Chapter 2: Behavioral Learning Theory What causes change in behavior?

Ch. 2: Behavioral Learning Theory Answer: Environmental Stimuli What constitutes “environmental stimuli”? Answer: Just about everything outside of us! And, something inside of us? (mental associations; intrinsic reinforcement)

Ch. 2: Behavioral Learning Theory Basic Assumptions environment People’s behaviors are largely the result of experiences in their environment. Learning is described in terms of relationships among observable events (stimuli and responses). Learning involves a behavior change. close together in time (Contiguity) Learning is most likely to take place when stimuli and responses occur close together in time (Contiguity). Many species of animals -including humans- learn in similar ways.

Ch. 2: Behavioral Learning Theory Two Theoretical Models: Classical Conditioning Environmental stimulus  or ≠  Response Involuntary Behavior: Limited to 2 categories of responses Operant Conditioning A(ntecedent/s) + B(ehavior/s) + C(onsequence/s) “Operants” or Voluntary Behavior

Ch. 2: Classical Conditioning Theory: Behavior change (new responses) results from the co-occurrence to of 2 stimuli at approximately the same time Contiguity Principle: Pairings Learning new behaviors Involuntary behavior: Reflexive; Affective

Ch. 2: Classical Conditioning The Model: US  UR::CS  CR US  UR: Environment elicits response CS/US  UR: Pairing stimuli  response CS  CR: Removal of US results in neutral stimulus paired with conditioned response

Ch. 2: Classical Conditioning 2 Principles that explain expanded learning: Generalization Responding to stimuli SIMILAR to that involved in learning a new response, not involved in the initial learning Extinction Repeated absence of association w/ an US resulting in decrease & eventual disappearance of a CR

Ch. 2: Operant Conditioning Basic Principle: A response followed by a reinforcing stimulus (a reinforcer) is more likely to occur again, under similar circumstances 2 Necessary Conditions: Learners must make a response Reinforces must be “contingent”

Ch. 2: Operant Conditioning Reinforcement Any consequence following a behavior that increases likelihood that behavior will recur or increase in frequency Punishment Any consequence following a behavior that decreases likelihood that behavior will recur, decreases in frequency or suppresses behavior

Ch. 2: Reinforcement in the Classroom Primary vs Secondary Reinforcers Positive vs Negative Reinforcement Timing in Reinforcement Motivation in Reinforcement

Ch. 2: Reinforcement in the Classroom Basic needs Physiological: food; water; warmth; oxygen Sustains life; necessary for life Physical contacts: Affection, etc Reflects biological needs Secondary Reinforcers in the classroom: Learned behaviors that must be “crafted”

Ch. 2: Reinforcement in the Classroom Primary vs Secondary Reinforcers Primary: Satisfies basic needs Secondary: Reinforcing through association over time (w/o directly satisfying needs)

Ch. 2: Reinforcement in the Classroom Positive vs Negative Reinforcement Probability of behavior increasing as result of reinforcement, period Positive: Stimulus presented AFTER behavior Negative: Stimulus removed as RESULT of behavior

Ch. 2: Reinforcement & Punishment Stimulus response is: PleasantUnpleasant Presented after thePOSITIVE REINFORCEMENT (response increases) PRESENTATION PUNISHMENT (response decreases) Removed after the response REMOVAL PUNISHMENT (response decreases) NEGATIVE REINFORCEMENT (response increases)

Ch. 2:Negative Reinforcement vs Presentation Punishment

Ch. 2: Reinforcement in the Classroom Timing in Reinforcement Strength of potential effect based on immediacy of contingency Potential for gradual development of “gratification delay” ie forego minor immediate reinforcement & wait for long-term large-scale reinforcers Motivation in Reinforcement Potential for unique individual preferences for specific reinforcers

Ch 2: Effective Reinforcement Initial specification of desired target behavior (terminal) Initial identification of reinforcing consequences Use of group contingencies Reinforcement contingent on all members of a particular group performing desired behavior or level of performance Explicit behavior/consequence contingencies Public reinforcement available to all Consistent administration of reinforcement Continuous  rapid learning of new behavior Intermittent  sustaining learned behavior Progress Monitoring  Baseline and changes

Ch 2: Shaping New Behaviors Systematic reinforcement of a series of related responses Increasingly resemble terminal behavior Successive approximations of desired target behavior

Ch 2: Antecedent Stimuli & Responses Preceding stimuli & responses to desired target response influence frequency of that response 4 factors Cueing Setting Events Generalization Discrimination

Ch 2: Antecedent Stimuli & Responses 4 factors Cueing “Reminder” of expected response/s Setting Events Overall “event” or context for desired behavior Generalization Likelihood of demonstrating learned behavior in new similar circumstances; for reinforcement Discrimination Demonstrating behavior in reinforcing situations while refraining from responses in non-reinforcing situation Behavioral Momentum Increased likelihood of continuing to make desired responses as result of having just made desired responses Suggests that behavior expectations should reflect some form of organized sequence or continuity

Ch 2: Undesirable Behaviors Extinction Removal/withholding of reinforcement Cueing inappropriate behavior Signaling: Non-verbal  Verbal  Other Reinforcing in compatible behaviors Supporting more desired responses; “fill” behavior leaving no room for undesirable responses Punishment Consequences that decrease/suppress undesirable response/s

Ch 2: Undesirable Behaviors Punishment Presentation: presenting new unpleasant stimulus/consequences Removal: loss of previously/currently existing stimulus/reinforcer Punishment can ONLY be concluded if undesirable responses decrease or are suppressed

Ch 2: Undesirable Behaviors Effective Punishment in School Settings: A Hierarchy of Consequences Verbal reprimand Response cost Logical consequences Time-out (from reinforcement) In-school suspension

Ch 2: Undesirable Behaviors Ineffective Punishment in School Settings: Principle of Contiguity: Effects based on association Physical: Result in undesired responses Psychological: Result in undesired responses Added classwork: Negative Generalizations Out-of-school Suspension: Many inappropriate & unproductive outcomes

Ch 2: Undesirable Behaviors Humane Punishment in School Settings: Link between behavior and cognition Clearly present expectations, consequences/punishments Follow through with contingencies Punish in private Explain unacceptability of punished behavior/s Focus on BEHAVIOR not PERSON Teach/Reinforce DESIRED behavior/s

Ch 2: Maintaining Desirable Behaviors Intrinsic Reinforcement What could this be? Thoughts, feelings, attitudes related to observed behaviors Assumed to influence the learning and demonstration of any/all behavior Intermittent Reinforcement Non-continuous, contingent, occasional Successively larger, longer demonstrations of behavior or longer intervals between reinforcement