Behavioral Views of Learning

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Behavioral Views of Learning

• Chapter 6

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Overview

• Understanding Learning
• Early Explanations of Learning
• Contiguity and Classical Conditioning
• Operant Conditioning
• Applied Behavior Analysis
• Behavioral Approaches to Teaching Management
• Problems Issues

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Concept Map for Chapter 6

Early Explanations of Learning
Understanding Learning
Problems Issues
Behavioral Views of Learning
Contiguity and Classical Conditioning
Self-Regulated Learning Cognitive Behavior
Modification
Applied Behavior Analysis
Behaviorism, Teaching Management
Operant Conditioning
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Definition of Learning

• Permanent change
• Change in behavior or knowledge
• Learning is the result of experience
• Learning is not the result of maturation or
  temporary conditions (illness)

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Contiguity Learning

• Learning by simple associations Pairing
• Stimulus ? Response
• Examples
• Golden Arches McDonalds
• Times tables (7 X 8 56)
• Provinces capitals (Brandon, MB)

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Pavlov Classical Conditioning

• Pavlovs dilemma
• Involuntary responses Respondents
• Generalization
• Discrimination
• Extinction

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Classical Conditioning
Unconditioned Stimulus
Unconditioned Response
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Classical Conditioning
Unconditioned Stimulus
Unconditioned Response
Neutral Stimulus
Unconditioned Response
Unconditioned Stimulus
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Classical Conditioning
Unconditioned Stimulus
Unconditioned Response
Neutral Stimulus
Unconditioned Response
Unconditioned Stimulus
Repeat pairing US with NS
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Classical Conditioning
Unconditioned Stimulus
Unconditioned Response
Neutral Stimulus
Unconditioned Response
Unconditioned Stimulus
Repeat pairing US with NS
Conditioned Stimulus
Conditioned Response
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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
• Speech phobia cold sweat, shaking knees and
  hands
• Phobias in general

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Skinner Operant Conditioning

• Operants Deliberate actions
• Thorndikes Law of Effect
• ABCs
• Reinforcement
• Punishment

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Types of Consequences

• Positive or negative
• Something can be given or taken away
• Good consequences
• Something positive given, something negative
  taken away
• Bad consequences
• Something negative given, something positive
  taken away

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Types of Reinforcement

• Positive reinforcement
• Examples
• Praise
• Teacher attention
• Rewards
• Negative reinforcement
• Avoid the loss of privileges
• Take away an aversive stimulus

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Types of Punishment

• Presentation Punishment
• Detention
• Extra work
• Removal Punishment
• Loss of recess
• Loss of privileges

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Kinds of Reinforcement Punishment
Behavior encouraged
Behavior suppressed
Presentation Punishment Detention/extra work
Positive Reinforcement Praise/reward
Something Given
Removal Punishment Loss of recess/ grounded!
Negative Reinforcement Avoid losing points
Something Taken Away
See Woolfolk, Figure 6.1, p. 205
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Reinforcement Schedules
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Reflection Questions

• What is the difference between punishment and
  negative reinforcement?
• What schedule of reinforcement is best for
  building persistence? Why?
• What happens when all reinforcement is withdrawn?

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Controlling Antecedents

• Providing previous information about expected
  behaviors
• Signaling when a behavior should be emitted
• Cueing Lights off means Be quiet!
• Prompting Verbal reminder after students do not
  get quiet after lights were turned off they
  missed the cue.

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Applied Behavior Analysis

• Baseline behavior
• Target behavior
• Classroom application
• - Specify the desired behavior
• - Plan a specific intervention
• - Keep track of the results

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Interventions Encouraging Positive Behavior

• Teacher attention
• Premack principle
• Shaping
• Positive practice
• See Guidelines, Woolfolk, p. 213

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Coping with Undesirable Behaviors

• Negative reinforcement No recess until
• Satiation I would like 1000 of those perfect
  spit wads, please!
• Reprimands soft private
• Response cost
• Social isolation
• Punishment
• See Guidelines, Woolfolk, p. 216

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Coping with Undesirable Behaviors

• Cautions Use a two-pronged approach
• Punishment for undesired behavior
• Clarify and reinforce desired behavior

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Behavioral Approaches to Teaching Management
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Teaching Mastery Learning

• Students must demonstrate competence before
  moving to next unit
• Mastery means 8090 correct
• Focuses on basic skills

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Behavioral Management

• Group consequences
• Token reinforcement
• Contingency contracts

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Recent Approaches Self-Regulated Learning

• Self-management
• Set goals and make the goals public
• Note Standards and effect on performance
• Evaluate record performance
• Promote self-reinforcement

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Recent Approaches Cognitive Behavior
Modification Self-Instruction

• Similar to self-regulated learning
• Adds thinking and self-talk
• More cognitive than behavioral approach

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Cognitive Behavior Modification Self-Instruction

• Teaching self-talk
• Demonstrate supervise
• Talk out loud while practicing,
• student imitates
• Whisper while practicing, student imitates
• Work toward private speech while practicing

See Woolfolk, Figure 6.4, p. 224
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Reflection Question

• What is a habit you would like to change? How
  would you implement the steps of cognitive
  behavior modification to change your habit?

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Problems Issues

• Extrinsic rewards may lead to loss of interest in
  learning for learnings sake
• Decrease in motivation
• Motives for influencing student
• behaviors control?
• See Point/Counterpoint, Woolfolk
• pp. 227

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Summary

• Understanding Learning
• Early Explanations of Learning
• Contiguity and Classical Conditioning
• Operant Conditioning
• Applied Behavior Analysis
• Behavioral Approaches to Teaching Management
• Problems Issues

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Review Questions

• Define learning.
• How does a neutral stimulus become a conditioned
  stimulus?
• Discriminate between generalization and
  discrimination.
• What defines a consequence as a reinforcer? As a
  punisher?
• How are negative reinforcement and punishment
  different?

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Review Questions

• How can you encourage persistence in a behavior?
• What is the difference between a prompt and a
  cue?
• What are the steps in applied behavior analysis?
• How can the Premack principle help you identify
  reinforcers?
• When is shaping an appropriate approach?

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Review Questions

• What are some cautions in using punishment?
• What is mastery learning?
• Describe group consequences, token programs, and
  contracts.
• What are the steps in self-management?
• What are the main criticisms of behavioral
  approaches?

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End Chapter 6