Download Week 8 Presentation

ED 260-Educational
Psychology
Ashley Swanson
Today’s Topics
Module 9-Behavioral Learning
Theories
Module 10-Social Cognitive
Theory
Module 11-Information
Processing
Module 9-Behavioral
Learning Theory
Classical Conditioning
Pairing involuntary behaviors
with behaviors that do not evoke
automatic responses
Learning occurs when the neutral
stimulus is paired repeatedly
with an unconditioned stimulus
Classical Conditioning
When an unconditioned stimulus and
its conditioned response are paired
with a previously neutral stimulus,
the neutral stimulus becomes a
conditioned stimulus (learned
stimulus) that evokes a conditioned
response (learned response)
Classical Conditioning
The learned response can be
expanded on, altered, or eliminated
through:
 Generalization
 Discrimination
 Extinction
Classical Conditioning
Main classroom application:
 Emotional states regarding academic
subjects, teachers, and school
 Example:
positive teacher = positive feeling
towards academic subject
negative teacher = negative feeling
towards academic subject
Operant Conditioning
Pairing of events that includes new,
voluntary behaviors rather than
physiological responses or emotional
states
Law of effect- behaviors with good
consequences are more likely to occur
again, while behaviors with bad
consequences are less likely to occur
again
Operant Conditioning
Skinner’s ABC’s of Learning:
A-antecedent occurs prior to the
behavior
Cues and Prompts
B-behavior
C-consequences
Reinforcement and Punishment
Operant Conditioning
Reinforcement = increase in
behaviors
Punishment = decreasing
behaviors
Operant Conditioning
+
(Adding something)
(Taking something away)
Positive reinforcement
Negative reinforcement
Positive punishment
Negative punishment
Operant Conditioning
 Positive Reinforcement: adding
something that is desired
 Negative Reinforcement: taking away
something that is undesired
 Positive Punishment: adding something
undesired
 Negative Punishment: removing
something desired
Operant Conditioning
 Using Consequences Effectively:
 Developmental level of student
 Student’s likes and dislikes
 Function of attention
 When and how often to provide consequences
 Use reinforcement more than punishment
 Some punishments should not be used
Classroom Application
Increasing appropriate
behaviors:
 Premack principle
 Shaping
 Reinforcing incompatible behaviors
 Praise-and-ignore
 Positive Practice
Classroom Application
Decreasing inappropriate
behaviors:
 Satiation
 Extinction
 Overcorrection
 Reprimand
 Response cost
 Social Isolation
Logical Consequences
in the Classroom
Excerpt from:
Teacher Like Your Hair’s on Fire
by: Rafe Esquith
Emotional Intelligence
Emotional Intelligence (EI) can be used to
reinforce appropriate behavior and
discourage inappropriate behaviors while
teaching students to be intrinsically
motivated instead of extrinsically
motivated
Emotional Intelligence
 Conscious Discipline Video Clips:
 Noticing: http://consciousdiscipline.com/videos/
 Using Logical Consequences:
http://consciousdiscipline.com/videos/
 One goal of Conscious Discipline is to shift from a
competitive, behavioral “catch them being good”
model of classroom management to a cultural
relationship model in which teachers create a
respectful, responsible school climate where all
members thrive and want to “do good” all the time.
(Hoffman, L.L., Hutchinson, C.J., Reiss, E, 6)
Emotional Intelligence
 Use of rewards:




Ruptures relationships
Ignores underlying reasons for behavior
Discourages risk-taking
Undermines interest in the task at hand
 When we get rid of the rewards, we can adopt a
classroom approach that dismisses petty reward
structures and promotes a behavior process that
thrives on emotional intelligence
(Kohn)
Read Articles & Group
Discussion
Module 10-Social
Cognitive Theory
Social Cognitive Theory
Albert Bandura
Assumptions of theory:
Learning can occur by observing
others
Learning may or may not include a
behavior change
Personal characteristics are
important in learning
Observational Learning
Model Characteristics:
Relevance
Competence
High Status
Gender appropriateness
Observational Learning
Imitator Characteristics:
Attention
Retention
Production
Motivation
Observational Learning
Environmental Characteristics:
Response facilitation effect
Response inhibition effect
Response disinhibition effect
Triadic Reciprocal
Model
•
•
•
•
Anxiety
Goals
Gender
Self-efficacy
Person
• Teacher’s
instructional
strategies
• Models
Environment
• SES
Behavior
• Study habits
• Athletic
performance
• Test scores
• Self-regulation
The influence of these three aspects on one another is bidirectional
Personal Factors in
Learning
Self-efficacy: individual’s belief about
his/her capabilities for success
Influences on Self-efficacy:
 Past performance
 Modeling
 Verbal persuasion
 Physiological state
Personal Factors in
Learning
 Self-regulation: ability to control one’s emotions,
and behaviors by providing consequences for
oneself
SelfObservation
SelfEvaluation
SelfJudgment
Classroom Application
Provide students with accurate, specific
feedback
 Ex) You read all the words on that page
correctly, instead of saying “good job”
Teacher efficacy & Collective efficacy
Modeling and guided practice of
learning strategies and specifically
training students in goal setting and
self-reflection promotes self-regulation
Module 11-Information
Processing
Three Stage Model of
Information Processing
 Sensory Memory
Working Memory
Long-Term Memory
Sensory Memory
 Component of memory that holds
unanalyzed, incoming information
for a brief period of time
Unlimited storage
 Visual information: 1 second
Auditory information: 2-3 seconds
Sensory Memory
Allows us to pay attention to some
things and ignore others
Size, intensity, novelty, incongruity,
emotion, and personal significance
determine the amount of attention
particular stimuli deserve
Sensory Memory
 Test your sensory memory:
http://forensics.rice.edu/en/ForEducators/Online-Activities.html
Sensory Memory
1) What color coffee mug was in the
picture?
-Blue -Red -Yellow -White
2) What was the deadline?
-Yesterday -Tomorrow -Today
-Oct 19
Sensory Memory
3) What time was on the clock on
the wall?
-10:40 -7:20 -5:38 -11:05
4) How many sticky notes were on
the whiteboard?
-3 -6 -7 -8
Sensory Memory
5) Which of the following was not in
the picture?
-stapler -trashcan -printer -pen
6) What was the name on the plaque
on the desk?
-Steve -Brian -David -Jeff
Sensory Memory
7) What color was the victim’s shirt?
-white -blue
-red
-green
8) How many plants were in the
office?
-1 -2 -3 -4
Sensory Memory
9) Which of the following was on the
floor?
-coffee mug -cardboard box
-backpack -plant
10) Where was the book in the picture?
-on the box
-on the desk
-on the floor
-under the body
Working Memory
Component of memory that holds
and processes a limited amount of
information
 5-9 bits of data at a time
5-20 seconds, unless it is actively
used-then duration is indefinite
Working Memory
Stores from sensory and retrieves
from long-term
Woodcock Johnson (WJ) Test of
Achievement-working memory
subset
Working Memory
 Working memory test similar to
one given in the WJ test:
http://intelligencetest.com/stmem
ory/index.htm
Working Memory
Encoding is the process of
modifying information to get it
ready for long-term storage
 Effortful processing eventually
becomes automatic processing
Information Retention
Rehearsal
Mneumonics
Chunking
Heirarchies
Visual Imagery
Long-Term Memory
Component of memory that holds
knowledge and skills for days, weeks,
or years
Types of knowledge:
 Episodic knowledge
 Declarative knowledge
 Procedural knowledge
 Conceptual knowledge
Long-Term Memory
 How are memories retrieved:
 Activation level-indicates current degree of
availability of information in long-term memory
 High state of activation=available for immediate
use
 Low state of activation=idle in long-term memory
 Retrieval cues-used to move information from a
low state of activation to a high state of activation
 Senses
 Context
Long-Term Memory
How are memories retrieved:
Recall and recognition place
different demands on memory
Recall: ability to pull something
from memory
Recognition: identifying previously
learned knowledge
Long-Term Memory
Three main reasons memories are
forgotten:
 Encoding failure: information never
makes it to the long-term memory
 Storage decayed: “use it or lose it”
 Retrieval failure: information is
unavailable
Classroom Application
Helping students pay attention
 Plan for student’s attention spans
 Use attention signals
 Keep students engaged
 Respect attentional limits
Classroom Application
 Helping students effectively store and retrieve
information:
 Teach students how to organize information
 Wait time
 Develop conceptual understanding
 Break down tasks into manageable pieces
 Teaching students why/how the information in
relevant
 Opportunities to practice basic skills until they
become automatic
 Practice & Repetition
Main Sources:
Bailey, Becky. (2013). Conscious Discipline for Educators.
Retrieved from: http://consciousdiscipline.com
Bohlin, L., Durwin, C. C., & Reese-Weber, M. (2009). EdPsych:
Modules. New York: McGraw-Hill
Esquith, Rafe. ( ). Teach Like Your Hair’s on Fire.
Hoffman, L.L., Hutchinson, C.J., Reiss, E. (2009). On improving
school climate: Reducing reliance on rewards and punishment.
International Journal of Whole Schooling, 5(1).
Kohn, A. (1993). Punished by rewards: The trouble with gold stars,
incentive plans, A's, praise, and other bribes. Boston: Houghton
Mifflin.