Download Behavioral Psychology

Behavioral Views of
Learning
Chapter 6
Definition of Learning
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Relatively permanent change
In behavior or knowledge
Learning is the result of experience
Learning is not the result of maturation or
temporary conditions (illness)
•Perspectives on Learning
Behavioral: Learning must be observable
change in behavior
Cognitive: Learning is an internal process
and cannot be observed directly
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Contiguity Learning
– Learning by simple associations or repeated
pairing
– Examples:
• Golden Arches = Mc Donalds
• Times tables
• States & capitals
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Stimulus
– Event that activates a behavior
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Response
– Observable reaction to stimulus
Classical Conditioning
Unconditioned
Stimulus (food)
Unconditioned
Stimulus (food)
Unconditioned
Response (saliva)
Neutral
Stimulus (bell)
Unconditioned
Response (Saliva)
Repeated pairing US with NS
(food) (bell)
Conditioned
Stimulus (bell)
Conditioned
Response (saliva)
Pavlov: Classical Conditioning
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Pavlov’s dilemma
Conditioned Stimulus-->Stimulus that
evokes an emotional or physiological
response after conditioned
Conditioned Responselearned response to
a previously neutral stimuli
Generalization--> responding in the same
way to similar stimuli
Discrimination-->responding different to
similar but not identical stimuli
Extinction-->gradual disappearance of a
learned response
Using Principles of Classical
Conditioning in the Classroom
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Associate positive, pleasant events with
learning tasks
Help students to risk anxiety-producing
situations voluntary and successfully
Help students recognize differences and
similarities among situations so they can
discriminate and generalize appropriately
b
d
Skinner: Operant Conditioning
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Operants: deliberate actions (goal
directed)
ABC’s = Antecedent Events
BehaviorConsequences
(A-->B-->C)
Reinforcementthe use of
consequences to strengthen behaviors
Reinforcersevents that follow
behaviors and strengthen them
Punishmentthe use of
consequences to weaken behavior
Types of Reinforcement
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Positive reinforcement
Examples:
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Praise
Teacher attention
Rewards
• Immediate
• Exchangeable
Negative reinforcement
– DESIRED Behavior is produced in order to
– avoid the loss of privileges or to
– take away an aversive stimulus
Types of Punishment
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Presentation Punishment
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Detention
Extra work
Removal Punishment
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Loss of recess
Loss of privileges
Reinforcement Schedules
Continuous - reinforce after every
appropriate response
• Intermittent - presenting a reinforcer after
some but not all responses
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Questions
Get in groups of 4 and develop 1 questions
from the first 10 slides
Stayed here
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Antecedents
Providing previous information about
expected behaviors
Signaling when a behavior should be
emitted
Cueing: Lights off = “Be quiet!”
Prompting: Verbal reminder after students
do not get quiet after lights were turned off.
Interventions: Encouraging
Positive Behavior
Teacher attention
Praise & ignore
Premack principle more preferred
activity serves as a reinforcer for a less
preferred activity
 Shapingreinforcing each small step
of progress
 Successive
R
Approximations
R
Small components
R
that make up a
complex behavior
 Task Analysis
A system of breaking down a task
hierachically into basic skills into basic
skills and subskills
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Coping with Undesirable Behavior
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Negative reinforcement ‘No recess until…’
Satiation: ‘I would like 1000 of those perfect spit wads,
please!’
Reprimands soft & private
Response costtake away points/tokens earned
Differential Reinforcement of Incompatible Behaviors
(DRI)reinforce a desired behavior that is incompatible
with the undesired one
Social isolation is also called contingent observation –
removing the student from activity that is being interrupted
Time out removing the student from all reinforcement
Punishment
– Restitutional Over Correction
– Positive Practice Overcorrection
Reaching Every Student: Functional
Behavioral Assessment
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Students act out to:
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Receive attention
Escape from some unpleasant situation
Get a desired activity or item
Meet sensory or physiological needs
Are bored
In order to understand the behavior:
– The teacher must use functional behavioral
assessmentprocedures to obtain information
– About antecedents, behaviors and consequences to determine the
reason of the misbehavior
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Positive behavioral supports
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Are interventions
Designed to replace problem behavior
With new actions
That serve the same purpose for the student
Group Question
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Ask one question based on the last five
slides
Behavioral Approaches to Teaching
and Management
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Group Consequencesrewards or punishment
given to a class as a whole as result of their
behavior
Good Behavior Gameclass is divided into teams
e/team receives points or demerits as result of their
behavior
Contingency Contractcontract between the
teacher and the student specifying the contingencies
for the reinforcement
Token Reinforcementstokens are earned as
result of desired behavior—they can be exchanged
for privileges or items
Observational Learning
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Social Learning Theory emphasizes
learning through the observation of others
Cognitive Theory adds the person’s
values, beliefs, self perception and
expectations to social learning theory
– Enactive Learninglearning by doing
– Vicarious Learninglearning by observing
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Steps:
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Attentionfocusing
Retentionremembering
Reproductiondoing it
Motivation and reinforcementYeah! I can do
it, let me do it again
Factors that Affect observational
Learning
Developmental Status
The older the child the better he
can follow the model
Model Prestige and Competence
Competent, high status models
Vicarious Consequences
Consequences to models
Outcome Expectations
Expecting same rewards as models
Goal Setting
Learn how to develop goals just
like the model
Self Efficacy
“if they can do it, so can I”
Observational Learning in
Teaching
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Directing attention
– Use peersclass leaders
– Make sure that they see that positive
behaviors lead to reinforcers
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Encourage already learned
behaviors
Strengthening / weakening
inhibitions
Teaching new behaviors
Arousing emotions
Self Management
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Self managementthe use of behavioral
learning principles to change their own
behavior
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Goal SettingSet goals and make the goals
public
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Note: Standards and effect on performance
Monitor and Evaluate ProgressEvaluate &
record performance
Promote self-reinforcement
Cognitive Behavior Modification
ATSTBC
Antecedent T
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S
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Similar to self management
Adds thinking and self-talk
More cognitive than behavioral approach-> change ideas/cognitions/emotions
– Antecedent Event-->automatic thought =
emotions and feelingsbehavior
Important to teach reflection instead of
impulsivity!!!
Group Questions
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Ask one questions based on the last five
slides.