Download - ED 260-Educational Psychology
ED 260-Educational Psychology
Ashley Swanson
Today’s TopicsModule 9-Behavioral Learning
Theories
Module 10-Social Cognitive Theory
Module 11-Information Processing
Module 9-Behavioral Learning Theory
Classical ConditioningPairing involuntary behaviors
with behaviors that do not evoke automatic responses
Learning occurs when the neutral stimulus is paired repeatedly with an unconditioned stimulus
Classical Conditioning When an unconditioned stimulus and
its conditioned response are paired with a previously neutral stimulus, the neutral stimulus becomes a conditioned stimulus (learned stimulus) that evokes a conditioned response (learned response)
Classical ConditioningThe learned response can be
expanded on, altered, or eliminated through:GeneralizationDiscriminationExtinction
Classical ConditioningMain classroom application:Emotional states regarding academic
subjects, teachers, and schoolExample:
positive teacher = positive feeling towards academic subject
negative teacher = negative feeling towards academic subject
Operant ConditioningPairing of events that includes new,
voluntary behaviors rather than physiological responses or emotional states
Law of effect- behaviors with good consequences are more likely to occur again, while behaviors with bad consequences are less likely to occur again
Operant ConditioningSkinner’s ABC’s of Learning:A-antecedent occurs prior to the
behaviorCues and Prompts
B-behaviorC-consequences
Reinforcement and Punishment
Operant Conditioning
Reinforcement = increase in behaviors
Punishment = decreasing behaviors
Operant Conditioning
+(Adding something)
-(Taking something
away)
Positive reinforcement Negative reinforcement
Positive punishment Negative punishment
Operant ConditioningPositive Reinforcement: adding something
that is desired
Negative Reinforcement: taking away something that is undesired
Positive Punishment: adding something undesired
Negative Punishment: removing something desired
Operant Conditioning Using Consequences Effectively:
Developmental level of studentStudent’s likes and dislikesFunction of attentionWhen and how often to provide consequencesUse reinforcement more than punishmentSome punishments should not be used
Classroom ApplicationIncreasing appropriate
behaviors:Premack principleShaping Reinforcing incompatible behaviorsPraise-and-ignorePositive Practice
Classroom ApplicationDecreasing inappropriate
behaviors:SatiationExtinctionOvercorrectionReprimandResponse costSocial Isolation
Logical Consequences in the Classroom
Excerpt from: Teacher Like Your Hair’s on Fire by: Rafe Esquith
Emotional Intelligence
Emotional Intelligence (EI) can be used to reinforce appropriate behavior and discourage inappropriate behaviors while teaching students to be intrinsically motivated instead of extrinsically motivated
Emotional IntelligenceConscious Discipline Video Clips:
Noticing: http://consciousdiscipline.com/videos/Using Logical Consequences:
http://consciousdiscipline.com/videos/
One goal of Conscious Discipline is to shift from a competitive, behavioral “catch them being good” model of classroom management to a cultural relationship model in which teachers create a respectful, responsible school climate where all members thrive and want to “do good” all the time.
(Hoffman, L.L., Hutchinson, C.J., Reiss, E, 6)
Emotional IntelligenceUse of rewards:
Ruptures relationships Ignores underlying reasons for behavior Discourages risk-taking Undermines interest in the task at hand
When we get rid of the rewards, we can adopt a classroom approach that dismisses petty reward structures and promotes a behavior process that thrives on emotional intelligence
(Kohn)
Read Articles & Group Discussion
Module 10-Social Cognitive Theory
Social Cognitive TheoryAlbert Bandura
Assumptions of theory:Learning can occur by observing othersLearning may or may not include a
behavior changePersonal characteristics are important
in learning
Observational LearningModel Characteristics:RelevanceCompetenceHigh StatusGender appropriateness
Observational LearningImitator Characteristics:AttentionRetentionProductionMotivation
Observational LearningEnvironmental Characteristics:Response facilitation effectResponse inhibition effectResponse disinhibition effect
Triadic Reciprocal Model
The influence of these three aspects on one another is bidirectional
Person
Environment
Behavior
• Anxiety• Goals• Gender• Self-efficacy
• Study habits• Athletic
performance • Test scores• Self-regulation
• Teacher’s instructional strategies
• Models• SES
Personal Factors in LearningSelf-efficacy: individual’s belief about
his/her capabilities for success
Influences on Self-efficacy:Past performanceModelingVerbal persuasionPhysiological state
Personal Factors in LearningSelf-regulation: ability to control one’s emotions,
and behaviors by providing consequences for oneself
Self-Observatio
n
Self-Evaluation
Self-Judgment
Classroom ApplicationProvide students with accurate, specific
feedbackEx) You read all the words on that page
correctly, instead of saying “good job”
Teacher efficacy & Collective efficacy
Modeling and guided practice of learning strategies and specifically training students in goal setting and self-reflection promotes self-regulation
Module 11-Information Processing
Three Stage Model of Information Processing Sensory Memory
Working Memory
Long-Term Memory
Sensory Memory Component of memory that holds
unanalyzed, incoming information for a brief period of time
Unlimited storage
Visual information: 1 second
Auditory information: 2-3 seconds
Sensory MemoryAllows us to pay attention to some
things and ignore others
Size, intensity, novelty, incongruity, emotion, and personal significance determine the amount of attention particular stimuli deserve
Sensory Memory Test your sensory memory:
http://forensics.rice.edu/en/For-Educators/Online-Activities.html
Sensory Memory1) What color coffee mug was in the
picture?
-Blue -Red -Yellow -White
2) What was the deadline?
-Yesterday -Tomorrow -Today
-Oct 19
Sensory Memory3) What time was on the clock on
the wall?
-10:40 -7:20 -5:38 -11:05
4) How many sticky notes were on the whiteboard?
-3 -6 -7 -8
Sensory Memory5) Which of the following was not in
the picture?
-stapler -trashcan -printer -pen
6) What was the name on the plaque on the desk?
-Steve -Brian -David -Jeff
Sensory Memory7) What color was the victim’s shirt?
-white -blue -red -green
8) How many plants were in the office?
-1 -2 -3 -4
Sensory Memory9) Which of the following was on the
floor?
-coffee mug -cardboard box
-backpack -plant
10) Where was the book in the picture?
-on the box -on the floor
-on the desk -under the body
Working Memory
Component of memory that holds and processes a limited amount of information
5-9 bits of data at a time
5-20 seconds, unless it is actively used-then duration is indefinite
Working Memory
Stores from sensory and retrieves from long-term
Woodcock Johnson (WJ) Test of Achievement-working memory subset
Working Memory
Working memory test similar to one given in the WJ test:
http://intelligencetest.com/stmemory/index.htm
Working Memory
Encoding is the process of modifying information to get it ready for long-term storage
Effortful processing eventually becomes automatic processing
Information Retention
Rehearsal
Mneumonics
Chunking
Heirarchies
Visual Imagery
Long-Term MemoryComponent of memory that holds
knowledge and skills for days, weeks, or years
Types of knowledge:Episodic knowledge Declarative knowledgeProcedural knowledgeConceptual knowledge
Long-Term MemoryHow are memories retrieved:
Activation level-indicates current degree of availability of information in long-term memoryHigh state of activation=available for immediate useLow state of activation=idle in long-term memory
Retrieval cues-used to move information from a low state of activation to a high state of activation
SensesContext
Long-Term MemoryHow are memories retrieved:Recall and recognition place
different demands on memoryRecall: ability to pull something
from memoryRecognition: identifying previously
learned knowledge
Long-Term MemoryThree main reasons memories are
forgotten:Encoding failure: information never
makes it to the long-term memoryStorage decayed: “use it or lose it”Retrieval failure: information is
unavailable
Classroom ApplicationHelping students pay attentionPlan for student’s attention spansUse attention signalsKeep students engagedRespect attentional limits
Classroom ApplicationHelping students effectively store and retrieve
information:Teach students how to organize information
Wait timeDevelop conceptual understandingBreak down tasks into manageable piecesTeaching students why/how the information in
relevantOpportunities to practice basic skills until they
become automaticPractice & Repetition
Main Sources:Bailey, Becky. (2013). Conscious Discipline for Educators.
Retrieved from: http://consciousdiscipline.com
Bohlin, L., Durwin, C. C., & Reese-Weber, M. (2009). EdPsych: Modules. New York: McGraw-Hill
Esquith, Rafe. ( ). Teach Like Your Hair’s on Fire.
Hoffman, L.L., Hutchinson, C.J., Reiss, E. (2009). On improving school climate: Reducing reliance on rewards and punishment. International Journal of Whole Schooling, 5(1).
Kohn, A. (1993). Punished by rewards: The trouble with gold stars, incentive plans, A's, praise, and other bribes. Boston: Houghton Mifflin.