Behavioral Views of Learning Chapter 6

l Relatively permanent change l In behavior or knowledge l Learning is the result of experience l Learning is not the result of maturation or temporary conditions (illness) Definition of Learning Perspectives on Learning Behavioral: Learning must be observable change in behavior Cognitive: Learning is an internal process and cannot be observed directly

l Contiguity Learning –Learning by simple associations or repeated pairing –Examples: Golden Arches = Mc Donalds Times tables States & capitals l Stimulus –Event that activates a behavior l Response –Observable reaction to stimulus

Neutral Stimulus (bell) Neutral Stimulus (bell) Unconditioned Response (Sali- va) Unconditioned Response (Sali- va) Conditioned Stimulus (bell) Conditioned Stimulus (bell) Conditioned Response (saliva) Conditioned Response (saliva) Unconditioned Stimulus (food) Unconditioned Response (saliva) Unconditioned Stimulus (food) Repeated pairing US with NS (food) (bell) Repeated pairing US with NS (food) (bell) Classical Conditioning

Pavlov: Classical Conditioning l Pavlov’s dilemma l Conditioned Stimulus-->Stimulus that evokes an emotional or physiological response after conditioned l Conditioned Response  learned response to a previously neutral stimuli l Generalization--> responding in the same way to similar stimuli l Discrimination-->responding different to similar but not identical stimuli l Extinction-->gradual disappearance of a learned response

Using Principles of Classical Conditioning in the Classroom l Associate positive, pleasant events with learning tasks l Help students to risk anxiety-producing situations voluntary and successfully l Help students recognize differences and similarities among situations so they can discriminate and generalize appropriately l b d

Skinner: Operant Conditioning l Operants: deliberate actions (goal directed) l ABC’s = Antecedent Events  Behavior  Consequences l (A-->B-->C) l Reinforcement  the use of consequences to strengthen behaviors l Reinforcers  events that follow behaviors and strengthen them l Punishment  the use of consequences to weaken behavior

Types of Reinforcement l Positive reinforcement l Examples: – Praise – Teacher attention – Rewards Immediate Exchangeable l Negative reinforcement –DESIRED Behavior is produced in order to – avoid the loss of privileges or to – take away an aversive stimulus

Types of Punishment l Presentation Punishment – Detention – Extra work l 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 questions from the first 10 slides

Antecedents l Providing previous information about expected behaviors l Signaling when a behavior should be emitted l Cueing: Lights off = “Be quiet!” l Prompting: Verbal reminder after students do not get quiet after lights were turned off. Interventions: Encouraging Positive Behavior Teacher attention Praise & ignore Stayed here

l Premack principle  more preferred activity serves as a reinforcer for a less preferred activity l Shaping  reinforcing each small step of progress l Successive Approximations  Small components that make up a complex behavior l Task Analysis  A system of breaking down a task hierachically into basic skills into basic skills and subskills R R R

l Negative reinforcement  ‘No recess until…’ l Satiation:  ‘I would like 1000 of those perfect spit wads, please!’ l Reprimands  soft & private l Response cost  take away points/tokens earned l Differential Reinforcement of Incompatible Behaviors (DRI)  reinforce a desired behavior that is incompatible with the undesired one l Social isolation  is also called contingent observation – removing the student from activity that is being interrupted l Time out  removing the student from all reinforcement l Punishment –Restitutional Over Correction –Positive Practice Overcorrection Coping with Undesirable Behavior

Reaching Every Student: Functional Behavioral Assessment l Students act out to: –Receive attention –Escape from some unpleasant situation –Get a desired activity or item –Meet sensory or physiological needs –Are bored l In order to understand the behavior: –The teacher must use functional behavioral assessment  procedures to obtain information –About antecedents, behaviors and consequences to determine the reason of the misbehavior l Positive behavioral supports –Are interventions –Designed to replace problem behavior –With new actions –That serve the same purpose for the student

Group Question l Ask one question based on the last five slides

Behavioral Approaches to Teaching and Management l Group Consequences  rewards or punishment given to a class as a whole as result of their behavior l Good Behavior Game  class is divided into teams e/team receives points or demerits as result of their behavior l Contingency Contract  contract between the teacher and the student specifying the contingencies for the reinforcement l Token Reinforcements  tokens are earned as result of desired behavior—they can be exchanged for privileges or items

Observational Learning l Social Learning Theory  emphasizes learning through the observation of others l Cognitive Theory  adds the person’s values, beliefs, self perception and expectations to social learning theory –Enactive Learning  learning by doing –Vicarious Learning  learning by observing l Steps: –Attention  focusing –Retention  remembering –Reproduction  doing it –Motivation and reinforcement  Yeah! I can do it, let me do it again

Factors that Affect observational Learning Developmental StatusThe older the child the better he can follow the model Model Prestige and CompetenceCompetent, high status models Vicarious ConsequencesConsequences to models Outcome ExpectationsExpecting same rewards as models Goal SettingLearn how to develop goals just like the model Self Efficacy“if they can do it, so can I”

Observational Learning in Teaching l Directing attention –Use peers  class leaders –Make sure that they see that positive behaviors lead to reinforcers l Encourage already learned behaviors l Strengthening / weakening inhibitions l Teaching new behaviors l Arousing emotions

Self Management l Self management  the use of behavioral learning principles to change their own behavior – Goal Setting  Set goals and make the goals public Note: Standards and effect on performance – Monitor and Evaluate Progress  Evaluate & record performance – Promote self-reinforcement

Cognitive Behavior Modification A  T  ST  B  C l Similar to self management l Adds thinking and self-talk l More cognitive than behavioral approach- -> change ideas/cognitions/emotions –Antecedent Event-->automatic thought = emotions and feelings  behavior Important to teach reflection instead of impulsivity!!! Antecedent THINKTHINK STALKSTALK

Group Questions l Ask one questions based on the last five slides.