Download Educational theorists

Educational Psychology:
Theory and Practice
Behavioral Theories of Learning
“You often learn
when you don’t
intend to learn,
and you often
teach when you
don’t intend to
teach”
What is Learning?






A Change in Behavior as a Result of
Experience
Examples of Learned Behaviors
Non-Examples (Unlearned Behaviors)
Intentional Learning
Unintentional Learning
Behavioral Theories of Learning Emphasize
Observable Behavior
Pavlov: Classical Conditioning
Unconditioned
Stimulus
Unconditioned
Response
Neutral Stimulus
Conditioned Stimulus
Conditioned
Response
Give an Example of Classical
Conditioning in a Classroom
Setting
Can You Identify the
Components in Classical
Conditioning Examples?




Unconditioned Stimulus
Unconditioned Response
Conditioned Stimulus
Conditioned Response
Sigmund Freud:The Unconscious
Mind



In this model the conscious mind (everything we are aware of) is
seen as the tip of the iceberg, with the unconscious mind a
repository of a ‘cauldron’ of primitive wishes and impulse kept at
bay and mediated by the preconscious area.
However, Freud found that some events and desires were often too
frightening or painful for his patients to acknowledge. Freud
believed such information was locked away in a region he called
the unconscious mind. This happens through the process of
repression.
Sigmund Freud emphasized the importance of the unconscious
mind, and a primary assumption of Freudian theory is that the
unconscious mind governs behavior to a greater degree than people
suspect. Indeed, the goal of psychoanalysis is to make the
unconscious conscious.
Freud believed that children are born with a libido – a sexual
(pleasure) urge. There are a number of stages of childhood,
during which the child seeks pleasure from a different ‘object’.
B.F. Skinner
https://www.youtube.com/watch?v
=YIEt6TrjJXw
Skinner: Operant Conditioning
Stimulus
Response
Reinforcement
Principles: Reinforcement
A Consequence That Strengthens a Behavior
 Repeat: Reinforcement Strengthens a Behavior
 If the Frequency of a Behavior Increases After
a Consequence, the Consequence is a
Reinforcer
 There Are Several Types of Reinforcers

Principles: Reinforcers
Primary and Secondary
 Positive and Negative
 Free and Contingent (Premack Principle)
 Intrinsic and Extrinsic
 Continuous and Intermittent (Schedules)

Principles: Punishment
A Consequence That Weakens a Behavior
 Repeat: Punishment Weakens a Behavior
 If the Frequency of a Behavior Decreases
After a Consequence, the Consequence is a
Punisher
 There Are Several Types of Punishers

Principles: Punishers
Presentation and Removal
 Time Out
 Effectiveness of Punishment

Can You Distinguish Between
the Different Types of
Behavioral Consequences?



Positive Reinforcement
Negative Reinforcement
Punishment
Principles: Shaping
Reinforcing Approaching Final Behavior
 Breaking Task into Parts
 Using in Classroom

Principles: Extinction
Behavior That Is Not Reinforced Will
Weaken
 Extinction Burst
 Considerations In Classroom Management

Social Learning Theory: Bandura
Modeling
 Phases of Observational Learning

Behavioral Principles in the
Classroom
Avoid Overjustification Effect - Zimbardo
 Guidelines on the use of Rewards - Deci

 Give
Rewards to Inform
 Rewards Should Not Be Used to Manipulate
 Reward for Academic Performance
 Reward Incentives Should Be Inconspicuous
 Bribes Weaken Intrinsic Motivation
Jean Piaget
https://www.youtube.com/watch?v=QX6JxLw
MJeQ
Stage of Development
Key Feature
Sensorimotor
0 - 2 yrs.
Object Permanence
Preoperational
2 - 7 yrs.
Egocentrism
Concrete Operational
7 – 11 yrs.
Conservation
Formal Operational
11yrs +
Manipulate ideas in
head, e.g. Abstract
Reasoning