2. What is a Behavior? 1) Observable 2) Definable 3) Measurable - frequency (how often does it occur?) - duration (how long does it occur?)

4. The Water Show Jeannette was happy when she heard her family’s plan to go to a water sports show. Then she heard the weather report, which predicted temperatures exceeding 100 degrees. Jeannette suspected that the weather would be hard to bear, but she went anyway to the show. As she watched the water skiers perform their taxing routines to the blaring organ music, she became very sweaty and uncomfortable. Eventually she fainted from the heat. After the family outing, Jeannette could never again hear organ music without feeling dizzy and eventually fainting. What is the unconditioned stimulus (US)? _________________________________ What is the unconditioned response (UR)? _________________________________ What is the conditioned stimulus (CS)? ___________________________________ What is the conditioned response (CR)? ___________________________________

5. The Troublesome Shower (example of an acquired behavior via CC) Martin is taking a shower in the men’s locker room after working out. While in the shower he hears someone flush a toilet. Suddenly, very hot water rushes out of the shower head causing Martin to get slightly burnt. As he continues to shower, he hears another toilet flushing and immediately jumps out from under the shower head. What is the unconditioned stimulus (US)? _________________________________ What is the unconditioned response (UR)? _________________________________ What is the conditioned stimulus (CS)? ___________________________________ What is the conditioned response (CR)? ___________________________________

6. Behavioral and Social Cognitive Approaches Learning is a relatively permanent change in behavior that occurs through experience. There are five major approaches to learning. 5

7. Behavioral and Social Cognitive Approaches Behaviorism: Behavior is explained by observable experiences. Mental Processes The observable thoughts, feelings, and motives that we experience Associative Learning that two Learning events are connected Cognitive: Includes social cognitive, information processing, cognitive constructivist, and social constructivist 6

8. Contiguity or Associated Learning Learning by simple associations: Pairing Stimulus → Response Examples: Golden Arches = McDonalds Times tables (7 X 8 = 56) States & capitals (Lansing, MI)

9. Classical or Pavlovian Conditioning We learn to associate two stimuli

10. Behavioral and Social Cognitive Approaches 9 Behavioral Approaches to Learning Classical Conditioning Operant Conditioning

11. Classical Conditioning Ivan Pavlov 1849-1936 Russian physician/ neurophysiologist Nobel Prize in 1904 studied digestive secretions

12. Behavioral Approaches Classical Conditioning is a type of learning in which an organism learns to connect or associate stimuli. A neutral stimulus becomes associated with a meaningful stimulus and acquires the capacity to elicit a similar response. 11

13. Classical Conditioning Unconditioned Stimulus (UCS) stimulus that unconditionally--automatically and naturally--triggers a response Unconditioned Response (UCR) unlearned, naturally occurring response to the unconditioned stimulus salivation when food is in the mouth

14. Classical Conditioning Conditioned Stimulus (CS) originally irrelevant stimulus that, after association with an unconditioned stimulus, comes to trigger a conditioned response Conditioned Response (CR) learned response to a previously neutral conditioned stimulus

15. Pavlov’s Classical Conditioning Neutral Stimulus Unconditioned StimulusUnconditioned Response Conditioned Stimulus Conditioned Response causes an + causes a Unconditioned Stimulus = Conditioned Stimulus Copyright © Allyn & Bacon 2006

16. Classical Conditioning: An Example Flash of camera (UCS) Blinking (UCR) Camera (NS) Flash of camera (UCS) Camera (CS) Blinking (CR) causes + = Camera (CS) causes Copyright © Allyn & Bacon 2006

17. Nausea Conditioning in Cancer Patients UCS (drug) UCR (nausea) CS (waiting room) CS (waiting room) CR (nausea) UCS (drug) UCR (nausea)

18. Classical Classroom Examples A first grader feels ill when recess time approaches because he was beat up on the playground the last 3 days in a row. Certain smells that can elicit nauseous sensations (Hopefully NOT from the cafeteria!) Speech phobia : cold sweat, shaking knees and hands Phobias in general

19. Behavioral Approaches Classical Conditioning Systematic Desensitization reduces anxiety by getting the individual to associate deep relaxation with successive visualizations of increasing anxiety-producing situations. 18

20. John B. Watson viewed psychology as objective science generally agreed-upon consensus today recommended study of behavior without reference to unobservable mental processes not universally accepted by all schools of thought today

21. Behavioral Approaches Classical Conditioning Generalization The tendency of a new stimulus similar to the original conditioned stimulus to produce a similar response. DiscriminationThe organism responds to certain stimuli and not others. ExtinctionThe weakening of the conditioned response (CR) in the absence of the unconditioned stimulus (US). 20

22. Behavioral Approaches Operant Conditioning is a form of learning in which the consequences of behavior produce changes in the probability that the behavior will occur. Thorndike’s Law of Effect BehaviorPositive OutcomeBehavior Strengthened BehaviorNegative OutcomeBehavior Weakened 21

23. Operant Conditioning B.F. Skinner (1904-1990) elaborated Thorndike’s Law of Effect developed behavioral technology

24. Behavioral Approaches Skinner’s Operant Conditioning Operant Behavior - operates (acts) on environment produces consequences Consequences (rewards and punishments) are contingent on the organism’s behavior. Reinforcement (reward) increases the probability that a behavior will occur. Punishment decreases the probability that a behavior will occur. 23

25. Reinforcement Examples Primary Reinforcers: Water WarmthSecurity FoodSex Copyright © Allyn & Bacon 2006

26. Reinforcement Examples Secondary Reinfocers MoneyGradesStarsPraise Copyright © Allyn & Bacon 2006

27. Types of Reinforcement Positive reinforcement – giving something that the person wants that increases the behavior Examples: Praise Teacher attention Rewards Negative reinforcement – taking away something that the person does not want that increases the behavior Chores Time-out

28. Types of Punishment Presentation Punishment (type I) – giving something that the person does not want that decreases the behavior Detention Extra work Removal Punishment (type II) – taking away something that the person wants that decreases the behavior Loss of recess Loss of privileges

29. Behavioral Approaches Operant Conditioning─Reinforcement 28 Generalization Giving the same response to similar stimuli. Discrimination Differentiating among stimuli or environmental events. Extinction Previously reinforced response is no longer reinforced and the response decreases.

30. Schedules of Reinforcement Continuous Reinforcement reinforcing the desired response each time it occurs Partial (Intermittent) Reinforcement reinforcing a response only part of the time results in slower acquisition greater resistance to extinction

31. Reinforcement Schedules Copyright 2001 by Allyn and Bacon

32. Schedules of Reinforcement: Frequency and Predictability Fixed Ratio: reinforcer given after fixed number of behaviors Variable Ratio: reinforcer given after unpredictable number of behaviors Fixed Interval: reinforcement only at certain periodic times Variable Interval: reinforcement at some times but not others Copyright © Allyn & Bacon 2006

34. Role of Consequences: Reinforcement “If you eat your vegetables, you may have dessert.” Premack Principle (“Grandma’s Rule”): promoting less-desired activities by linking them to more-desired activities Copyright © Allyn & Bacon 2006

35. Applied Behavioral Analysis Reinforcement: Prompts and Shaping Prompts: Added stimuli that are given just before the likelihood that the behavior will occur. ─Get behavior going. ─Once desired behavior is consistent, remove prompts. Shaping: Involves teaching new behaviors by reinforcing successive approximations of the desired behavior. ─First, reward any response. ─Next, reward responses that resemble the desired behavior. ─Finally, reward only target behavior. 34

36. Operant Chamber Skinner Box chamber with a bar or key that an animal manipulates to obtain a food or water reinforcer contains devices to record responses

37. Applied Behavioral Analysis Applied Behavioral Analysis : Applying the principles of operant conditioning to change human behavior. 36

38. Classroom Uses of Reinforcement 1.Identify behaviors you want from your students, then reinforce them when they occur. 2. Tell students which behaviors you want; when they occur, reinforce them and explain why the behavior is desirable. 3. Reinforce appropriate behavior immediately. Copyright © Allyn & Bacon 2006

39. Maintenance of Behavior in the Classroom When teaching a new behavior/skill, reinforcement for correct responses should be: Frequent Predictable When a behavior/skill is established, reinforcement for correct responses should be: Less frequent Less predictable Copyright © Allyn & Bacon 2006

40. Applied Behavioral Analysis Reinforcement Guidelines for the Classroom: ─Initial learning is better with continuous reinforcement. ─Students on fixed schedules show less persistence, faster response extinction. ─Students show greatest persistence on variable- interval schedule. 39

41. Applied Behavioral Analysis Increasing Desirable Behaviors. 1. Choose effective reinforcers. 4. Consider contracting. 2. Make reinforcers contingent and timely. 5. Use negative reinforcement effectively. 3. Select the BEST reinforcement schedule. 40

42. Applied Behavioral Analysis Decreasing Undesirable Behaviors 1. Use differential reinforcement by reinforcing more appropriate behavior. 2. Withdraw positive reinforcement from a child’s inappropriate behavior. 3. Remove desirable stimuli through “time-out and response cost.” 4. Present aversive (unpleasant) stimuli. 41

43. Social, Cognitive, and Behavioral factors play important roles in learning. Self-efficacy: The belief that one can master a situation and produce positive outcomes. Observational Learning occurs when a person observes and imitates someone else’s behavior. 42 Social Cognitive Approaches to Learning Bandura’s Social Cognitive Theory

44. Social Cognitive Approaches to Learning Bandura’s Contemporary Model. Production Poor motor ability inhibits reproduction of the model’s behavior. Help improve skills. Motivation When given a reinforcement, modeling increases. 43 Attention Students are more likely to be attentive to high status models (teachers). Retention Student retention will be improved when teachers give logical and clear demonstrations.

45. Social Cognitive Approaches to Learning Classroom Use of Observational Learning Decide the type of model you will be Use peers as effective models Demonstrate and teach new behaviors Use mentors as models Consider the models children observe in the media 44

46. Social Cognitive Approaches to Learning Self-Regulatory Learning A Model of Self-Regulatory Learning Self-Evaluation and Monitoring Putting a Plan into Action and Monitoring It Goal Setting and Strategic Planning Monitoring Outcomes and Refining Strategies 45

47. Antecedent – Behavior – Consequence (ABC) assessment procedure Antecedent – what occurs before the behavior Behavior – action emitted by child Consequence – does reinforcement or punishment take place

49. Frequency Recording

55. Time Sampling

56. T: Observation 1 = 20%C: Observation 1 = 80% T: Observation 2 = 60%C: Observation 2 = 100%