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Behavioral Views of Learning Chapter 6 Definition of Learning 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 Contiguity Learning – Learning by simple associations or repeated pairing – Examples: • Golden Arches = Mc Donalds • Times tables • States & capitals Stimulus – Event that activates a behavior 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 Pavlov’s dilemma Conditioned Stimulus-->Stimulus that evokes an emotional or physiological response after conditioned Conditioned Responselearned 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 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 Operants: deliberate actions (goal directed) ABC’s = Antecedent Events BehaviorConsequences (A-->B-->C) Reinforcementthe use of consequences to strengthen behaviors Reinforcersevents that follow behaviors and strengthen them Punishmentthe use of consequences to weaken behavior Types of Reinforcement Positive reinforcement Examples: – – – 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 Presentation Punishment – – Detention Extra work Removal Punishment – – Loss of recess Loss of privileges Reinforcement Schedules Continuous - reinforce after every appropriate response • Intermittent - presenting a reinforcer after some but not all responses • Questions Get in groups of 4 and develop 1 questions from the first 10 slides Stayed here 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 Shapingreinforcing 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 Coping with Undesirable Behavior Negative reinforcement ‘No recess until…’ Satiation: ‘I would like 1000 of those perfect spit wads, please!’ Reprimands soft & private Response costtake 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 Students act out to: – – – – – 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 assessmentprocedures to obtain information – About antecedents, behaviors and consequences to determine the reason of the misbehavior Positive behavioral supports – – – – Are interventions Designed to replace problem behavior With new actions That serve the same purpose for the student Group Question Ask one question based on the last five slides Behavioral Approaches to Teaching and Management Group Consequencesrewards or punishment given to a class as a whole as result of their behavior Good Behavior Gameclass is divided into teams e/team receives points or demerits as result of their behavior Contingency Contractcontract between the teacher and the student specifying the contingencies for the reinforcement Token Reinforcementstokens are earned as result of desired behavior—they can be exchanged for privileges or items Observational Learning 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 Learninglearning by doing – Vicarious Learninglearning by observing Steps: – – – – Attentionfocusing Retentionremembering Reproductiondoing it Motivation and reinforcementYeah! 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 Directing attention – Use peersclass leaders – Make sure that they see that positive behaviors lead to reinforcers Encourage already learned behaviors Strengthening / weakening inhibitions Teaching new behaviors Arousing emotions Self Management Self managementthe use of behavioral learning principles to change their own behavior – Goal SettingSet goals and make the goals public • – – Note: Standards and effect on performance Monitor and Evaluate ProgressEvaluate & record performance Promote self-reinforcement Cognitive Behavior Modification ATSTBC Antecedent T H I N K S T A L K Similar to self management Adds thinking and self-talk More cognitive than behavioral approach-> change ideas/cognitions/emotions – Antecedent Event-->automatic thought = emotions and feelingsbehavior Important to teach reflection instead of impulsivity!!! Group Questions Ask one questions based on the last five slides.