Behavior patterns

from Wikipedia, the free encyclopedia

As patterns of behavior ( English pattern of behavior or behavioral patterns you) referred to in the Psychology and Behavioral Biology innate and learned movement sequences or social interactions , at the same time in a particular situation in each case in a certain way / or take place and in the same order ( chain reaction ).

Like behavior as a whole, they are interpreted as the adaptation of an intact organism to its natural, relatively stable environment. Of consistent patterns of behavior occurs when the pattern of behavior to changed situations are relatively stable.

Developmental psychology

In humans, behavioral patterns are interpreted by many psychologists as practiced actions, the repetition of which gives the acting individual a feeling of security in a certain situation, for example the fright pattern in babies and small children due to pain or sudden and loud noises. According to Hellgard Rauh z. B. European and African children turn out to be more irritable than Indian and East Asian children. Hellgard Rauh also speaks of the organization of behavior and of "behavioral systems", to which she also includes reflexes. The behavior patterns of the newborn are e.g. B. writhing of the body, pushing movements of the legs and arms, which are still not very supple and flexible. The flexibility of behavior develops over years of learning processes in contact with the respective social and material environment.

According to Rauh, eye movements are among the behavior patterns most susceptible to learning processes. The development of motor skills shows very well how / that behavior patterns are further developed through learning processes. According to Rauh, characteristic behavioral patterns of newborns are:

  • early grasping
  • Crawl
  • Swimming movements
  • Turning the head to the source of contact ( rooting )
  • Sucking and
  • Imitation in general.

According to H. Rauh, the organization of behavior is already recognizable in newborns. This is

  • individually different; z. B. how a child reacts to early demands: whether it is able to keep its balance or whether it seems disorganized.
  • There are also ethnic differences: Indian and East Asian children are more resilient than European and African children.
  • Children born earlier are less stable. This also applies to children of mothers who have been damaged (by medication, alcohol and other drugs ).

Predictability and Modification

The predictability of later (more stable) organization of behavior is very limited, which (according to Rauh) can also be interpreted as an advantage with regard to the effectiveness of the parent-child dynamic and its effectiveness for the child's behavioral organization. Parents' sensitivity is beneficial to the child and the development of their behavior.

The behavioral patterns changed by learning processes usually lead to further differentiation. Through contact with the environment, the functioning of the behavioral patterns also adapt to it. Development tends to optimize behavior (e.g. through repetition, exercise, other social conflicts). For example:

  • improving responsiveness in certain sports through training or exercise,
  • the refinement of the forms of greeting in a group,
  • the improved responses to attacks in a particular social milieu, etc.

According to Rolf Oerter, the goal-oriented behavior begins to develop in the course of the first year of life. The various behavior patterns are captured by this intentionalization at different times.

Practiced or learned behaviors can also represent limiting, restrictive, contact-preventing habits. Such undesirable behavior patterns can be dealt with , for example, in the context of psychotherapeutic treatments - for example behavior therapy ( behavior modification ). Like learning, unlearning is usually a lengthy process that involves many attempts.

education

Behavioral patterns can be differentiated, expanded, refined or newly developed in educational processes. The interaction with the educators (parents, teachers etc.) and their peers ( peer group ) creates social situations in which the child can modify (also break down) or develop behavioral patterns. In different social situations, learning processes are initiated that lead to modifications in behavior.

The targeted change of behavioral patterns (in parenting situations) generally requires that the parent knows the behavior to be changed. This is where the behavior observation tool comes into play, which enables an overview of the child's / adolescent's repertoire of behavior in order to be able to plan modifications, differentiations and adaptations to specific social situations.

However, parenting also changes the behavioral patterns of the parent. By entering into the educational situation - especially regularly - he is subject to the dynamic that is also determined by the child or adolescent. This dynamic changes him too: his thinking and acting - his behavioral patterns. For example, he learns from situations and behaves differently in the future than in an earlier stage of education. Parents behave differently with the second or third child (at least partially) than with the first, because they have changed through their experiences with upbringing.

Kurt Lewin speaks of “units of behavior” in connection with “nature” and the “direction of an ongoing process” (a behavioral complex), which, however, cannot be equated with behavioral patterns. One could rather speak of parts of a behavior that belong together and run together (or integrated).

See also

Individual evidence

  1. ^ Nathaniel L. Gage / David C. Berliner, Pedagogical Psychology , U&S Pedagogy, Munich, Vienna, Baltimore 1977, p. 425.
  2. ↑ see also Brockhaus Psychologie , Mannheim and Leipzig 2009, p. 666
  3. ↑ Compare: Meyers Kleines Lexikon Psychologie , Speyer 1986, p. 399.
  4. ^ Peter Köck (not to be confused with the Austrian writer), Hannes Ott: Dictionary for Education and Teaching. Auer Verlag, Donauwörth 1997, p. 770.
  5. ↑ Brockhaus Psychologie, Mannheim, Leipzig 2009; P. 666.
  6. ^ Rolf Oerter , Leo Montada : Developmental Psychology, Weinheim 1998; P. 144.
  7. ↑ Hellgard Rauh, in: Rolf Oerter / Leo Montada, Developmental Psychology , 2002, p. 146.
  8. ↑ Hellgard Rauh, in: Rolf Oerter / Leo Montada, Developmental Psychology , 2002, p. 147 f.
  9. ↑ Hellgard Rauh, in: Rolf Oerter / Leo Montada, Developmental Psychology , 2002, pp. 144–145
  10. ↑ Hellgard Rauh, in: Rolf Oerter / Leo Montada, Developmental Psychology , 2002, pp. 144–145
  11. ↑ Rolf Oerter, Psychology of the game - an action theory approach , Quintessenz Verlag, 1993, p. 3
  12. ^ Laura E. Work: Developmental Psychology, 5th updated edition, Mediengruppe Pearson , Hallbergmoos 2011, p. 21.
  13. ↑ Norbert Kühne , Peter Wenzel: Practice Book Pedagogy: Observing, Planning, Educating ; Stam Verlag, Cologne 2000, pp. 1-14, 27-38, 39-52.
  14. ↑ means: The totality of all behaviors that are attributed to a type of living being or a certain individual as characteristic; from: James Drever / Werner D. Fröhlich: dtv dictionary for psychology , dtv Verlag, 1971, p. 283.
  15. ↑ Advice for a systematic change in behavior is provided by Anita Woolfolk: Pedagogical Psychology, 12th updated edition, Pearson Verlag ( Mediengruppe Pearson ), Hallbergmoos 2014, page 253 ff: "Use praise correctly" (p. 255); "Encouraging positive behavior" (pp. 257-258) etc.
  16. ^ Kurt Lewin: Field theory in the social sciences. Selected Theoretical Writings. Verlag Hans Huber, Bern and Stuttgart 1963, p. 93.