Download Behaviorism PP Slides

Is astrology a science?
Behaviorism
 Arose
out of an attempt to make
psychology a science.
 Focuses on what is observable and
measurable -- namely, behavior.
Why do they act like that?

Test anxiety
 Pencil tap
 Overly competitive
 Class clown
 Use pencil
sharpener
 Boys mean to girls
they like (visaversa)
 Shy/withdrawn
 Acting tough

Cough during silence
 Copy cat
behavior/group think
 Teacher’s pet
 Talk without raising
hand
Dealing with CC Dealing with OC

Go to same seat
 Cheating
 Excuse for leaving
class
 Can’t leave other
kids alone
 Class clown
 Sleeping

Answer every
question/talk a lot
 Refusal to participate
 Can’t stay still
 Trouble maker
 Doesn’t write down
anything.
 Get up and down all the
time.
 PDA

Bad behavior for
student teacher
 Reactive student
 Passing notes
 Teacher’s pet
 Talker
 Shy
 Inappropriate
behavior/PDA
Classical Conditioning
 A useful
principle of learning for
understanding how reflexive (i.e.,
automatic, unreflective) learning occurs.
 But not so useful for understanding
intentional learning or complex learning.
Pavlov's Experiments (1)
Pavlov's Experiments (2)
Pavlov's Experiments (3)
Examples of CC in education?
UCS
Meat
Salivate
CS
Bell
UCR
CR
Salivate
Example of CC
 Bud
Light Commercial
Dealing with classically
conditioned behaviors
 How
could you understand test anxiety
in terms of classical conditioning?
 Are there behaviors on our list that can
be explained by classical conditioning?
 How could you change the conditioning
pattern?
Eliminating Classically
Conditioned Behaviors
 Extinction
 Counterconditioning
 Systematic
desensitization.
Operant Conditioning
 A useful
principle of learning for
understanding observable, behavioral
forms of learning.
 But not so useful for understanding
such things a complex, mental
processes.
Operant Conditioning
 Operant
conditioning is basic common
sense:
 If
a behavior is reinforced (i.e., rewarded in
some way), it is more likely to be repeated
(its occurrence will increase).
 If a behavior is punished in some way, it is
less likely to be repeated (its occurrence
will decrease).
 The
problem is, we always mess up by
reinforcing behaviors we DON’T want
and punishing behaviors we DO want.
Conditions needed for
Operant Conditioning
 Individual
must make a response.
 Reinforcer must follow the response.
 Reinforcer must be contingent on the
response.
Types of Consequences
Desirable
Add
Positive
something Reinforcement
(behavior increases)
Undesirable
Positive Punishment
(behavior decreases)
Remove
Negative Punishment Negative
something (behavior decreases) Reinforcement
(behavior increases)
Operant Conditioning at Work!
 Are
there behaviors on our list that
could be explained in terms of operant
conditioning?
Eliminating unwanted behavior
 Extinction
 Stop
rewarding the behavior!
 Reinforce
 Ex.
an incompatible behavior
To eliminate speaking out of turn,
reinforce hand raising.
Shaping
 Reinforce
a series of behaviors that
increasingly resemble the terminal
(desired) behavior.
Applied Behavior Analysis

Basic assumption of Applied Behavior
Analysis:


All deviant behavior is the result of environmental
conditions - we are who are we are because we’ve
been conditioned to be that way.
With enough effort, we can identify the cause of
the deviant behavior and change the environment
so that the deviant behavior is eliminated.
Applied Behavior Analysis

Identify current and target behaviors in
observable, measurable form.
 Identify environmental causes for the
problem.
 Develop and implement an intervention plan
that:




Changes the problematic setting events.
Eliminates reinforcement of problem behavior.
Shapes and reinforces appropriate behavior.
Measure before, during, and after to monitor
progress. Revise as necessary.
 Fade out the intervention.
Direct Instruction (DI)
QuickTime™ and a
H.264 decompressor
are needed to see this picture.
Direct Instruction (DI)
 What
are the defining qualities of DI?
 How does it relate to the principles of
CC and OC?
 What kind of learning does DI address?
 What is your opinion of DI?
Classical vs. Operant Cond.
Classical Conditioning Operant Conditioning
Stimulus
precedes
response.
Involuntary
Response
precedes
stimulus.
Voluntary (sort of)
Both can be taking place at the same time.
Critique of Behaviorism

What are the strengths/weaknesses of this
perspective?
 What happens when rewards stop?
 Is it problematic that other people and the
environment are seen as the cause of
behavior?
 Do humans operate according to natural laws
in the same way that physical world operates
according to natural laws (e.g., laws of
physics)?