Quotes & Sayings About Behavior And Learning

Learning to spot narcissists and deal with their destructive behavior can save you the world of hurt that awaits anyone who mistakes the near enemy for a friend. — Martha Beck

Kids don't watch when they are stimulated and look away when they are bored. They watch when they understand and look away when they are confused. If you are in the business of educational television, this is a critical difference. It means if you want to know whether-and what-kids are learning from a TV show, all you have to do is to notice what they are watching. And if you want to know what kids aren't learning, all you have to do is notice what they aren't watching. Preschoolers are so sophisticated in their viewing behavior that you can determine the stickiness of children's programming by simple observation. — Malcolm Gladwell

One of the greatest lessons of my own life was learning to turn the inner rampage of hatred and anger toward my own father for his reprehensible behavior and abandonment of his family into an inner reaction more closely aligned with God and God-realized love. — Wayne Dyer

The New Testament's vision of Christian behavior has to do, not with struggling to keep a bunch of ancient and apparently arbitrary rules, nor with "going with the flow" or "doing what comes naturally", but with the learning of the language, in the present, which will equip us to speak it fluently in God's new world. — N. T. Wright

Like the sorcerer of old, the television set casts its magic spell, freezing speech and action, turning the living into silent statues so long as the enchantment lasts. The primary danger of the television screen lies not so much in the behavior it produces, although there is danger there, as in the behavior it prevents: the talks, the games, the family festivities ... through which much of the child's learning takes place and through which his character is formed. Turning on the television set can turn off the process that transforms children into people. — Urie Bronfenbrenner

The evolution of animal behavior does constitute a learning process, but it is learning by the species, not by the individual, and the fruits of this learning process are encoded in DNA. — Ray Kurzweil

We delude ourselves if we believe that skilled behavior is easy, that it can come about without effort. We forget the years of tuning, of learning and practice it takes to be skilled at even the most fundamental of human activities: eating, walking, talking, reading, and writing. It is tempting to want instant gratification - immediate expert performance and experiential pleasure - but the truth is that this primarily occurs only after considerable amounts of accretion and tuning. — Donald A. Norman

Learning would be exceedingly laborious, not to mention hazardous, if people had to rely solely on the effects of their own actions to inform them what to do. Fortunately, most human behavior is learned observationally through modeling: from observing others one forms an idea of how new behaviors are performed, and on later occasions this coded information serves as a guide for action. — Albert Bandura

And if your attitude is that only smarter people have something to teach you, your learning opportunities will be very limited ... When we see people acting in an abusive, arrogant, or demeaning manner toward others, their behavior almost always is a symptom of their lack of self-esteem. They need to put someone else down to feel good about themselves. — Clayton Christensen

Chris Argyris criticized "good communication that blocks learning," arguing that formal communication mechanisms like focus groups and organizational surveys in effect give employees mechanisms for letting management know what they think without taking any responsibility for problems and their role in doing something about them. These mechanisms fail because "they do not get people to reflect on their own work and behavior. They do not encourage individual accountability. — Peter M. Senge

When we think of the word culture, obvious representations such as how to dress, eat, speak, and act like those around us come to mind. But learning culture is more than learning conformity to external patterns of behavior. Culture is also a system of shared concepts, beliefs, and values. It is the framework from which we interpret and make sense of life and the world around us. — David C. Pollock

Guilt is not merely a concern with the past; it is a present-moment immobilization about a past event. And the degree of immobilization can run from mild upset to severe depression. If you are simply learning from your past, and vowing to avoid the repetition of some specific behavior, this is not guilt. You experience guilt only when you are prevented from taking action now as a result of having behaved in a certain way previously. Learning from your mistakes is healthy and a necessary part of growth. Guilt is unhealthy because you are ineffectively using up your energy in the present feeling hurt, upset and depressed about a historical happening. And it's futile as well as unhealthy. No amount of guilt can ever undo anything. — Wayne W. Dyer

Perhaps one of my biggest lessons was learning the healthy difference between passive, aggressive, and assertive characteristics of behavior. I think this is one of the great balances necessary for healthy individuals and cultures, and I have considered it carefully. To be passive means you don't stand up for your own rights. To be aggressive means that you stand up for your rights while not honoring the rights of others. Both of these patterns of unhealthy behavior were dominant in our society, with men and women in substantial measure and in all of their relationships. What was missing was assertiveness, as it was predominantly programmed right out of us. Assertiveness means that you stand up for your rights while honoring the rights of others. It is difficult to be manipulated or to manipulate others when you are genuinely assertive, so that was why it was a danger in a culture built on manipulation. — Rebecca Musser

We are inescapably the result of a long heritage of learning, adaptation, mutation and evolution, the product of a history which predates our birth as a biological species and stretches back over many thousand millennia ... Going further back, we share a common ancestry with our fellow primates; and going still further back, we share a common ancestry with all other living creatures and plants down to the simplest microbe. The further back we go, the greater the difference from external appearances and behavior patterns which we observe today. — Fred Hoyle

Behavior is mutable. It changes from place to place. It's like accents, dialect - it varies from one area to another. But there are universal truths about what it means to be a human being. All the other stuff is like applique. Learning that was interesting to me and probably useful for becoming an actor. — Julianne Moore

In order for knowledge to be of value, there must be an internal process of understanding how that knowledge applies to reality. Furthermore, that understanding must be translated into a corresponding change of behavior. This is the process of learning. Learning is the process of adapting knowledge and experience into a change of behavior. — C W Newman

Even from their infancy we frame them to the sports of love: their instruction, behavior, attire, grace, learning and all their words azimuth only at love, respects only affection. Their nurses and their keepers imprint no other thing in them. — Michel De Montaigne

The primary danger of the television screen lies not so much in the behavior it produces as the behavior it prevents-the talks, the games, the family activities and the arguments through which much of the child's learning takes place and his character is formed. — Urie Bronfenbrenner

Our behavior is driven by a fundamental core belief: the desire, and the ability, of an organization to continuously learn from any source, anywhere; and to rapidly convert this learning into action is its ultimate competitive advantage. — Jack Welch

Psychology should be the chief basic science upon which the practices of education depend. It should have supplied education with the information it needs concerning the processes of understanding, learning, and thinking, among other things. One of the difficulties has been that such theory as has been developed has been based primarily upon studies of behavior of rats and pigeons. As someone has said, some of the theory thus developed has been an insult even to the rat. — J. P. Guilford

Of all the chemical transmitter substances sloshing around in your brain, it appears that dopamine may be the most directly related to the neural correlates of belief. Dopamine, in fact, is critical in association learning and the reward system of the brain that Skinner discovered through his process of operant conditioning, whereby any behavior that is reinforced tends to be repeated. A reinforcement is, by definition, something that is rewarding to the organism; that is to say, it makes the brain direct the body to repeat the behavior in order to get another positive reward. — Michael Shermer

The purpose of teaching is learning and learning is changed behavior. — Stephen R. Covey

Our learning ought to be our lives' amendment, and the fruits of our private study ought to appear in our public behavior. — Thomas Nashe

Referring to Jumper the spider, who needs to hide himself in human form, and he's learning to act like a human.
"I'm sure I can learn to walk faster than that," he said desperately.
"But you'll also need to learn the nuances of human behavior. Such as not going around naked."
"What's wrong with being natural?" he demanded.
"Humans aren't natural. They are girt about by all manner of conventions. It will take time for you to catch up with them all. — Piers Anthony

True learning only occurs when you assimilate and apply the new information - when there is a change in your behavior. — Jack Canfield

The trouble is that, for women, being "nice" often translates into putting up with things we should never put up with. How many times has some creep sat uncomfortably close to me on the bus and stared me down, yet I'm too afraid to just get up and move, lest I offend him?
We smile when we're harassed on the street or hit on by jerks. We laugh at sexist jokes. We learn that when we have strong opinions, we'll be called bitches and that if we get angry, we'll be called hysterical. When we say what we want, we're called pushy or aggressive.
Part of learning "ladylike" behavior is about learning to smile politely when someone is being crude. Femininity has long been attached to passivity and to being docile. Men fight, women giggle and fume silently. — Unknown

Growing up means learning to dig beneath surface behavior and discern the true motives of others, and to respond to intent, not behavior. — Ramon Stevens

Learning is defined as a change in behavior. You haven't learned a thing until you take action and use it. — Ken Blanchard

In Hull's view, all learning involves the reduction of basic drives (like hunger, thirst, sex, or pain), and current behavior is therefore a product of drive reduction in the past. That is, what we do today in a certain situation is a function of what we did in the past that was successful in reducing drives in similar situations. This is essentially a psychological version of the philosophical position known as hedonism, the idea that we live our lives in such a way as to seek pleasure and avoid pain. — Joseph E. Ledoux

Art is a normal and necessary behavior of human beings and like other common and universal occupations such as talking, working, exercising, playing, socializing, learning, loving, and caring, should be recognized, encouraged and developed in everyone. Via art, experience is heightened, elevated, made more memorable and significant — Ellen Dissanayake

There are for man only two principles available for a mental grasp of reality, namely, those of teleology and causality. What cannot be brought under either of these categories is absolutely hidden to the human mind. An event not open to an interpretation by one of these two principles is for man inconceivable and mysterious. Change can be conceived as the outcome either of the operation of mechanistic causality or of purposeful behavior; for the human mind there is no third way available. — Ludwig Von Mises

Results show that just one year of chess tuition will improve a student's learning abilities, concentration, application, sense of logic, self-discipline, respect, behavior and the ability to take responsibility for his/her own actions. — Garry Kasparov

Our campaigns have not grown more humanistic because our candidates are more benevolent or their policy concerns more salient. In fact, over the last decade, public confidence in institutions-- big business, the church, media, government-- has declined dramatically. The political conversation has privileged the nasty and trivial. Yet during that period, election seasons have awakened with a new culture of volunteer activity. This cannot be credited to a politics inspiring people to hand over their time but rather to campaign, newly alert to the irreplaceable value of a human touch, seeking it out. Finally campaigns are learning to quantify the ineffable - the value of a neighbor's knock, of a stranger's call, the delicate condition of being undecided-- and isolate the moment where a behavior can be changed, or a heart won. Campaigns have started treating voters like people again. — Sasha Issenberg

Abuse of gift-giving can occur when a child is living with a custodial parent following a separation or divorce. The noncustodial parent is often tempted to shower a child with gifts, perhaps from the pain of separation or feelings of guilt over leaving the family. When these gifts are overly expensive, ill-chosen, and used as a comparison with what the custodial parent can provide, they are really a form of bribery, an attempt to buy the child's love. They may also be a subconscious way of getting back at the custodial parent. Children receiving such ill-advised gifts may eventually see them for what they are, but in the meantime they are learning that at least one parent regards gifts as a substitute for genuine love. This can make children materialistic and manipulative, as they learn to manage people's feelings and behavior by the improper use of gifts. This kind of substitution can have tragic consequences for the children's character and integrity. — Gary Chapman

When man learns to understand and control his own behavior as well as he is learning to understand and control the behavior of crop plants and domestic animals, he may be justified in believing that he has become civilized. — Ayn Rand

INTRODUCTION The Puzzling Puzzles of Harry Harlow and Edward Deci In the middle of the last century, two young scientists conducted experiments that should have changed the world - but did not. Harry F. Harlow was a professor of psychology at the University of Wisconsin who, in the 1940s, established one of the world's first laboratories for studying primate behavior. One day in 1949, Harlow and two colleagues gathered eight rhesus monkeys for a two-week experiment on learning. The researchers devised a simple mechanical puzzle like the one pictured on the next page. Solving it required three steps: pull out the vertical pin, undo the hook, and lift the hinged cover. Pretty easy for you and me, far more challenging for a thirteen-pound — Daniel H. Pink

I am willing for the participant to commit or not commit himself to the group. If a person wishes to remain psychologically on the sidelines, he has my implicit permission to do so. The group itself may or may not be willing for him to remain in this stance but personally I am willing. One skeptical college administrator said that the main things he had learned was that he could withdraw from personal participation, be comfortable about it, and realize that he would not be coerced. To me, this seemed a valuable learning and one that would make it much more possible for him actually to participate at the next opportunity. Recent reports on his behavior, a full year later, suggest that he gained and changed from his seeming nonparticipation. — Carl R. Rogers

Since nothing appears to me to give Children so much becoming Confidence and Behavior, and so raise them to the conversation of those above their Age, as Dancing. I think they should be taught to dance as soon as they are capable of learning it. — John Locke

More often than not, the belief that you are bad contributes to the "bad" behavior. Change and learning occur most readily when you (a) recognize that an error has occurred and (b) develop a strategy for correcting the problem. An attitude of self-love and relaxation facilitates this, whereas guilt often interferes. — David D. Burns

One of the things we did at PayPal was collaborative filtering and machine learning: looking at patterns of human behavior. We used it there to predict when people would try to cheat the system to get money. But you can predict pretty much any behavior with a certain amount of accuracy. — Max Levchin

That seemed crazy on the face of it, but slowly I began to realize that the bells and the confinement, the crazy sequences, the age-segregation, the lack of privacy, the constant surveillance, and all the rest of the national curriculum of schooling were designed exactly as if someone had set out to prevent children from learning how to think and act, to coax them into addiction and dependent behavior. — John Taylor Gatto

Schools are even less efficient in the arrangement of the circumstances which encourage the open-ended, exploratory use of acquired skills, for which I will reserve the term "liberal education." The main reason for this is that school is obligatory and becomes schooling for schooling's sake: an enforced stay in the company of teachers, which pays off in the doubtful privilege of more such company. Just as skill instruction must be freed from curricular restraints, so must liberal education be dissociated from obligatory attendance. Both skill-learning
and education for inventive and creative behavior can be aided by institutional arrangement, but they are of a different, frequently opposed nature. — Ivan Illich

In every human society of which we have any record, there are those who teach and those who learn, for learning a way of life is implicit in all human culture as we know it. But the separation of the teacher's role from the role of all adults who inducted the young into the habitual behavior of the group, was a comparatively late invention. Furthermore, when we do find explicit and defined teaching, in primitive societies we find it tied in with a sense of the rareness or the precariousness of some human tradition. — Margaret Mead

What avail all your scholarly accomplishments and learning, compared with wisdom and manhood? To omit his other behavior, see whata work this comparatively unread and unlettered man wrote within six weeks. Where is our professor of belles-lettres, or of logic and rhetoric, who can write so well? — Henry David Thoreau

The discipline of programming is most like sorcery. Both use precise language to instruct inanimate objects to do our bidding. Small mistakes in programs or spells can lead to completely unforseen behavior: e.g., see the story, "The Sorcerer's Apprentice". Neither study is easy: " ... her [Galinda's] early appetite for sorcery had waned once she'd heard what a grind it was to learn spells and, worse, to understand them." from the book "Wicked" by G. Maguire. — Richard E. Pattis

Good teachers aren't simply born, they perfect their craft over time. Teachers need a chance to practice and improve, especially now as the American education system lags behind international standards. If education in the United States is to raise its standards, we need to nurture our teachers through a combination of accountability and development methods. Actionable advice: Don't discipline children too harshly. It's certainly tempting to punish or suspend children that behave badly. That might fix the problem in the short term, but it actually inhibits a child's overall learning. It's much more effective to solve conflicts through social problem solving. When children can engage with a problem in a safe environment, their behavior is more likely to change for the good. — Anonymous

Women choose to be catty, cruel, prejudiced, competitive or jealous of each other partly because we grow up learning that negative behavior towards women is perfectly acceptable, and partly because it is a difficult task to see ourselves in our perceptions. Seeing ourselves requires effort and commitment,
This unwillingness to see ourselves is greatly exacerbated by the fact that we, quite often, do not see even a remote semblance of ourselves in the images of women commonly found in our society. — Inga Muscio

Satan so vehemently despises what Christ has done for mortals that one of his chief objectives is to make the clean feel unclean. Oh, how he desires to stain the beautiful bride of Christ. Satan can't make the bride do anything, so he does everything he can to get her to. How is this best accomplished? He tries to corrupt thoughts to manipulate feelings. Satan knows that the nature of humankind is to act out of how we feel rather than what we know. One of our most important defenses against satanic influence will be learning how to behave out of what we know is truth rather than what we feel. Satan's desire is to modify human behavior to accomplish his unholy purposes. Second Timothy 2:26 tells us that Satan's objective in taking people captive is to get them to do his will. If we have received Christ as our Savior, Satan is forced to work from the outside rather than the inside. Thus, he manipulates outside influences to affect the inside decision-makers of the heart and mind. — Beth Moore

The advances of biology during the past 20 years have been breathtaking, particularly in cracking the mystery of heredity. Nevertheless, the greatest and most difficult problems still lie ahead. The discoveries of the 1970's about the chemical roots of memory in nerve cells or the basis of learning, about the complex behavior of man and animals, the nature of growth, development, disease and aging will be at least as fundamental and spectacular as those of the recent past. — H. Bentley Glass

If you show up late [for anger management], you don't get credit for the class, which made that car ride even more of a test of your temper. Being late was great-you could leave if you wanted to, but that wasn't going to help you at all. I was late a few times and I always stayed, hoping to get credit for good behavior. I never did, and that made me really fucking angry. Thank God I was learning how to deal with that. — Tommy Lee

That's how a nation's manners are going to be taught - from watching others' behavior and learning from the effects of that behavior. — Letitia Baldrige

The religious guilt cycle interferes with learning and change. Rather than learning who he is as a sexual being, he measures himself against an impossible religious sexual standard and always comes up short. Absent religion, many unrestricted people can deal with their behavior in a rational manner. — Darrel Ray

Buttressing this argument (that you can prevent children from learning to read or ride bicycles but you can't stop them from learning to talk), Chomsky had pointed to two other universals in human language: that its emergence in children follows a very precise timetable of development, no matter where they live or which particular language is the first they learn; and that language itself has an innate structure. Chomsky has recently reminded audiences that the origins of the structure of language - how semantics and syntax interact - remain as "arcane" as do its behavioral and neurologic roots. Chomsky himself finds nothing in classical Darwinism to account for human language.* And for that reason, says Plotkin, linguistics is left with a major theoretical dilemma. If human language is a heritable trait but one that represents a complete discontinuity from animal communicative behavior, where did it come from? — Frank R. Wilson

The process of debugging, going an correcting the program and then looking at the behavior, and then correcting it again, and finally iteratively getting it to a working program, is in fact, very close to learning about learning. — Nicholas Negroponte

Since then I have searched for my heroes among small-t truths. I always find them among people learning the art of acceptance: not acceptance of defeat or acceptance of some inability to influence their own futures, but rather acceptance of life on the planet, acceptance of the grays rather than the black-and-whites, acceptance of the astonishing range of human emotion and human behavior. — Chris Crutcher

The mind of the polyglot is a very particular thing, and scientists are only beginning to look closely at how acquiring a second language influences learning, behavior and the very structure of the brain itself. — Jeffrey Kluger

When you keep explaining and rehashing you just keep your mistake alive. Learn your lesson and adjust your behavior and move forward. — Bryant McGill

We cannot build the new culture for learning to which we aspire in an environment which is depressed and dampened every day by the impact of alcohol and drug abuse, and we should not, and we cannot, hide from that reality any longer. More and more of our students are demanding that they not be imposed upon by others whose judgment and behavior are impaired by substance abuse. It is time to take a stand. — Robert Carothers