Download Teaching & the Role of Educational Psychology

Educational Psychology
Developing Learners
Eighth Edition
Jeanne Ormrod
© 2014, 2011, 2008, 2006, 2003
Pearson Education, Inc. All rights reserved.
Chapter 9
Behaviorist Views of Learning
Ormrod
Educational Psychology: Developing Learners, 8e
© 2014 Pearson Education, Inc. All rights reserved.
9-1
Basic Assumptions of
Behaviorism
Ormrod
Educational Psychology: Developing Learners, 8e
© 2014 Pearson Education, Inc. All rights reserved.
9-2
Basic Assumptions

Behaviors are the result of experiences with
environmental stimuli.
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conditioning
Learning involves behavior change.
Learning involves associations among stimuli
& responses.
Learning occurs when stimuli and responses
occur close together in time.
Most species learn in a similar manner.
Ormrod
Educational Psychology: Developing Learners, 8e
© 2014 Pearson Education, Inc. All rights reserved.
9-3
Building on Existing
Stimulus–Response Associations:
Classical Conditioning
Ormrod
Educational Psychology: Developing Learners, 8e
© 2014 Pearson Education, Inc. All rights reserved.
9-4
Classical Conditioning

Learned response, resulting from
paired stimulus presentation

Pavlov’s dogs
Ormrod
Educational Psychology: Developing Learners, 8e
© 2014 Pearson Education, Inc. All rights reserved.
9-5
Classical Conditioning
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Certain stimulus elicits reflexive response.
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(unconditioned) response = UCR, innate and unlearned
(unconditioned) stimulus = UCS
air puff (UCS) produces eye blink (UCR)
Neutral stimulus (NS) repeatedly paired with
UCS.
Eventually, NS elicits response similar to UCR.
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NS becomes conditioned stimulus (CS)
response is conditioned response (CR)
Ormrod
Educational Psychology: Developing Learners, 8e
© 2014 Pearson Education, Inc. All rights reserved.
9-6
Common Phenomena
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Generalization
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stimulus similar to CS elicits response
Extinction
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CR gradually disappears
Ormrod
Educational Psychology: Developing Learners, 8e
© 2014 Pearson Education, Inc. All rights reserved.
9-7
Learning from Consequences:
Instrumental Conditioning
Ormrod
Educational Psychology: Developing Learners, 8e
© 2014 Pearson Education, Inc. All rights reserved.
9-8
Instrumental Conditioning

Behaviors increase or decrease as a
result of consequences of those
behaviors.
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consequences desirable, behavior
repeated (also known as operant
conditioning)
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behavior repeated = reinforcement
consequences undesirable, behavior not
repeated
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behavior not repeated = punishment
Ormrod
Educational Psychology: Developing Learners, 8e
© 2014 Pearson Education, Inc. All rights reserved.
9-9
Forms of Reinforcement

Primary
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basic biological need
Secondary
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become reinforcing over time through
association with other reinforcers
Ormrod
Educational Psychology: Developing Learners, 8e
© 2014 Pearson Education, Inc. All rights reserved.
9-10
Forms of Reinforcement

Positive
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particular stimulus is presented after a
behavior, and behavior is repeated as a result
extrinsic, intrinsic
concrete, social, activity
Negative
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(aversive) stimulus is removed after a
behavior, and behavior is repeated as a result
Ormrod
Educational Psychology: Developing Learners, 8e
© 2014 Pearson Education, Inc. All rights reserved.
9-11
Forms of Punishment
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Presentation punishment
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presenting new stimulus following behavior
leads to reduction in the behavior
scolding
Removal punishment
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removing (desired) stimulus following
behavior leads to reduction in the behavior
time out
Ormrod
Educational Psychology: Developing Learners, 8e
© 2014 Pearson Education, Inc. All rights reserved.
9-12
Effective Punishments
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Verbal reprimands (scolding)
Response cost
Logical consequences
Positive-practice overcorrection
Time-out
In-school suspension
Ormrod
Educational Psychology: Developing Learners, 8e
© 2014 Pearson Education, Inc. All rights reserved.
9-13
Consequences That May
Undermine Behavior Change
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Physical punishment
Psychological punishment
Extra classwork
Out-of-school suspension
Ormrod
Educational Psychology: Developing Learners, 8e
© 2014 Pearson Education, Inc. All rights reserved.
9-14
Consequences With Mixed Reviews
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Missing recess
After-school detention
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Educational Psychology: Developing Learners, 8e
© 2014 Pearson Education, Inc. All rights reserved.
9-15
Strategies for Encouraging
Productive Behaviors
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Educational Psychology: Developing Learners, 8e
© 2014 Pearson Education, Inc. All rights reserved.
9-16
Using Reinforcement Effectively
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Specify desired behavior at the beginning
Use extrinsic reinforcers only when desired
behaviors would not otherwise occur
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once behavior is well established, wean students
from extrinsic reinforcement
Identify consequences that are truly
reinforcing
Make response-consequences contingencies
explicit
Consider using group contingency
Administer reinforcement consistently
Continuously monitor student progress
Ormrod
Educational Psychology: Developing Learners, 8e
© 2014 Pearson Education, Inc. All rights reserved.
9-17
Shaping New Behaviors

Reinforcing responses that
increasingly resemble the desired
behavior
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successive approximations
Ormrod
Educational Psychology: Developing Learners, 8e
© 2014 Pearson Education, Inc. All rights reserved.
9-18
Antecedent Stimuli & Responses
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Cueing
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Setting events
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producing learned response in similar situation
Discrimination
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overall environment likely to induce desired behaviors
Generalization
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reminders that certain behaviors are expected
distinguishing when particular behavior will and will not be
reinforced
Behavioral momentum
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producing desired response following similar responses
Ormrod
Educational Psychology: Developing Learners, 8e
© 2014 Pearson Education, Inc. All rights reserved.
9-19
Strategies for Discouraging
Undesirable Behaviors
Ormrod
Educational Psychology: Developing Learners, 8e
© 2014 Pearson Education, Inc. All rights reserved.
9-20
Discouraging Undesirable
Behaviors
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Create conditions for extinction
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do not reinforce undesirable behaviors
Cue students when they engage in
inappropriate behaviors
Reinforce incompatible behaviors
Use punishment wisely, appropriately, and
humanely
Ormrod
Educational Psychology: Developing Learners, 8e
© 2014 Pearson Education, Inc. All rights reserved.
9-21
Using Punishment Effectively
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Choose consequences that are punishing but not overly
severe.
Inform students that certain behaviors will be punished
& explain how.
Follow through with consequences.
Administer punishment privately.
Emphasize and explain why the behavior—not the
student—is unacceptable.
Administer punishment in a supportive environment.
Teach and reinforce desirable alternative behaviors.
Monitor the effectiveness of the punishment.
Ormrod
Educational Psychology: Developing Learners, 8e
© 2014 Pearson Education, Inc. All rights reserved.
9-22
Addressing Difficult
Classroom Behaviors
Ormrod
Educational Psychology: Developing Learners, 8e
© 2014 Pearson Education, Inc. All rights reserved.
9-23
Addressing Difficult Classroom
Behaviors
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Applied behavioral analysis
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Functional analysis
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changing response-reinforcement contingencies
Positive behavioral support
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Behavior modification through systematic
application of principles of behaviorism
identifying purposes of undesirable behaviors
and providing alternative behaviors
Schoolwide positive behavior support
Ormrod
Educational Psychology: Developing Learners, 8e
© 2014 Pearson Education, Inc. All rights reserved.
9-24
Positive Behavioral Support
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Teach behaviors that can serve the same
purpose as—and can therefore replace—
inappropriate behaviors.
Modify the classroom environment to minimize
conditions that might trigger inappropriate
behaviors.
Establish a predictable daily routine as a way
of minimizing anxiety and making the student
feel more comfortable and secure.
Ormrod
Educational Psychology: Developing Learners, 8e
© 2014 Pearson Education, Inc. All rights reserved.
9-25
Positive Behavioral Support
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Give the student opportunities to make
choices.
Make adaptations in the curriculum,
instruction, or both to maximize the likelihood
of academic success.
Monitor the frequency of various behaviors to
determine whether the intervention is working
or, instead, requires modification.
Ormrod
Educational Psychology: Developing Learners, 8e
© 2014 Pearson Education, Inc. All rights reserved.
9-26
Schoolwide Positive Behavioral
Support
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Explicitly defining and teaching appropriate behaviors,
including productive ways of getting desired outcomes.
Designing a curriculum and implementing instructional
practices tailored to students’ needs and abilities.
Giving students opportunities to make choices.
Regularly reinforcing students for appropriate behavior.
Providing considerable guidance and support for
students who need them.
Continually monitoring the program’s effectiveness by
examining office referrals, disciplinary actions, and
other relevant data.
Ormrod
Educational Psychology: Developing Learners, 8e
© 2014 Pearson Education, Inc. All rights reserved.
9-27
Diversity in Student Behaviors
and Reactions to Consequences
Ormrod
Educational Psychology: Developing Learners, 8e
© 2014 Pearson Education, Inc. All rights reserved.
9-28
Diverse Populations
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Cultural differences in expectations for
behavior
Students may have special needs
Ormrod
Educational Psychology: Developing Learners, 8e
© 2014 Pearson Education, Inc. All rights reserved.
9-29
Strengths and Potential Limitations of
Behavioral Approaches
Ormrod
Educational Psychology: Developing Learners, 8e
© 2014 Pearson Education, Inc. All rights reserved.
9-30
Limitations of Behavioral
Approaches
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Attempts to change behaviors may ignore
cognitive factors interfering with learning.
Reinforcement may encourage students to
do things quickly rather than well.
Extrinsic reinforcement of an activity that
students already find intrinsically
reinforcing may undermine student
interest in the task.
Ormrod
Educational Psychology: Developing Learners, 8e
© 2014 Pearson Education, Inc. All rights reserved.
9-31
The Big Picture
Ormrod
Educational Psychology: Developing Learners, 8e
© 2014 Pearson Education, Inc. All rights reserved.
9-32
The Big Picture
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Many human behaviors reflect a
sequence of stimulus–response
associations.
An intervention in any part of this
sequence can help learners acquire
more productive behaviors.
Helpful as stimulus–response principles
may be, by themselves, they give us an
incomplete picture of human learning.
Ormrod
Educational Psychology: Developing Learners, 8e
© 2014 Pearson Education, Inc. All rights reserved.
9-33