CHAPTER 6 BEHAVIORAL VIEWS OF LEARNING

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CHAPTER 6 BEHAVIORAL VIEWS OF LEARNING
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LEARNING

• A process through which experience causes a
  permanent change in knowledge or behavior
• The outcome of learning from a behaviorist
  perspective is a change in behavior and
  emphasizes the effects of external events on the
  individual.

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LEARNING THEORIES

• Continguity association of two events because
  of repeated pairings.
• Classical conditioning Pavlov and his dogs. How
  we learn Involuntarily emotional or physiological
  responses such as fear, increased heart rate,
  salivation , sweating
• These responses are automatic to stimuli.

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PAVLOVS EXPERIMENTS

• Sounding a tuning fork and recording a dogs
  response No salivation Neutral stimulus.
• Pavlov then fed the dog dog salivated.
• Food unconditioned stimulus because no prior
  training or conditioning was needed to establish
  the relationship/connection between food and
  salivation.
• Salivation unconditioned response no
  conditioning required

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Pavlov

• Then sounded a tuning fork, put the food down and
  the dog salivated. Repeated the experiment a few
  times.
• Sound from the tuning fork became conditioned
  stimulus when no food presented.
• The response of salivating after the tone with no
  food conditioned response.
• Similar stimuli different sounds, elicited
  salivation response generalization.
• Extinction conditioned stimulus is presented
  repeatedly without the unconditioned stimulus
  (food)

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CLASSICAL CONDITIONING

• Bad/Good experience with a teacher generalizes
  to all teachers.
• Important for the students to associate learning
  a skill with fun or at least a pleasant non
  aversive experience whenever possible.

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OPERANT CONDITIONING

• Thorndike and Skinner.
• OPERAN TS Voluntary and generally goal directed
  behaviors emitted by a person or an animal.
• OPERANT CONDITIONING Learning in which
  voluntary behavior is strengthened or weakened by
  consequences or antecedents (events that precede
  an action)

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OPERANT CONDITIONING

• Behavior ---- Reinforcer --- Strengthened or
  repeated behavior
• Reinforcer anything that strengthens a behavior
  Good grades, food, acting out.
• Positive reinforcement presenting a desired
  stimulus after a response. Falling out of your
  chair producing cheers from the class..

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OPERANT

• Negative reinforcement strengthening a behavior
  by removing an aversive stimuli.
• Getting sick before an exam the behavior allows
  the student to avoid negative situations tests.
  It is negative because the stimulus the test
  disappears. It is reinforcement because the
  behavior that caused the exam to disappear
  getting sick increases or repeats. May also be
  classical conditioning

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PUNISHMENT

• Anything that suppresses or weakens a behavior
• Presentation punishment Presentation of an
  aversive stimuli following the undesired
  behavior.
• Teacher assigns extra homework when you have
  been bad.

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PUNISHMENT

• Removal Punishment Teacher takes away a
  privilege after the student has behaved
  inappropriately. Fines, grounded, getting fired.

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REINFORCEMENT

• REINFORCEMENT SCHEDULES
• Continuous reinforcement reinforcer is
  presented after every correct response.
  Effective when learning a new behavior. Once
  learned intermittent schedule of reinforcement
  most effective.
• Interval schedules time is the important
  variable
• Ratio Number of responses.

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ANTECEDENTS

• Principal standing in the hall ways during the
  start of classes students learn to
  discriminate.
• CUEING providing a stimulus that sets up a
  desired behavior. -
• Visual - Standing quietly at the front of the
  class and not starting the lesson until everyone
  is quiet.
• Verbal asking that the students take their
  seats
• Prompt another cue

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APPLIED BEHAVIOR ANALYSIS

• Reinforce positive behavior and ignore negative
  behavior -General rule
• Make a point of commenting on those students who
  are accomplishing the task.
• IMPORTANT - Must be timely, believable and be
  specific. Thank you for completing the assignment
  on time and handing it in.
• SHAPING Reinforcing successive approximations
  small steps. Reinforce progress as well as the
  final product
• POSITIVE PRACTICE Practice correct responses
  immediately after the errors have been made.

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BEHAVIORAL APPROACHES TO TEACHING AND MANAGEMENT

• MASTERY LEARNING Breaking a course down into
  smaller units and then teaching and testing on
  those materials. Must get 80 90 before they
  can move on. Retesting is given when that is not
  accomplished.
• Contingency Contract program Teacher draws up a
  contract with each student. Gifted and
  Developmentally delayed.

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SELF MANAGEMENT

• Teacher and student negotiate/set out goals and
  expectations.
• Very good students works well
• Monitoring and self evaluation students keep
  track of the work that they have done. Books
  read, assignments completed.

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CRITICISMS OF BEHAVIORAL APPROACH

• Generation who are used to being rewarded for
  doing what they are supposed to do
• Reinforcing some students may alienate others
• Reinforcing behaviors which the student already
  wants to do may actually work against the student
  working on their own.
• PUNISHMENT AS LAST RESORT - Behavior Disordered
  may respond to punishment in an aggressive
  manner, generate hostility.
• Punishment generally DOES NOT work in terms of
  improving learning.. Reinforcement/rewards far
  more effective.