliminating undesirable behavior through punishment. In a learning context, this approach can help teachers shape and strengthen desired behavior.

The theoretical basis of a functional-descriptive approach to qualitative research in CBS: With a focus on narrative analysis and practice

This conceptual-methodological article examines how qualitative research, particularly the recent developments in narrative analysis, can be used in a manner consistent with Contextual Behavioral Science. Qualitative research is ordinarily a form of “descriptive contextualism” that can be used for understanding the narratives of the client, the therapy process, and its results. Narrative analysis contributes to the idiographic understanding of a particular experience by carefully examining narrative elements like plot, motives, and characters. The use of such analysis is now supported by attempts to use behaviorism and Relational Frame Theory to understand narratives. However, in response to the criticism that qualitative research is merely descriptive rather than functional, new developments in narrative analysis that go beyond description of stories toward the scope, effects, and boundaries of stories are examined. This makes possible a narrative analysis that is functional-descriptive, where understanding and prediction-and-influence are combined.

Fighting Against Agoraphobia in the Highly Illogical Novel Behaviour by John Corey Whaley (2016)

This research purpose is to describe the main character experiences of suffering from agoraphobia, type of anxiety disorder in the novel Highly Illogical Behavior by John Corey Whaley. The psychoanalysis behaviorism theory by John B Watson is used to determine the stimuli and responses that result in changes of the behaviors of the main character. The analysis of the novel also shows the symptoms that occur in the characters and what the efforts of the characters in the novel are to cure or overcome agoraphobia. Through a careful examination of the narrative, character dynamics, and key scenes, this analysis identifies the stimuli that elicit agoraphobic responses in the protagonist, Solomon Reed. It investigates the specific environmental and social factors that serve as triggers for Solomon's anxiety and subsequent avoidance behavior. These stimuli include crowded spaces, unfamiliar settings, and social interactions that have previously caused distress or panic attacks for Solomon. Furthermore, this analysis scrutinizes Solomon's responses to these stimuli, focusing on his avoidance behavior and the measures he takes to control his anxiety. It delves into his meticulous routines, the establishment of safe spaces within his home, and the development of coping mechanisms that allow him to navigate his daily life within the confines of his own environment. The result of this study is that the main character can overcome the agoraphobia he suffers with the help of the environment such as family and friends.

The effect of the application of Albert Bandura’s behaviorism theory on the motivation and learning outcomes

A teacher must be able to understand the theory of learning and learning in order to understand, motivate, and influence the motivation and learning outcomes of his students; behavioristic learning theory is one developed by Albert Bandura. This article aims to find out how the implementation of the Behaviorism theory approach from Albert Bandura affects student motivation and learning outcomes. Sampling in quantitative research using the Quasi-Experimental method using pretest, posttest, and control groups. The research design was tried using the saturated sampling method. The initial sample consisted of all VB class students, with a total of 25 students as a control class, and the second illustration consisted of all VA class students, with a total of 28 students as an experimental class. The results of the analysis show that the implementation of Albert Bandura's behaviorism theory approach using the experimental class MANOVA test gives significant results namely 0.011 is smaller than 0.05, so H0 is rejected and H1 is accepted. Based on this, there is an influence on the application of Albert Bandura's theoretical approach to student motivation and learning outcomes

Kajian Teori Behavioristik pada Media Pembelajaran Flipbook

In this study the aim was to examine a behavioristic theory on flipbook learning media. The data collection technique used is a library research method by collecting primary and secondary data. Primary data here uses the theory of several behaviorists and secondary data in the form of scientific articles and books from various sources. From several studies and literature that have been processed by researchers, it can be concluded that another impact of behavioristic theory includes the birth of mastery learning formulas, which emphasize thorough learning. Complete learning has implications for the development of learning media, good learning media is one that can provide completeness in learning, meaning how learning is conditioned in such a way from the beginning to the end of learning, with clear and structured stages and steps, therefore in development the media needs to have a flowchart as an illustration in the development of learning media. The use of flowcharts is part of the influence of behaviorism learning theory. Another form of influence from the theory of behaviorism is programmed learning and individual teaching. Learning media is a highly programmed and individual form of learning. That's why learning design is very important as part of learning conditioning efforts. Likewise the presentation of material, giving summaries, questions and feedback are also part of the effort to provide stimulus, condition, know the response in learning.

African philosophy for successful integration of technology in higher education

AbstractDue partly to the multimodal and multiscalar nature of technology applications, there lacks theories to explain successful technology integration in teaching and learning in higher education. Such multidisciplinary theories developed primarily within Western contexts as behaviourism, cognitivism, constructivism, connectivism, collaborationism, TPACK framework and authentic learning theory have been used to underpin technology‐enhanced teaching and learning globally. However, their primary focus on basic education and their sensitivity to contextual reality seem to restrict their salience and fecundity to successfully explain technology integration in higher education in the Global South, including Africa. For more contextual relevance and significance, the embodiment in curricula and pedagogy of African knowledge systems and emerging societal needs and challenges is thus critical. Drawing on Asabiyya and Ubuntu humanistic philosophies respectively from Northern and Southern Africa and Yoruba empiricist and Zara Yacob rationalist epistemologies from Western and Eastern Africa, this study proposes African philosophical perspectives to underpin technology integration in higher education. The epistemologies define the nature of student and faculty engagements and strategies, whereas the humanistic philosophies offer values that could guide ethical technology use and engagement. Technologies are conceived alternatively as knowledge banks, communication media and cognitive tools to think through and with. Implications for further research and practice are identified. Practitioner notesWhat is already known about this topic Multidisciplinary theories developed primarily within Western contexts are used to underpin technology‐enhanced teaching and learning globally. Their primary focus on basic education and their sensitivity to socio‐cultural and economic contextual reality restrict their salience and fecundity to successfully explain technology integration in teaching and learning in higher education in the Global South, including Africa. African philosophical, theoretical, conceptual and methodological thinking is critical for successful technology integration. What this paper adds This study interrogated how African philosophies of humanity and knowledge could support successful technology integration in teaching and learning in Africa. Drawing on Asabiyya and Ubuntu philosophies, respectively, from Northern and Southern Africa, the study proposes strategies for making the oppressive faculty–student relationships rampant in African campuses more humane and emancipatory. Drawing on Yoruba empiricist and Zara Yacob rationalist epistemological orientations from Western and Eastern Africa, this study proposes strategies for supporting truly engaging and empowering pedagogies within technology‐enhanced spaces. Implications for practice and/or policy The purpose of education in successful technology‐enhanced spaces needs to aim at improving student capacities and skills for further learning and to ensure full participation in practice communities within and outside higher education. The content of education or curriculum needs to primarily embody African/local philosophical, theoretical, conceptual and methodological thinking, as well as emerging community needs and challenges. The method of education and student assessment need to support and promote the cultivation of student skills and capabilities as well as values and ethics highly needed in their communities and beyond.

Emerging Trends And Challenges In Science Education

Science education has been recording dismal academic achievement, skills and attitudinal outcomes in Nigeria. The students, right from the basic education to the tertiary level lack 21st century skills of critical thinking, creativity, collaboration, communication, citizenship, self-regulation, time management, knowledge construction, problem solving, digital literacy skills and many other positive skills expedients for proper employability and entrepreneurship. The conventional, didactic, non-heuristic instructional strategy adopted in teaching science education in the country is already dated at the face of Covid-19 and post-Covid-19 pandemic. The National Science Teaching Association (NSTA, 2012, 2020) of America recommended the Next Generation Science Standard (NGSS) as the trending path to science education productivity through technology integration and reflective thinking. Cybernetics, constructivism and behaviorism theories buttressed the integrating of technology and reflective thinking in science education. Empirical findings equally justify teaching science technologically and with reflective thinking. There are challenges to technological integration in science education, the FUD factors (Fear, Uncertainties and Doubts) about the use of technology in science education, Inadequate ICTs policies and programmes, insufficient technological infrastructures, low ICTs skills and knowledge, poor attitudes to change (status quo sustenance), poor finance, poor management cum maintenance culture, and many other impinging challenges to effective technological integration in basic science education. Public-Private Partnerships (PPPs) in ICTs infrastructural development in schools, adequate funding, training and re-training of science education teachers will allay major constraints to effective utilization of technology in basic science education for enhanced productivity.

Classroom Learning Management Using Component Display Theory in Islamic Education Courses

Purpose: To analyze the effect of using CDT in classroom learning management in Islamic Education courses. Theoretical framework: The CDT is a learning theory that integrates aspects of humanism, behaviorism, and cognitive theory. The CDT produced a taxonomy that has the potential to be beneficial in the process of determining learning objectives since it makes use of two dimensions. The content and capability dimensions are the names given to these two categories of consideration. Design/methodology/approach: The research was carried out for two semesters (one academic year), namely the 2021/2022 academic year, for research activities ranging from problem determination, title, proposal, data collection, data analysis, validation, and research reports. The method used in this research is developed as proposed by Borg and Gall. Findings: This research shows that using CDT in classroom learning management in Islamic Education courses positively impacts students' understanding and skills. The practical recommendations from this research can provide helpful guidance for lecturers and instructors in improving classroom learning management and student learning experiences. Thus, this research has important implications for improving the effectiveness of learning and development of Islamic education. Research, Practical & Social implications: This study recommended being able to apply the CDTs learning model to courses with Islamic characteristics whose learning materials are sourced from the Quran and Hadith. It can also be tested in courses that instill values, such as the Pancasila Education course or the Civic Education course. Originality/value: This research provides a better understanding of the effectiveness of using CDT in classroom learning management in Islamic Education courses. The results of this study provide empirical evidence on the positive influence of this approach on students' understanding and skills. Thus, the benefits of this research are to improve the effectiveness of learning and optimize the teaching-learning process in Islamic Education courses.

Psycho-educational approaches regarding the organization of educational activities in the context of nonformal education

From the theoretical and praxeological perspective, non-formal education represents an important dimension of permanent education and an integral part of lifelong learning. This article analyzes the concept and characteristics of non-formal education and presents the psycho-pedagogical approaches related to the organization of educational activities in the context of non-formal education. The pedagogical approaches of non-formal education refer to the system of theories represented by the theory of cooperative learning, the humanistic theory of personality and the learner-centered approach of education, which provide theoretical directions for the efficient organization of extracurricular and extra-scholar activities. Non-formal education is also based on psychological theories such as behaviorist theory, constructivist theory, socio-cognitive theory approached in an integralist and postmodern vision.

ACTUALIZATION OF TEACHERS' STRATEGIES IN OVERCOMING BULLYING AT MI HADRUL ULUM CISALAK

This study aims to: (1) describe the teacher's strategy in overcoming bullying behavior at MI Hadrul Ulum Cisalak (2) analyze the teacher's obstacles in overcoming bullying behavior atMIHadrul Ulum Cisalak. To answer the problems that occur in this study, the research used BF Skinner's Behaviorism Theory. The type of research used is a qualitative approach with a case study research method. The research location is at Madarasah Ibtidaiya (MI) Cisalak which is located at Cisalak Village. In data collection techniques using observation, interviews and documentation, while determining informants using purposive sampling techniques. Whereas in data analysis techniques using data collection techniques, data presentation, drawing conclusions, and data validity. The results of this study indicate that the teacher' strategy in overcoming bullying behavior at MI Hadrul Ulum Cisalak is: (1) knowing the root causes of bullying, (2) giving punishment (punishment), (3) making study groups, (4) giving advice to students who engage in bullying behavior and other students, (5) provide several services from BK to students who are victims of bullying and bullies, (6) provide rewards, (7) provide "stop bullying" programs, (8) supervise (Obstacles in overcoming bullying behavior are: (a) difficulties in controlling student behavior when outside school, (b) students who are victims of bullying are not open to reporting to teachers, (c) teachers lack understanding of bullying behavior).

The Impact of Behaviorist Theories and the Legal System Laws Developed from Them

The theories, which stress how environmental cues act as catalysts for criminal action, are based on ideas of imitation and learning. To comprehend criminal behavior as a learned or copied reaction to societal and environmental stimuli, this research emphasizes the significance of psychological deviations. The macro and micro layers of crimes are the main topics of this study’s investigation of psychological theories of the criminal justice system. In order to understand how societal and environmental factors affect individual criminal conduct, sociological and psychological perspectives on crime are used in this analysis. The idea of a mentor or guide is introduced, making the argument that people frequently need assistance and direction to develop their personalities. This research concludes that in the 20th century, blatant crimes such as drug trafficking and gambling undermined the rights of others to life and permanently severed the person from the mental conscious level, transferring him to an unconscious, unreal, obscured, and incomprehensible reality. This article reveals that men struggle more than women to communicate and comprehend their emotions, which makes them more likely to be charged with crimes.

Insight into the Role of Interaction in Language Acquisition: Vygotsky’s Interactionist Theory of Language

Psychologists’ theoretical implications have led to several studies investigating L1 and L2 acquisition. This research examines Vygotsky’s (1978, 1987a, 1987b, 1997, 2012) interactionist view of language acquisition and draws on a critical review methodology to assess the relevance of Vygotsky’s (1978) interactionist theory in L1 and L2 acquisition. To assess whether Vygotsky’s (1978) theory of language acquisition is effective, the selected articles will be critically examined. This research indicates that the articles under review prove the validity of Vygotsky’s (1978) arguments. However, they did not address how children from non-western cultures and those with disabilities acquire language, on the one hand, and the role of self-regulatory speech in language acquisition, on the other hand. Though Chomsky’s (1965) Universal Grammar and Skinner’s (1957) behaviourist theory have inspired scholars, linguists, and researchers to examine L1 and L2 acquisition deeply, Vygotsky’s (1978) interactionist theory explains how social interaction is crucial to a child’s cognitive development. The theory’s emphasis on learner-centeredness may significantly empower language teachers if implemented wisely into the L2 Curriculum. To maximize the effectiveness of social interaction in L2 learning, more profound and longitudinal research on the integration of zone of proximal development and scaffolding into teaching is required. Though teacher and peer interactions in L2 learning have been studied empirically, the types of social interactions that enhance language acquisition need to be assessed. Educators, researchers, and scholars must investigate how social interactions affect the cognitive and linguistic development of learners. Educators, researchers, and scholars must investigate how social interactions affect the cognitive and linguistic development of learners.

A Qualitative Phenomenological Investigation of Pre-university English as a Second Language Learners’ Experiences in Malaysia

This research study explicitly analyses pre-university learners’ individual learning experiences of English as a second language in a public university in Malaysia. In an attempt to gauge participants’ individual learning experiences, this study drew from Skinner’s (1957) behaviourism, Krashen’s (2020) nonnative language acquisition and Vygotsky’s (1974) sociocultural theories of learning. The behaviourism theory puts forth that learning a second language is a mechanical process which relies heavily on habit formation (Skinner, 1957). Krashen’s (2020) nonnative language acquisition and Vygotsky’s (1978) sociocultural theories, on the other hand, posit that a new language is naturally and effortlessly acquired through social interactions that require cognitive reasoning (Vygotsky, 1978). The qualitative findings received from one to one unstructured interviews were analysed in relation to the aforesaid theories. The findings revealed that informants studied English for university admission and that their sociocultural environment inhibited them from speaking the language outside the classroom. Discerning that the conventional teaching of English would not help them to attain their goal, informants though asserted to experience a drop in motivation throughout their English course, established an artificial linguistic environment for them to receive comprehensible inputs of English from various sources. Four out of five informants affirmed their preference to learn English in English speaking nations to be able to practice English in the wider community, while one underlined his/her preference for non-English speaking nations due to the fear of having difficulties in understanding accented English and of being laughed for his/her poor command English by native English speakers. Frequent addition of the linguistic suffix ‘lah’ from Bahasa Malaysia was added to standard English by local informants, leading to the creation of a hybrid landscape. Pedagogical implications for second language teaching and learning are raised alongside a revision of the structure, content and teaching strategies of existing English as a second language course.

BEHAVIORISM IN AYU UTAMI’S NOVEL SAMAN

Behavior is a series of causes and effects of the stimulus and response. The response occurs as a result of the given stimulus. In this regard, this study aims to dissect changes in the behavior of the major characters through stimulus and responses that occur in Ayu Utami's novel Saman. This research is a qualitative descriptive study with a literary psychology approach supported by Skinner's theory of behaviorism. According to Skinner, the relationship between stimulus and response occurs through interaction with the environment, which then causes changes in behavior. The data collection technique used in this research is library study. The data analysis technique in this research is descriptive qualitative which begins with data analysis, description of the classification results, and conclusions. The results show that the major characters in this novel experience behavioral changes through the perspective of stimulus and response related to two points of discussion: parental advice and love. In one case heeding parental advice brings good to others and in another disaster; so is love, one runs with risk and the other goes smoothly.

REVIEW OF BEHAVIORISM THEORY ON NGENGER WAY OF LIFE AMONG SANTRI

This study aims to analyze the way of life of ngenger among santri (pesantren students) from a behavioristic point of view at Fadllillah Waru Sidoarjo Islamic Boarding School. This study applies a phenomenological qualitative approach. The object of this study is the students who ngenger in the pesantren (Islamic boarding schools, in some conditions, may be closer to an Islamic Monastery). Data were collected by observation and interview techniques. Data analysis using interactive model analysis techniques from Miles and Huberman. The results of the study explained that students who "ngenger" have their own goals, such as learning tasawuf, recompense, devotion, making blessings, to life expectancy. They also have their duties such as cleaning ndalem, washing, and ironing kyai (pesantren principal) and bu nyai (the wife of pesantren principal) clothes, preparing kyai and bu nyai food, accompanying kyai and bu nyai wherever they go. Ngenger can shape student behavior, including obedient, obedient, patient, resigned, responsible, simple, humble, gentle behavior, and ability to interpret life. The more obedient a student is to the kyai, the better and more nimble he will be in completing his duties. In ngenger, it can be known that John B Watson's behaviorism theory of stimulus-response can influence a person's behavior.