Classical Conditioning Pavlov’s paired associations S->R Spontaneous Recovery Generalization/discrimination Habituation Higher Order Conditioning Superstitious.

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Presentation transcript:

Classical Conditioning Pavlov’s paired associations S->R Spontaneous Recovery Generalization/discrimination Habituation Higher Order Conditioning Superstitious Behavior Extinction

Classical Conditioning Classical Conditioning S-R Paradigm Unconditioned Stimulus Conditioned Stimulus Response Conditioned Response Extinction Spontaneous Recovery Generalization/Discrimination Habituation Context effects

Operant Conditioning Behavior ->Response->Consequence Reinforcers or Punishers Satiation and Potency Positive Reinforcement Negative Reinforcement Presentation Punishment Removal Punishment Schedules of Reinforcement, Interval and Ratio, Fixed and Variable. Learned Helplessness

Application List 5 things that you are classically conditioned to respond to. List 5 things that you have taught your students to respond to. List 3 situations of instrumental conditioning in your life, in your classroom life.

How might behavioral theory be used in the classroom?

Applications of Behavioral Theory Premack Principle Contracts Generalization and Discrimination Feedback Praise Looking at Antecedents Cues Shaping Token economies

Which Schedule is it? A teacher informs her class that they have thirty addition problems to complete. After each successive problem completion of ten problems, the student will be given a token. Each token may be used to pick one item from the treat box. A teacher decided to reward on-task behavior of students during study time. Using a timer, he recognizes on task behavior on the following schedule: 3 minutes, 6 minutes, 8 minutes, 1 minute. A student just beginning to learn a new behavior. His teacher decided to recognize this behavior every time that it is displayed. The same student becomes more proficient. Therefore, the teacher decides to recognize the behavior every third time that it occurs.

Effects of Punishment Does not eliminate behavior. Punished responses may cease temporarily but recur at a later time. Punishment produces emotional effects--guilt, as conditioned to the setting where the punishment occurred. Behaviors related to reducing or avoiding punishment will be reinforced. Punishment does not illustrate or teach the desired behavior. Punishment may model aggression. Punishment that is removed from the act is ineffective. Corporal punishment may be physically harmful. Motive for corporal punishment is often the punisher’s anger.