Download Behaviorism - cepd410104

By: Breanna Pitts, Kara Begy, Hillary Caswell, Aaron
Fernander
Operant Conditioning
 Also called instrumental conditioning
 Voluntary response strengthened or weakened by
consequences
 Ex: Skinner Box
Teaching the hungry rat different approaches and
show the rewards when doing something like pulling
the lever
Two Types of Learning Principles
1. Reinforcement
2. Punishment
2 Types of Reinforcement
1. Positive Reinforcement
2. Negative Reinforcement
2 Types of Punishment
1. Presentation Punishment (Type One)
2. Removal Punishment (Type Two)
Reinforcement
Positive Reinforcement
1.
•
•
Increasing a behavior by presenting a positive stimulus
immediately after the behavior has occurred
Ex: Praise or Reward for completing an activity
2. Negative Reinforcement
•
Increasing a behavior by removing a negative stimulus
immediately after the behavior has occurred
•
Ex: A child picks up his toys to quit hearing his parents
yell at him for doing the chore
Punishment
Presentation Punishment (Type One)
1.
•
•
Decreasing the behavior by presenting an aversive
stimulus immediately after the behavior has occurred
Ex: Saying you will take away their toys from being too
loud during playtime
2. Removal Punishment (Type Two)
•
Decreasing a behavior by removing a positive stimulus
immediately after the behavior has occurred
•
Ex: Taking away a child’s playtime or toy when being
disruptive
Schedules of Reinforcement
Fixed Interval Schedule
2. Variable Interval Schedule
3. Fixed Ratio Schedule
4. Variable Ratio Schedule
1.
Schedules of Reinforcement
Interval:
1.
Fixed Interval Schedule


Reinforcement occurs after
a specific amount of time
Ex: Raise after two years
2. Variable Interval Schedule
 Reinforcement occurs after
a random amount of time
 Ex: Candy at any given
moment
Ratio:
1.
Fixed Ratio Schedule


Reinforcement occurs after
a specific number of
responses
Ex: After 5 responses,
stickers are given out
2. Variable Ratio Schedule
 Reinforcement occurs after
a random number of
responses
 Ex: Give stickers after a
random number of answers
Articles
Teaching the Distinction Between Positive and
Negative Reinforcement
2. Teaching Recess: Low-Cost Efforts Producing
Effective Results
3. Effects of Class-wide Positive Peer ‘‘Tootling’’ to
Reduce the Disruptive Classroom Behaviors of
Elementary Students with and without Disabilities
4. Relation Between Teachers’ Early Expectations and
Students’ Later Perceived Competence in Physical
Education Classes: Autonomy-Supportive Climate as
a Moderator
1.
“Teaching the Distinction Between Positive and
Negative Reinforcement”

(Article 1)
In this article, Philip Chase states that he believes that there is no difference in
between positive and negative reinforcements. Most behavior analysis choose to
distinguish between the two types of reinforcements involving whether a stimulus is
added or taken away.
 Negative reinforcement is often confused as punishment because they both refer to
stimulus termination
 He rejected the use of distinguishing a difference on 3 grounds.
 1st- Pointed out that if the distinction is difficult to make, then it also must be the base
that such advice cannot easily be heeded.
 2nd- he observed that it’s an empirical question whether negative reinforcement
procedures indeed are undesirable
 3rd- he questioned the wisdom of maintaining “a distinction at the level of basic science
because of its possible social implications.”
 Example- a. A child turns on the TV to watch cartoons. And b. You take an aspirin to get
rid of a headache.
 a. Is intended to show positive reinforcement while b. is intended to show negative
reinforcement. Really, both instances of operant behavior involve adding a behavior.
Cont’d…
 Reinforcement works to strengthen a particular behavior,
regardless of whether it is positive or negative.

 “Cold and hot and opposite, it makes very little difference
whether we talk about making the room hotter or eliminating
the cold.” They both have the same outcome.

 Chase makes a logical point, saying, “All examples of positive
reinforcement involve examples of negative reinforcement.”

 In his view the distinction between consequences that
strengthen a behavior (reinforcement) and consequences that
weaken a behavior (punishment) is quite sufficient to encompass
that principles of behavior analysis.
“Teaching Recess: Low-Cost Efforts
Producing Effective Results” (Article 2)
 This article explains how a class fixed behavior problems on their playground.
 Guy Lee Elementary School in Springfield, Oregon had implemented a schoolwide behavior management plan.
 The rules required students to be safe, be respectful, and follow directions of all
school adults.
 If I child broken one of the school rules, they would first be punished by the
teacher.
 If the behavior continued, the conflict would be settled in the main office.
 If the whole class was good, they would receive rewards, such as extra recess
time or pizza parties.
 All teachers, faculty, and staff were aware of the management plan, and knew
which procedures to follow.
 These rules were to be followed in such area as the cafeteria, the hallways, and
arrival and dismissal areas.
 The area with the most frequent reports of conduct problems was the
playground.
Cont’d…
 The school committee in charge of the behavior management





plan came up with an idea to help raise student morale and
create a safer climate for students.
Teachers were sent to meetings to discuss playground safety and
conduct.
Guidelines were given on how to effectively monitor activity on
the playground.
Workshops were held to show children how to safely play on the
playground.
Students were provided a demonstration of how to use each
piece of equipment.
Playground Behavior Improved office discipline referrals
decreased by 80% the year after the plan was implemented the
next year, it decreased by 76%.
“Effects of Class-wide Positive Peer ‘‘Tootling’’ to Reduce the
Disruptive Classroom Behaviors of Elementary Students with and
without Disabilities” (Article 3)
 This article is entitled Effects of Classwide Positive Peer ‘‘Tootling’’ to
Reduce the Disruptive Classroom Behaviors of Elementary
 Students with and without Disabilities. It’s about how promoting pro-social
behaviors in the classroom can affect student’s behaviors. Tootling is used in a
study to show how it affects student’s behavior. Tootling was created by Skinner
to increase interactions between diverse students. Tootling came from the
word tattling and the phrase “toot your own horn”. Tootling is when a student
tells the teacher a good behavior that they have saw another student exhibit
instead of a bad one.
 The teacher saves all the tootles and when they reach whatever the goals the
teacher sets for the amount of tootles the class need to have they receive a
reinforcement for the desired behaviors like extra recess time. The students in
this study were with and without disabilities and they were positively affected
by tootling. Students quickly became less disruptive with days of tootles being
use.
 Tootling can work well with some students but it has to be studied more.
Skinner studied whether or not having tootles will increase the reporting of
good behavior. It work well with students in lower grades but students in
higher grades are less likely to like to be acknowledged for pro-social behavior.
“Relation Between Teachers’ Early Expectations and Students’
Later Perceived Competence in Physical Education Classes:
Autonomy-Supportive Climate as a Moderator” (Article 4)
 This article mainly talks about and explains the different types of teacher expectation
effects, or reinforcements used within the classroom. The article states that
Student’s perceived competence is the evaluative and supportive feedback
received from teachers
 The teachers’ expectation of a student determines how teachers will interact with
the students accordingly and may be one environmental factor leading to the
development of high or low perceived competence among students.
 Teacher expectations can affect student’s self-perceptions, motivation, and achievement.
If the teacher has great expectations of the student, it will lead the student to want to
fulfill the expectations of the teacher.
 Some students are more sensitive than others to teachers’ reinforcement , such as voice
tones, that they may interpret the teachers’ communications more accurately. However,
not all teachers fully demonstrate the effects.
 Motivational climate affects students and their progress. In this article, the researchers
tested out the students behaviors depending on the motivational climate.

Cont’d…
 An autonomy-supportive climate can be characterized as a climate with a motivational
style including behaviors such as offering choices, encouraging independent problem
solving, involving students in the decision making process, and minimizing the use of
pressure.
 If students are given this motivational climate, they are more likely to be more relaxed
and behave better rather being punished for their mistakes. Several studies show that the
autonomy supportive climate enhances students’ internal locus of causality, selfdetermination, and intrinsic motivation. However, if reinforcement is used, this
undermines these dimensions. If used, it will give the students more of a supportive
climate, but if used with reinforcement, it takes away the child’s motivation and makes
the child question the teachers’ expectations.
Compare & Contrast
 Articles 2 & 4

Article 2 states that the discipline referall went down because
of this new management plan. However, article 4 states that it
should be more free and open for the children rather than
have guidelines.
 Articles 3 & 4

Although in article 3, tootling is some what of a form of
reinforcement, it still allows the students to be creative and
have freedom, just as it mentions to do in article 4.
Quiz
Who developed tootling?
Why was tooling developed?
What is an autonomy-supportive climate and how can it
be affected?
4. What is the difference between positive and negative
reinforcement?
5. Why is it important to allow students to have their
freedom rather than always have reinforcement?
6. If a parent were to only say they were going to take away
their child’s toy if they do not behave, rather than not
actually taking the toy, what type of punishment is this?
1.
2.
3.
Quiz Continued..
7. In the article "Teaching Recess", where was the area
with the most reports of misconduct by students?
8. What was done to ensure playground safety?
9.What is variable ratio schedule and what is an example
of it?
10. True or False. Positive Reinforcement allows students
to receive a reward or treat when doing something
right by the teacher.