Title: Behavioral Theories of Learning
1Lecture 3
- Behavioral Theories of Learning
2Chapter 5 Main Contents
- Part1.What is Learning?
- Part2.What behavioral learning theories have
evolved? - Pavlov Classical Conditioning
- Thorndike theories of Learning
- Skinner Operant Conditioning
- Principles of behavioral Learning
- Part3 Bandura Social Learning Theory ??Modeling
and Observational Learning
3 4 Case Study P137
- Critical and Creative Thinking
- What have students learnt in the class?
- Have they learnt the behaviors the teacher
expected? - Why didnt Ms Esteban accomplish her goal?
- If you are Ms Esteban,what are you going to
do?Why?
5- Julia Esteban, first-grade teacher at Tanner
Elementary School, was trying to teach her
students appropriate classroom behavior. - "Children," she said one day, "we are having a
problem in this class that I'd like to discuss
with you. Whenever I ask a question, many of you
shout out your answers instead of raising your
hand and waiting to be called on. Can anyone tell
me what you should do when I ask the class a
question?" - Rebecca's hand shot into the air. "I know, I
know!" she said. "Raise your hand and wait
quietly!" - Ms. Esteban sighed to herself. She tried to
ignore Rebecca, who was doing exactly what she
had just been told not to do, but Rebecca was the
only student with her hand up, and the longer she
delayed, the more frantically Rebecca waved her
hand and shouted her answer. - "All right, Rebecca. What are you supposed to
do?" - "We're supposed to raise our hands and wait
quietly for you to call on us." "If you know the
role, why were you shouting out your answer
before I called on you?" "I guess I forgot." - "All right. Can anyone remind the class of our
rule about talking out of turn?" - Four children raised their hands and shouted
together.. - "One at a time!" "Take turns!"
- "Don't talk when someone else is talking!"
- Ms. Esteban called for order. "You kids are
going to drive me crazy!" she said. "Didn't we
just talk about how to raise your hands and wait
for me to call on you?" - "But Ms. Esteban," said Stephen without even
raising his hand. "You called on Rebecca and she
wasn't quiet!"
6Analysisp138
- Children are excellent learners.
- What they learn, however, may not always be
what we intend to teach. Ms. Esteban is trying to
teach students how to behave in class, but by
paying attention to Rebeccas outburst, she is
actually teaching them the opposite of what she
intends. Rebecca craves (expects) her teacher's
attention, so being called on (even in an
exasperated (angry) tone of voice) rewards her
for calling out her answer. Not only does Ms.
Esteban's response increase the chances that
Rebecca will call out answers again, but Rebecca
now serves as a model for her classmates' own
calling out. What Ms.Esteban says is less
important than her actual response to her
students' behaviors.
7What is learning?
- Brainstorm
- When we hear the word learning most of us think
of studying and school. But learning is not limit
to School. - We learning everyday of our lives.
- Given examples of what are learning and what are
not learning?
8A Definition of Learning
- Learning is usually defined as a change in
an individual caused by experience
9Understanding
- In the broadest sense, learning occurs when
experience causes a relatively permanent change
in an individuals knowledge or behavior. - Changes simply caused by maturation, such as
growing taller or turning gray, do not qualify as
learning. - Learning takes place in many ways.
10Learning takes place in many ways.
- Video
- it is intentional, or it is unintentional
- It happens in human beings or animals
- It happens in school or out of school
- learning can be good or can be worse
-
11Learning Theories
- There are two main theories Behavioral learning
theories and cognitive learning theories. - Behavioral learning theories Behavioral learning
theories are explanations of learning that
emphasize observable changes in behavior. - (Social learning theories focus on the effects of
thought on action and action on thought.) - Cognitive learning theories are explanations of
learning that focus on mental processes. - There are two branches of cognitive learning
theories cognitive structure learning
theory(???????),information-processing theory of
learning(???????)?
12- Part2
- What behavioral learning
- theories have evolved?
13Early Explanations of Learning
- 1. One of the earliest explanations of learning
come from Aristotle (384-322B.C.) - Pavlovs Classical Conditioning
- Classical conditioning was discovered by Ivan
Pavlov, a Russian Physiologist, in the late 1800s
and early 1900s
14- Aristole (384-322BC)
- Knowledge acquired through experience.
- Four Laws of Association
- Law of similarity(??)
- Law of Contrast(??)
- Law of Contiguity(??)
- Law of Frequency(??)
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18Some important concepts
-
- Unconditioned Stimulus
- A stimulus that naturally evokes a particular
response. - Unconditioned Response
- A behavior that is prompted atomically by a
stimulus. - Neutral Stimuli
- Stimuli that have no effect on a particular
response. - Conditioned Stimulus
- A previously neutral stimulus that evokes a
particular response after having been paired with
an unconditioned stimulus. - Classical Conditioning
- The process of repeatedly associating a
previously neutral(???) stimulus with an
unconditioned stimulus in order to evoke a
conditioned response.
19Summary(??)
- 1. Pavlov's emphasis on observation and careful
measurement and his systematic exploration of
several aspects of learning helped to advance the
scientific study of learning. - 2. Pavlov also left other behavioral theorists
with significant mysteries, such as the process
by which neutral stimuli take on meaning. - 3.Although his findings have few applications to
classroom instruction, they can help a teacher
understand many situations, such as when a
child's anxiety about being among strangers
gradually develops into a debilitating fear of
coming to school.
20Learning Guide for next section
- Thorndike, Skinner
- Experiments
- Conclusions
- Explanations
- Applications in Education
212. Thorndikes theory of learning
- American psychologist and educator, born in
Williamsburg, Massachusetts, and educated at
Wesleyan, Harvard, and Columbia universities.
Thorndike joined the psychology faculty at
Teachers College of Columbia University in
1899, where he served as adjunct professor of
educational psychology from 1901 to 1904 and as
professor of psychology from 1904 until his
retirement in 1940. From 1922 to 1940 he also
was director of the psychology division of the
Institute of Educational Research at Teachers
College.
22Edward Thorndike (1874-1949)
- Edward Thorndike, an American psychologist
played major roles in developing learning
theories. His early work involved cats that he
placed in problem boxes. - By using trial-and-error experiments with
animals, Thorndike formulated his so-called law
of effectthe more satisfying the result of a
particular action, the better that action is
learnedand applied it to the development of
special teaching techniques for use in the
classroom. He is particularly known for his
construction of various intelligence and aptitude
tests and for his repudiation of the belief that
such primarily intellectual subjects as languages
and mathematics discipline the mind.
23 Edward
Thorndike played major roles in developing
learning theories. His early work involved cats
that he placed in problem boxes.
24Experiments description
- Thorndikes early work involved cats that he
placed in problem boxes. To escape from the box
and reach food outside, the cats had to pull out
a bolt(??) or perform some other task they had
to act on their environment. During the
frenzied(???,???) movements that followed the
closing of the box, the cats eventually made the
correct movement to escape, usually by accident.
After repeating the process many times, the cats
learned to make the correct response almost
immediately
25Thorndike's learning theory can be summarized as
follows
- 1
- The law of effect(???) - responses followed by a
reward will strengthen the response - The law of readiness (???)- chaining a discrete
responses to achieve a goal - The law of exercise (???)- associations are
strengthened with practice, weakened without it,
and can be diminished with failure or punishment.
26For these experiments
- 2
- Thorndike explained what was learning . He viewed
that learning was the linkage between stimulus
and response. The learning occurred when stimuli
prompt response (stimuli-response theory ,S-R
theory).
27 3. Skinners Operant Conditioning
- American psychologist
- B. F.Skinner became famous for his
pioneering research on learning and behavior.
During his 60-year career, Skinner discovered
important principles of operant conditioning, a
type of learning that involves
reinforcement and punishment. A strict
behaviorist, Skinner believed that operant
conditioning could explain even the most complex
of human behaviors.
28Skinners experiments
- Skinner is famous for his development and use of
a device(??) that is commonly referred to as the
Skinner box. Skinner boxes contain a very simple
apparatus(??,??) for studying the behavior of
animals, usually rats and pigeons. - A Skinner box for rats would consist of a bar
that is easy for the rat to press, a food
dispenser(???) that could give the rat a
pellet(??) of food, and a water dispenser. The
rat could not see or hear anything outside of the
box, so all stimuli would be controlled by the
experimenter.
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30Based on Skinners experiment
- He established the operant conditioning.
- Operant Conditioning is the use of pleasant or
unpleasant consequences to control the occurrence
of behavior.
31Creative Thinking and Discuss in groups
- Compare the contributions of Pavlov, Thorndike
and Skinner s view of learning. What are the
difference among them?
32- CONSEQUENCE EFFECT
- Behaviors Reinforcer Strengthened or
repeated behavior
33 4. Principles of behavioral Learning
- consequences(??),
- reinforcers(???),
- punishers(??),
- immediacy of consequences(??????),
- shaping(??),
- extinction(??),
- schedules of reinforcement(?????),
- maintenance(??),
- and the role of antecedents(???????).
34consequences(??)
- The role of Consequences
- behavior changes according to its immediate
consequences. Pleasurable consequences strengthen
behavior unpleasant consequences weaken it. - Types of Consequences
- Pleasurable consequences and Unpleasant
consequences
35reinforcers(???)
- positive reinforer and negative reinforcer
- Primary reinforcers and secondary reinforcers
- Intrinsic(???) and Extrinsic(???) reinforcers
36Ways of reinforcer
- general principle of reinforcer
- Ways
- 1. Self-reinforcement
- 2. Praise
- 3. Attention
- 4. Grades and recognition
- 5. Home-based reinforcement
- 6. Activity reinforcers.
- 7. Tangible(???,???) reinforcers
37Theory into practice
- 1. Application of reinforcers------Premack
Principle - 2.Classroom uses of reinforcement
- (1)Decide what behaviors you want from students,
and reinforce these behaviors when they occur. - (2)Tell students what behaviors you want when
they exhibit the desired behaviors and you
reinforce them, tell them why. - (3) Reinforce appropriate behavior as soon as
possible after it occurs. - (4)to use the least elaborate(?????,) or
tangible(???) reinforcer
38Punishers
- Unpleasant Consequences that weaken behavior are
called punishers. - (Thinking if an unpleasant consequence cant
weeken behavior ,is it a punisher?)
39Punishers
- Punishment can take two primary forms
- PRESENTATION PUNISHMENT(????)
-
- REMOVAL PUNISHMENT(?????)
40Immediacy of Consequences
- Consequences that follow behaviors closely in
time affect behavior far more than delayed
consequences do.
41Shaping
- Shaping is an important tool in classroom
instruction ? - What is Shaping???
- Case study
42- Example on page151 ,4thP
- we want students to be able to write paragraphs
with a topic sentence, three supporting details,
and a concluding sentence. This task has many
parts being able to recognize and then produce
topic sentences, supporting details, and
concluding sentences being able to write
complete sentences using capitalization,
punctuation, and grammar correctly and being
able to spell. If a teacher taught a lesson on
all these skills, asked students to write
paragraphs, and then scored them on content,
grammar, punctuation, and spelling, most students
would fail and would probably learn little from
the exercise. Instead, the teacher might teach
the skills step by step, gradually shaping the
final skill. Students might be taught how to
write first topic sentences, then supporting
details, then concluding sentences. Early on,
they might be held responsible only for paragraph
content. Later, the requirement for reinforcement
might be increased to include grammar and
punctuation. Finally, spelling might be added as
a criterion for success. At each stage, students
would have a good chance to be reinforced,
because the criterion for reinforcement would be
within their grasp. The principle here is that
students should be reinforced for behaviors that
are within their current capabilities but that
also stretch them toward new skills.
43Shaping(??)
-
- When teachers guide students toward goals by
reinforcing the many steps that lead to success,
they are using a technique called shaping.
44Extinction
- The weakening and eventual elimination of a
learned behavior as reinforcement is withdrawn is
called extinction. - (give some examples from your experience).
45Schedules of Reinforcement
- P155
- This term refers to the frequency with which
reinforcers are given, the amount of time that
elapses(??,??) between opportunities for
reinforcement, and the predictability of
reinforcement(??????????????????????????????????).
46Schedules of Reinforcement
47Schedules of Reinforcement
- Continuous Reinforcement Schedule Presenting a
reinforce after every appropriate response. - Intermittent Reinforcement Schedule Presenting a
reinforcer after some but not all responses. - Interval Schedule Reinforcement based on the
length of time between refnforcers - Ratio Schedule Reinforcement based on the
number responses between reinforcers - Fixed-interval Schedule Reinforcement
Schedule in which desired behavior is rewarded
following a constant amount of time - Variable-interval Schedule Reinforcement
Schedule in which desired behavior is rewarded
following an unpredictable amount of time. - Fixed- Ratio Schedule Reinforcement Schedule
in which desired behavior is rewarded following a
fixed number of behaviors. - Variable-Ratio Schedule Reinforcement schedule
in which desired behavior is rewarded following
an unpredictable number of behaviors
48Self learning
- SCHEDULE DEFINITION EXAMPLE RESPONSE
PATTERN
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50Maintenance(??)
- Maintenance means the continuation of behavior.
51Antecedents (????)and Behavior Change
- We have seen that the consequences of behavior
strongly influence behavior. Yet it is not only
what follows a behavior that has influence. - The stimuli that precede a behavior also play an
important role.
52Antecedents (????)and Behavior Change
- CUEING
- Cueing, by definition, is the act of providing
an antecedent stimulus just before a particular
behavior is to take place. - The cues must be discriminative .So we can
provide an additional cue called prompt .
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54- Part3
- Bandura Social Learning Theory ---Modeling
and Observational Learning
55Main contents of Social Learning Theory
- Modeling and Observational Learning(???????)
- VICARIOUS LEARNING(?????)
- SELF REGULATED LEARNING(??????
- SELF-REINFORCEMENT(????)
56 The experiments
- One of the classic experiments in social learning
theory is a study done by Bandura (1965).
Children were shown one of three films. In all
three, an adult modeled aggressive behavior. In
one film the model was severely punished. In
another the model was praised and given
treats(??). In a third the model was given no
consequences. After viewing one of the films, the
children were observed playing with toys. The
children who had seen the model punished engaged
in significantly fewer aggressive acts in their
own play than did the children who had seen the
model rewarded or had viewed the no-consequences
film.
57Modeling and Observational Learning
- Brain storming
- What kinds of behaviors are learnt without the
effects of consequences?
58four phases of observational learning
- Attentional Phase
- Retention Phase
- Reproduction Phase
- motivational phase
59VICARIOUS LEARNING(?????)
- The experiments
- One of the classic experiments in social
learning theory is a study done by Bandura
(1965). Children were shown one of three films.
In all three, an adult modeled aggressive
behavior. In one film the model was severely
punished. In another the model was praised and
given treats(??) In a third the model was given
no consequences. After viewing one of the films,
the children were observed playing with toys. The
children who had seen the model punished engaged
in significantly fewer aggressive acts in their
own play than did the children who had seen the
model rewarded or had viewed the noconsequences
film.
60 SELF REGULATED LEARNING(??????)
- Meichenbaum's Model of Self-Regulated
Learning(????????)
61Meichenbaum's Model of Self-Regulated
Learning(????????)
- 1. An adult model performs a task while talking
to self out loud (cognitive modeling). - 2. The child performs the same task under the
direction of the model's instructions
(overt(???,???), external guidance). - 3. The child performs the task while instructing
self aloud (overt self-guidance). - 4. The child whispers the instructions to self
as he or she goes through the task (faded, overt
self-guidance). - 5. The child performs the task while guiding his
or her performance via private speech (covert
self-instruction). (p. 32)
62Example of Self-Regulated Learning
- TASK COMPLETION FORM
- Located material on Martin Luther King Jr.
in the library - Read and took notes on material
- Wrote first draft of report
- Checked draft for sense
- Checked draft for mechanics
- Spelling
- Grammar
- Punctuation
- Composed typed or neatly handwritten final
draft
63Compare to Vygotskian approach
- Both approaches emphasize modeling private speech
and gradually moving from teacher-controlled to
student-controlled behaviors
64Advantage of this strategy
- breaking down a complex task into smaller pieces
encourages students to feel that they are making
progress toward their larger goal. - checking off each step allows them to give
themselves a mental pat on the back that
reinforces their efforts (Manning Payne, 1996).
65SELF-REINFORCEMENT(????)
- P120
- Information about ones own behavior has often
been found to change behavior, even when that
information is self-provided.
66Strengths and Limitations of Behavioral Learning
Theories
- The basic principles of behavioral learning
theories are as firmly established as any in
psychology and have been demonstrated under many
different conditions. These principles are useful
for explaining much of human behavior they are
even more useful in changing behavior. - It is important to recognize, however, that
behavioral learning theories are limited in
scope(??). With the exception of social learning
theorists, behavioral learning theorists focus
almost exclusively on observable behavior - Less visible learning processes, such as concept
formation, learning from text, problem solving,
and thinking, are difficult to observe directly
and have therefore been studied less often by
behavioral learning theorists. These processes
fall more into the domain of cognitive learning, - Social learning theory, which is a direct
outgrowth of behavioral learning theories, helps
to bridge the gap between the behavioral and
cognitive perspectives.
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