Behavioral Views ofBehavioral Views ofLearningLearning

Chapter 6

Relatively permanent change In behavior or knowledge Learning is the result of experience Learning is not the result of maturation or

temporary conditions (illness)

Definition of Learning

•Perspectives on LearningBehavioral: Learning must be observable change in behaviorCognitive: Learning is an internal process and cannot be observed directly

Contiguity Learning– Learning by simple associations or repeated

pairing– Examples:

• Golden Arches = Mc Donalds

• Times tables

• States & capitals

Stimulus– Event that activates a behavior

Response – Observable reaction to stimulus

NeutralStimulus (bell)

NeutralStimulus (bell)

UnconditionedResponse (Sali- va)

UnconditionedResponse (Sali- va)

ConditionedStimulus (bell)

ConditionedStimulus (bell)

ConditionedResponse (saliva)

ConditionedResponse (saliva)

UnconditionedStimulus (food)

UnconditionedResponse (saliva)

UnconditionedStimulus (food)

Repeated pairing US with NS (food) (bell)

Repeated pairing US with NS (food) (bell)

Classical Conditioning

Pavlov: Classical Conditioning Pavlov’s dilemma Conditioned Stimulus-->Stimulus that

evokes an emotional or physiological response after conditioned

Conditioned Responselearned response to a previously neutral stimuli

Generalization--> responding in the same way to similar stimuli

Discrimination-->responding different to similar but not identical stimuli

Extinction-->gradual disappearance of a learned response

Using Principles of Classical Conditioning in the Classroom

Associate positive, pleasant events with learning tasks

Help students to risk anxiety-producing situations voluntary and successfully

Help students recognize differences and similarities among situations so they can discriminate and generalize appropriately

b d

Skinner: Operant Conditioning Operants: deliberate actions (goal

directed) ABC’s = Antecedent Events

BehaviorConsequences (A-->B-->C) Reinforcementthe use of

consequences to strengthen behaviors Reinforcersevents that follow

behaviors and strengthen them Punishmentthe use of consequences

to weaken behavior

Types of Reinforcement Positive reinforcement Examples:

– Praise

– Teacher attention

– Rewards

• Immediate

• Exchangeable Negative reinforcement

– DESIRED Behavior is produced in order to

– avoid the loss of privileges or to

– take away an aversive stimulus

Types of Punishment Presentation Punishment

– Detention– Extra work

Removal Punishment– Loss of recess– Loss of privileges

Reinforcement Schedules• Continuous - reinforce after every appropriate response• Intermittent - presenting a reinforcer after some but not all responses

Questions

Get in groups of 4 and develop 1 questionsfrom the first 10 slides

Antecedents Providing previous information about

expected behaviors Signaling when a behavior should be

emitted Cueing: Lights off = “Be quiet!” Prompting: Verbal reminder after students

do not get quiet after lights were turned off.

Interventions: Encouraging Positive Behavior Teacher attention

Praise & ignore

Stayed here

Premack principle more preferred activity serves as a reinforcer for a less preferred activity

Shapingreinforcing each small step of progress

Successive Approximations Small components that make up a complex behavior Task Analysis A system of breaking down a task hierachically into basic skills into basic skills and subskills

R

R

R

Negative reinforcement ‘No recess until…’ Satiation: ‘I would like 1000 of those perfect spit wads,

please!’ Reprimands soft & private Response costtake away points/tokens earned Differential Reinforcement of Incompatible Behaviors

(DRI)reinforce a desired behavior that is incompatible with the undesired one

Social isolation is also called contingent observation – removing the student from activity that is being interrupted

Time out removing the student from all reinforcement Punishment

– Restitutional Over Correction– Positive Practice Overcorrection

Coping with Undesirable Behavior

Reaching Every Student: Functional Behavioral Assessment Students act out to:

– Receive attention– Escape from some unpleasant situation– Get a desired activity or item– Meet sensory or physiological needs– Are bored

In order to understand the behavior:– The teacher must use functional behavioral

assessmentprocedures to obtain information– About antecedents, behaviors and consequences to determine the

reason of the misbehavior Positive behavioral supports

– Are interventions – Designed to replace problem behavior– With new actions – That serve the same purpose for the student

Group Question

Ask one question based on the last five slides

Behavioral Approaches to Teaching and Management

Group Consequencesrewards or punishment given to a class as a whole as result of their behavior

Good Behavior Gameclass is divided into teams e/team receives points or demerits as result of their behavior

Contingency Contractcontract between the teacher and the student specifying the contingencies for the reinforcement

Token Reinforcementstokens are earned as result of desired behavior—they can be exchanged for privileges or items

Observational Learning Social Learning Theory emphasizes learning

through the observation of others Cognitive Theory adds the person’s values,

beliefs, self perception and expectations to social learning theory– Enactive Learninglearning by doing– Vicarious Learninglearning by observing

Steps:– Attentionfocusing– Retentionremembering– Reproductiondoing it– Motivation and reinforcementYeah! I can do it, let me

do it again

Factors that Affect observational Learning

Developmental Status The older the child the better he can follow the model

Model Prestige and Competence Competent, high status models

Vicarious Consequences Consequences to models

Outcome Expectations Expecting same rewards as models

Goal Setting Learn how to develop goals just like the model

Self Efficacy “if they can do it, so can I”

Observational Learning in Teaching

Directing attention– Use peersclass leaders

– Make sure that they see that positive behaviors lead to reinforcers

Encourage already learned behaviors

Strengthening / weakening inhibitions

Teaching new behaviors Arousing emotions

Self Management

Self managementthe use of behavioral learning principles to change their own behavior– Goal SettingSet goals and make the goals

public• Note: Standards and effect on performance

– Monitor and Evaluate ProgressEvaluate & record performance

– Promote self-reinforcement

Cognitive Behavior ModificationATSTBC

Similar to self management Adds thinking and self-talk More cognitive than behavioral approach-->

change ideas/cognitions/emotions– Antecedent Event-->automatic thought =

emotions and feelingsbehavior Important to teach reflection instead of impulsivity!!!

Antecedent THINK

STALK

Group Questions

Ask one questions based on the last five slides.