Download Week 5 - Lecture Notes

Chapter Seven
Behavioral
Learning Theory:
Operant
Conditioning
Chapters – (7-11)
Learning and Instruction
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7-2
How do we learn?
How do we effectively assess learning?
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7-3
Learning Theories
• What is learning?
– A relatively permanent influence on behavior,
knowledge, and thinking skills which comes
through experience.
(Santrock, 2004)
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7-4
Historical Overview
William James (1842-1910)
•
• Professor at Harvard
University
• In late 1890’s, he
studied the relationship
between psychology and
teaching
Psychology…aims to acquire "a ..body of
propositions about states of mind [thoughts,
feelings, and knowledge]”
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7-5
Pioneers of Educational Psychology
• Three Pioneers
– William James
– John Dewey
– E. L. Thorndike
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7-6
John Dewey (1859-1952)
•
• Est. first ed Psyc Lab in
USA
• “Child is an active learner”
• “Children learn by doing”
•
“Focus of learning should
be thinking”
Thinking is the method of intelligent
learning, of learning that employs
and rewards the mind.
(Democracy and Education, p. 171)
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7-7
E. L. Thorndike (1874-1949)
• Student of William
James
• Schools should hone
children’s thinking skills
• Ed. Psy should have a
scientific base and focus
on measurement
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7-8
Historical Background
• Educational Psychology developed before
the start of 20 Century
• Growth spurred by pioneers from various
parts of the world
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7-9
Historical Overview
• Wilhelm Wundt established first
psychological laboratory in 1879 in
Germany – study human thought
• Hermann Ebbinghaus German
Psychologist– in 1880’s studied memory
and forgetting
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7-10
Approaches to Learning
– Various approaches to learning
• Behavioral – behavior should be explained by
observable experiences, not mental processes.
– Classical conditioning; operant conditioning
• Cognitive – mental processes like thoughts,
feeling, motives can be studied in a scientific
manner to explain learning
– Social learning theory; information process theory;
cognitive constructivist; social cognitive constructivist
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7-11
Chronology of Dev. In Ed Psych.
• Thorndike’s view – first half of 20 C.
• Skinner’s view – middle of 20 Century
– Behavior is the evidence of learning
• Cognitive revolution – 1980s cognition is
evidence of learning
• Contextual View – last decades of 20 C and
onward.
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7-12
Behavioral Approaches
• Classical Conditioning
– Ivan Pavlov (Russian physiologist, 1900’s)
• Experiments with dogs
– John B. Watson (American)
• Applied this theory to children (Albert)
Associative learning - no rewards or punishments
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7-13
Ivan Pavlov (1849-1936)
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7-14
John B. Watson (1878 to 1958)
•
Give me a dozen healthy
infants…and I'll guarantee to take
any one at random and train him to
become any type of specialist I
might select--doctor, lawyer,
merchant-chief, and yes, even
beggarman and thief, regardless of
his talents, penchants, tendencies,
abilities, vocations, and race of his
ancestors." (1930)
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7-15
How Emotions Are Learned
John B. Watson
Little Albert – 11 month old baby
Presented: White rat (CS) + Loud noise (US)
Result: Albert showed fear of the rat and later generalized to beard
Copyright ©2004 The McGraw-Hill Companies
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7-16
Behavioral Approaches
• Operant Conditioning
– E. L. Thorndike
• Studied cats
Law of Effect
• Behaviors followed by positive outcomes are
strengthened and behaviors followed by negative
outcomes are weakened
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7-17
Operant conditioning
• Theorist
– B. F. Skinner extended the work of Thorndike
with rats in Skinner boxes
• Basic assumption
– Voluntary responses are strengthened
or weakened as a result of their consequences
NB: Associative learning in which there is a contingency between the
response and the presentation of the reinforcer
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7-18
Behavioral Approach-Key Principle
• Associative Learning
– A mental link is formed between two events
and is evident from observable behavior.
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7-19
Overview
• Operant conditioning
• Educational applications of operant
conditioning principles
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7-20
Conditions that define reinforcement, punishment,
and extinction
Type of +
Stimulus
Desirable
Action +
= Result
Present
Effect on
Behavior
Strengthen
Aversive
Remove
Strengthen
Negative reinforcement
Aversive
Present
Weaken
Desirable
Remove
Weaken
Desirable
Withhold
Weaken
Type I (presentation)
punishment
Type II (removal)
punishment
Extinction
Positive reinforcement
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7-21
In Class Assignment
Team Work
Use role-playing in a teaching-learning situation, to explain
and demonstrate:
• Positive Reinforcement
• Negative Reinforcement
• Punishment Type I and Type II
• Generalization and Discrimination
• Extinction and Spontaneous Recovery
• Be careful to ensure that your skit and explanation help us
to understand the concept
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7-22
Operant conditioning concepts
• Positive reinforcement
– Strengthening (increasing) a behavior by
presenting a positive stimulus immediately
after the behavior has occurred
• Negative reinforcement
– Strengthening (increasing) a behavior by
removing a negative stimulus immediately after
the behavior has occurred
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7-23
Operant conditioning concepts
• Presentation punishment (Type I)
– Weakening (decreasing) a behavior by
presenting an aversive stimulus immediately
after the behavior has occurred
• Removal punishment (Type II, time-out)
– Weakening (decreasing) a behavior by
removing a positive stimulus immediately after
the behavior has occurred
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7-24
Operant conditioning concepts
• Extinction
– When a previously reinforced behavior
decreases in frequency and eventually ceases
altogether because reinforcement is withheld
• Spontaneous recovery
– When an extinguished behavior reappears
without having been reinforced
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7-25
Operant conditioning concepts
• Generalization
– When an individual learns to make a particular
response to a particular stimulus and then
makes the same or a similar response in a
slightly different situation
• Discrimination
– When an individual learns to notice the unique
aspects of seemingly similar situations and
thus different ways of responding
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7-26
Operant conditioning concepts
• Shaping
– Reducing complex behaviors into several more
simple behaviors
– Reinforcing successive approximations to the
complex behavior
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7-27
Schedules of reinforcement
• Fixed interval schedule
– Reinforcement occurs after a specific amount
of time
• Variable interval schedule
– Reinforcement occurs after a random amount
of time
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7-28
Schedules of reinforcement
• Fixed ratio schedule
– Reinforcement occurs after a specific number
of responses
• Variable ratio schedule
– Reinforcement occurs after a random number
of responses
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7-29
Major Types of CBI Programs
(Grabe & Grabe, 2004)
Type of Program
Purpose
Drill and Practice
Practice knowledge and skills learned
earlier to produce fast and accurate
responses
Tutorial
Teach new information (e.g., facts,
definitions, concepts) and skills
Probems-Solving Programs:
Simulations and Games
Teach new information and skills and
provide an opportunity to apply what
was learned in a meaningful context
that would otherwise be unavailable
because of cost, physical danger,
and time constraints
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7-30