Download Chapter 9: Behavioral Learning

Chapter 2:
Behavioral Learning
Theory
What causes change in behavior?
Ch. 2: Behavioral Learning Theory
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Answer:
Environmental Stimuli
What constitutes “environmental stimuli”?
Answer:
Just about everything outside of us!
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And, something inside of us? (mental
associations; intrinsic reinforcement)
Ch. 2: Behavioral Learning Theory
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Basic Assumptions
People’s behaviors are largely the result of experiences in
their environment.
Learning is described in terms of relationships among
observable events (stimuli and responses).
Learning involves a behavior change.
Learning is most likely to take place when stimuli and
responses occur close together in time (Contiguity).
Many species of animals -including humans- learn in similar
ways.
Ch. 2: Behavioral Learning Theory
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Two Theoretical Models:
Classical Conditioning
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Environmental stimulus  or ≠  Response
Involuntary Behavior: Limited to 2 categories of
responses
Operant Conditioning
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A(ntecedent/s) + B(ehavior/s) + C(onsequence/s)
“Operants” or Voluntary Behavior
Ch. 2: Classical Conditioning
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Theory:
Behavior change (new responses) results
from the co-occurrence to of 2 stimuli at
approximately the same time
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Contiguity Principle: Pairings
Learning new behaviors
Involuntary behavior: Reflexive; Affective
Ch. 2: Classical Conditioning
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The Model: US  UR::CS  CR
US  UR: Environment elicits response
CS/US  UR: Pairing stimuli  response
CS  CR: Removal of US results in neutral
stimulus paired with conditioned response
Ch. 2: Classical Conditioning
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2 Principles that explain expanded learning:
Generalization
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Responding to stimuli SIMILAR to that involved
in learning a new response, not involved in the
initial learning
Extinction
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Repeated absence of association w/ an US
resulting in decrease & eventual disappearance
of a CR
Ch. 2: Operant Conditioning
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Basic Principle:
A response followed by a reinforcing
stimulus (a reinforcer) is more likely to
occur again, under similar circumstances
2 Necessary Conditions:
Learners must make a response
Reinforces must be “contingent”
Ch. 2: Operant Conditioning
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Reinforcement
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Any consequence following a behavior that
increases likelihood that behavior will recur or
increase in frequency
Punishment
Any consequence following a behavior that
decreases likelihood that behavior will recur,
decreases in frequency or suppresses behavior
Ch. 2: Reinforcement in the Classroom
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Primary vs Secondary Reinforcers
Positive vs Negative Reinforcement
Timing in Reinforcement
Motivation in Reinforcement
Ch. 2: Reinforcement in the Classroom
Basic needs
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Physiological: food; water; warmth; oxygen
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Physical contacts: Affection, etc
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Sustains life; necessary for life
Reflects biological needs
Secondary Reinforcers in the classroom:
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Learned behaviors that must be “crafted”
Ch. 2: Reinforcement in the Classroom
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Primary vs Secondary Reinforcers
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Primary: Satisfies basic needs
Secondary: Reinforcing through association over
time (w/o directly satisfying needs)
Ch. 2: Reinforcement in the Classroom
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Positive vs Negative Reinforcement
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Probability of behavior increasing as result of
reinforcement, period
Positive: Stimulus presented AFTER
behavior
Negative: Stimulus removed as RESULT of
behavior
Ch. 2:
Reinforcement & Punishment
Stimulus
response
is:
Pleasant
Unpleasant
Presented after the
POSITIVE
REINFORCEMENT
(response increases)
PRESENTATION
PUNISHMENT
(response decreases)
Removed after the
response
REMOVAL
PUNISHMENT
(response decreases)
NEGATIVE
REINFORCEMENT
(response increases)
Ch. 2:
Negative Reinforcement vs
Presentation Punishment
Ch. 2: Reinforcement in the Classroom
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Timing in Reinforcement
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Strength of potential effect based on immediacy
of contingency
Potential for gradual development of “gratification
delay” ie forego minor immediate reinforcement
& wait for long-term large-scale reinforcers
Motivation in Reinforcement
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Potential for unique individual preferences for
specific reinforcers
Ch 2: Effective Reinforcement
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Initial specification of desired target behavior (terminal)
Initial identification of reinforcing consequences
Use of group contingencies
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Explicit behavior/consequence contingencies
Public reinforcement available to all
Consistent administration of reinforcement
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Reinforcement contingent on all members of a particular group
performing desired behavior or level of performance
Continuous  rapid learning of new behavior
Intermittent  sustaining learned behavior
Progress Monitoring  Baseline and changes
Ch 2: Shaping New Behaviors
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Systematic reinforcement of a series of
related responses
Increasingly resemble terminal behavior
Successive approximations of desired
target behavior
Ch 2: Antecedent Stimuli & Responses
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Preceding stimuli & responses to desired
target response influence frequency of that
response
4 factors
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Cueing
Setting Events
Generalization
Discrimination
Ch 2: Antecedent Stimuli & Responses
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4 factors
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Cueing
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Setting Events
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Likelihood of demonstrating learned behavior in new similar circumstances;
for reinforcement
Discrimination
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Overall “event” or context for desired behavior
Generalization
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“Reminder” of expected response/s
Demonstrating behavior in reinforcing situations while refraining from
responses in non-reinforcing situation
Behavioral Momentum
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Increased likelihood of continuing to make desired responses as result of
having just made desired responses
Suggests that behavior expectations should reflect some form of organized
sequence or continuity
Ch 2: Undesirable Behaviors
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Extinction
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Cueing inappropriate behavior
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Signaling: Non-verbal  Verbal  Other
Reinforcing in compatible behaviors
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Removal/withholding of reinforcement
Supporting more desired responses; “fill” behavior leaving
no room for undesirable responses
Punishment
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Consequences that decrease/suppress undesirable
response/s
Ch 2: Undesirable Behaviors
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Punishment
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Presentation: presenting new unpleasant
stimulus/consequences
Removal: loss of previously/currently existing
stimulus/reinforcer
Punishment can ONLY be concluded if
undesirable responses decrease or are
suppressed
Ch 2: Undesirable Behaviors
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Effective Punishment in School Settings:
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A Hierarchy of Consequences
Verbal reprimand
Response cost
Logical consequences
Time-out (from reinforcement)
In-school suspension
Ch 2: Undesirable Behaviors
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Ineffective Punishment in School Settings:
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Principle of Contiguity: Effects based on association
Physical: Result in undesired responses
Psychological: Result in undesired responses
Added classwork: Negative Generalizations
Out-of-school Suspension: Many inappropriate &
unproductive outcomes
Ch 2: Undesirable Behaviors
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Humane Punishment in School Settings:
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Link between behavior and cognition
Clearly present expectations,
consequences/punishments
Follow through with contingencies
Punish in private
Explain unacceptability of punished behavior/s
Focus on BEHAVIOR not PERSON
Teach/Reinforce DESIRED behavior/s
Ch 2: Maintaining Desirable Behaviors
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Intrinsic Reinforcement
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What could this be?
Thoughts, feelings, attitudes related to observed
behaviors
Assumed to influence the learning and demonstration of
any/all behavior
Intermittent Reinforcement
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Non-continuous, contingent, occasional
Successively larger, longer demonstrations of behavior or
longer intervals between reinforcement