educational psychology: theory and practice behavioral theories of learning

Educational Psychology:Theory and Practice

Behavioral Theories of LearningBehavioral Theories of Learning

““You often learn You often learn when you don’t when you don’t intend to learn, intend to learn, and you often and you often teach when you teach when you don’t intend to don’t intend to teach”teach”

What is Learning? A Change in Behavior as a Result of A Change in Behavior as a Result of

ExperienceExperience Examples of Learned BehaviorsExamples of Learned Behaviors Non-Examples (Unlearned Behaviors)Non-Examples (Unlearned Behaviors) Intentional LearningIntentional Learning Unintentional LearningUnintentional Learning Behavioral Theories of Learning Emphasize Behavioral Theories of Learning Emphasize

Observable BehaviorObservable Behavior

Pavlov: Classical Conditioning

Unconditioned Stimulus

Unconditioned Response

Neutral Stimulus

Conditioned Response

Conditioned Stimulus

Give an Example of Classical Conditioning in a Classroom Setting

Can You Identify the Components in Classical Conditioning Examples?

Unconditioned StimulusUnconditioned Stimulus Unconditioned ResponseUnconditioned Response Conditioned StimulusConditioned Stimulus Conditioned ResponseConditioned Response

Sigmund Freud:The Unconscious Mind

In this model the conscious mind (everything we are aware of) is seen as the tip of the iceberg, with the unconscious mind a repository of a ‘cauldron’ of primitive wishes and impulse kept at bay and mediated by the preconscious area.

However, Freud found that some events and desires were often too frightening or painful for his patients to acknowledge. Freud believed such information was locked away in a region he called the unconscious mind. This happens through the process of repression.

Sigmund Freud emphasized the importance of the unconscious mind, and a primary assumption of Freudian theory is that the unconscious mind governs behavior to a greater degree than people suspect. Indeed, the goal of psychoanalysis is to make the unconscious conscious.

Freud believed that children are born with a libido – a sexual (pleasure) urge. There are a number of stages of childhood, during which the child seeks pleasure from a different ‘object’.

B.F. Skinner

https://www.youtube.com/watch?v=YIEt6TrjJXw

Skinner: Operant Conditioning

Stimulus ReinforcementResponse

Principles: Reinforcement

A Consequence That Strengthens a BehaviorA Consequence That Strengthens a Behavior Repeat: Reinforcement Strengthens a BehaviorRepeat: Reinforcement Strengthens a Behavior If the Frequency of a Behavior Increases After If the Frequency of a Behavior Increases After

a Consequence, the Consequence is a a Consequence, the Consequence is a ReinforcerReinforcer

There Are Several Types of ReinforcersThere Are Several Types of Reinforcers

Principles: Reinforcers

Primary and SecondaryPrimary and Secondary Positive and NegativePositive and Negative Free and Contingent (Premack Principle)Free and Contingent (Premack Principle) Intrinsic and ExtrinsicIntrinsic and Extrinsic Continuous and Intermittent (Schedules)Continuous and Intermittent (Schedules)

Principles: Punishment

A Consequence That Weakens a BehaviorA Consequence That Weakens a Behavior Repeat: Punishment Weakens a BehaviorRepeat: Punishment Weakens a Behavior If the Frequency of a Behavior Decreases If the Frequency of a Behavior Decreases

After a Consequence, the Consequence is a After a Consequence, the Consequence is a PunisherPunisher

There Are Several Types of PunishersThere Are Several Types of Punishers

Principles: Punishers

Presentation and RemovalPresentation and Removal Time OutTime Out Effectiveness of PunishmentEffectiveness of Punishment

Can You Distinguish Between the Different Types of Behavioral Consequences?

Positive ReinforcementPositive Reinforcement Negative ReinforcementNegative Reinforcement PunishmentPunishment

Principles: Shaping

Reinforcing Reinforcing Approaching Approaching Final BehaviorFinal Behavior Breaking Task into PartsBreaking Task into Parts Using in ClassroomUsing in Classroom

Principles: Extinction

Behavior That Is Not Reinforced Will Behavior That Is Not Reinforced Will Weaken Weaken

Extinction BurstExtinction Burst Considerations In Classroom ManagementConsiderations In Classroom Management

Social Learning Theory: Bandura

ModelingModeling Phases of Observational LearningPhases of Observational Learning

Behavioral Principles in the Classroom

Avoid Overjustification Effect - ZimbardoAvoid Overjustification Effect - Zimbardo Guidelines on the use of Rewards - DeciGuidelines on the use of Rewards - Deci

Give Rewards to InformGive Rewards to Inform Rewards Should Not Be Used to ManipulateRewards Should Not Be Used to Manipulate Reward for Academic PerformanceReward for Academic Performance Reward Incentives Should Be InconspicuousReward Incentives Should Be Inconspicuous Bribes Weaken Intrinsic MotivationBribes Weaken Intrinsic Motivation

Jean Piaget

https://www.youtube.com/watch?v=QX6JxLwMJeQ

Stage of Development Key Feature

Sensorimotor0 - 2 yrs.

Object Permanence

Preoperational2 - 7 yrs.

Egocentrism

Concrete Operational7 – 11 yrs.

Conservation

Formal Operational11yrs +

Manipulate ideas in head, e.g. Abstract Reasoning