Download Approaches to Learning

Approaches to Learning
School of
Thought
BEHAVIORAL
SOCIAL
COGNITIVE
INFORMATION
PROCESSING
COGNITIVE
CONSTRUCTIVIST
SOCIAL
CONSTRUCTIVIST
Emphasis
Emphasis on
experiences,
especially
reinforcement and
punishment as
determinants of
learning and
behavior
Emphasis on
interaction of
behavior,
environment and
person (cognitive)
factors as
determinants of
learning
Emphasis on how
children process
information through
attention, memory,
thinking and other
cognitive processes
Emphasis on the child's
cognitive construction of
knowledge and
understanding
Emphasis on collaboration
with others to produce
knowledge and
understanding
Major Players
Skinner, Pavlov,
Watson
Bandura
Piaget
Vygotsky
Terms
Classical
conditioning,
Operant
conditioning
Reciprocal
determinism, self
efficacy,
Observational
Learning, imitation
Many piagetian terms
ZPD, scaffolding, cultural
tools
Before Learning
1. US (unconditioned stimulus) --
Smiling --
happiness
2. NS
--
Teacher--
UR (unconditioned response)
Nothing
no response
During Learning
3. NS (neutral stimulus) +
Teacher + Smiling
Encoding /storage
/retrieval,
Sensory Memory/
STM /LTM
Capacity/
organization/
efficiency
Automaticity,
elaboration,
Schemas
Metacognition
UCS (repeat)
After Learning
4. NS becomes CS
CS (conditioned stimulus) ---
Teacher ---
CR (conditioned response)
happiness
Positive Reinforcement
-behavior becomes more likely because of positive consequences
Ex: Student is praised for being on time, student is more likely to be on time in the future, Study for an A
Negative Reinforcement
-behavior becomes more likely in order to avoid negative consequences
Ex: Student is on time and avoids a detention, student is more likely to be on time in the future to avoid a detention, Study to avoid an F
Punishment
-behavior becomes less likely in order to avoid negative consequences
Ex: Student is late and gets a detention, student is less likely to be late in the future to avoid a detention, Less likely not to study due to previous F
Partial Reinforcement Techniques
Fixed-Ratio Reinforce after a set number of responses
Variable-Ratio Reinforce after an average but unpredictable number of responses
Fixed-Interval Reinforce appropriate response after a fixed amount of time
Variable-Interval Reinforce appropriate response after a variable amount of time
Chapter 9 Review
1. Identify the US, UR, NS/CS and CR in the following scenario:
Billy used to be great at volleyball, but not anymore. One spring day as he was playing volleyball, a ball came straight at his face! This automatically caused a
blinking reaction from Billy. The next week it happened again! And again! Now, whenever Billy gets on the volleyball court he starts blinking uncontrollably (no,
Billy has not suffered any physical damage from repeated volleyballs to the head). He now refuses to play volleyball after one disastrous game (needless to say he
was not very good at it with all the blinking) What has happened to poor Billy? How would you try to fix his problem and what is the term for the process of
extinguishing a conditioned response?
-If Billy started refusing to play tennis and blinking uncontrollably on the tennis court, what would that be called?
-If Billy was bribed into playing tennis and afterwards blinked on the volleyball court, but not the tennis court, what would that be called?
2.
Generate an example of:
a. Positive Reinforcement (a behavior is followed by a positive consequence and becomes more frequent)
b. Negative Reinforcement (a behavior is followed by the removal of a negative consequence and becomes more frequent)
c. Positive Punishment (a behavior is followed by a negative consequence and becomes less frequent)
d. Negative Punishment (a behavior is followed by the removal of a positive consequence and becomes less frequent).