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Behavioral Approaches toBehavioral Approaches to
Learning and TeachingLearning and TeachingFOUN 3100FOUN 3100
Sondra M. ParmerSondra M. Parmer
Auburn UniversityAuburn University
Fall 2003Fall 2003
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What is learning?What is learning?
Examples of learningExamples of learning
Learning additionLearning addition
Learning to driveLearning to drive Learning social interactionLearning social interaction
Examples of things that are NOT learningExamples of things that are NOT learning
Reflexive behavior (e.g., swallowing)Reflexive behavior (e.g., swallowing)
Innate abilitiesInnate abilities
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Approaches to LearningApproaches to Learning
BehavioralBehavioral emphasis on experiencesemphasis on experiences
CognitiveCognitive emphasis on mental processemphasis on mental process
Social cognitiveSocial cognitive Cognitive informationCognitive information--processingprocessing
Cognitive constructivistCognitive constructivist
Social constructivistSocial constructivist
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Behavioral Approaches toBehavioral Approaches to
LearningLearning
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Classical ConditioningClassical Conditioning
A type of learning in which an organismA type of learning in which an organism
learns to connect or associate stimuli.learns to connect or associate stimuli.
Neutral stimulus meaningful stimulus response
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Classical Conditioning: Ivan PavlovClassical Conditioning: Ivan Pavlov
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Classical ConditioningClassical Conditioning
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Classical ConditioningClassical Conditioning
GeneralizationGeneralization involves the tendency of ainvolves the tendency of a
new stimulus similar to the originalnew stimulus similar to the original
conditioned stimulus to produce a similarconditioned stimulus to produce a similar
response (e.g., test anxiety: biology testresponse (e.g., test anxiety: biology test
chemistry test).chemistry test).
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Classical ConditioningClassical Conditioning
DiscriminationDiscrimination occurs when the organismoccurs when the organism
responds to a certain stimuli but not othersresponds to a certain stimuli but not others
(e.g., test anxiety: English test).(e.g., test anxiety: English test).
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Classical ConditioningClassical Conditioning
ExtinctionExtinction involves weakening of theinvolves weakening of the
conditioned response in the absence ofconditioned response in the absence of
the unconditioned stimulus (e.g., goodthe unconditioned stimulus (e.g., good
grades on test = fading of test anxiety).grades on test = fading of test anxiety).
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Classical ConditioningClassical Conditioning
Good at explaining how neutral stimuliGood at explaining how neutral stimuli
becomes associated with unlearned,becomes associated with unlearned,
involuntary responses.involuntary responses.
Good at understanding students anxietiesGood at understanding students anxieties
and fears.and fears.
Not as effective at explaining voluntaryNot as effective at explaining voluntary
behaviors.behaviors.
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Classical Conditioning ActivityClassical Conditioning Activity
Get into groups of 3Get into groups of 3--4 people.4 people.
Determine an example of classical conditioning.Determine an example of classical conditioning.
Each group will present their example in theEach group will present their example in the
form of a skit to the rest of the class.form of a skit to the rest of the class.
The class will try to identify the following:The class will try to identify the following:
Unconditioned stimulusUnconditioned stimulus
Conditioned stimulusConditioned stimulus Unconditioned responseUnconditioned response
Conditioned responseConditioned response
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Operant ConditioningOperant Conditioning
A form of learning in which theA form of learning in which the
consequences of behavior produceconsequences of behavior produce
changes in the probability that thechanges in the probability that the
behavior will occur.behavior will occur.
Example:When John made good gradesExample:When John made good grades
[behavior] his parents gave him money[behavior] his parents gave him money
[consequence] so he continued to make[consequence] so he continued to makegood grades [future behavior].good grades [future behavior].
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Operant ConditioningOperant Conditioning
ThorndikeThorndike
Cats in puzzle boxesCats in puzzle boxes
Thorndikes Law of EffectThorndikes Law of Effect
Behaviors followed by positiveBehaviors followed by positiveoutcomes are strengthened; behaviorsoutcomes are strengthened; behaviors
followed by negative outcomes arefollowed by negative outcomes are
weakened.weakened.
Positive Example: I sing a songPositive Example: I sing a song youyou
applaud for meapplaud for me I continue to sing.I continue to sing. Negative Example: I sing a songNegative Example: I sing a song youyou
boo at me and throw tomatoesboo at me and throw tomatoes I noI no
longer sing.longer sing.
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B. F. SkinnerB. F. Skinner
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Operant ConditioningOperant Conditioning
Reinforcement (reward)Reinforcement (reward) increases theincreases the
probability a response will occurprobability a response will occur Positive reinforcementPositive reinforcement frequency of a responsefrequency of a response
increases because it is followed by a rewardingincreases because it is followed by a rewarding
stimulusstimulus
Negative reinforcementNegative reinforcement frequency of a responsefrequency of a response
increases because it is followed by theincreases because it is followed by the removalremovalofof
an aversive stimulusan aversive stimulus
PunishmentPunishment decreases the probability adecreases the probability a
response will occurresponse will occur
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Examples of PositiveExamples of Positive
ReinforcementReinforcementMy son scores a goal in soccer [behavior];My son scores a goal in soccer [behavior];
I praise him [consequence]; He continuesI praise him [consequence]; He continuesto try to score goals [future behavior].to try to score goals [future behavior].
Student begins using the adverb wellStudent begins using the adverb wellcorrectly [behavior]; She receives extracorrectly [behavior]; She receives extra
time in the reading area [consequence];time in the reading area [consequence];Student continues to use wellStudent continues to use wellappropriately [future behavior].appropriately [future behavior].
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Examples of NegativeExamples of Negative
ReinforcementReinforcement Student comes to class on time [behavior];Student comes to class on time [behavior];
Teacher stops writing students name on theTeacher stops writing students name on the
board [consequence]; Student continues to comeboard [consequence]; Student continues to come
to class on time [future behavior].to class on time [future behavior].
Student completes homework after schoolStudent completes homework after school
[behavior]; Parents stop nagging at student to[behavior]; Parents stop nagging at student to
complete homework [consequence]; Studentcomplete homework [consequence]; Student
increasingly completes homework after schoolincreasingly completes homework after school
[future behavior].[future behavior].
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Examples of PunishmentExamples of Punishment
Student is caught cheating [behavior];Student is caught cheating [behavior];Student is placed in ISS [consequence];Student is placed in ISS [consequence];Student does not cheat again [futureStudent does not cheat again [future
behavior].behavior]. Two students are disruptive during classTwo students are disruptive during class
[behavior]; Students are reprimanded by[behavior]; Students are reprimanded bythe teacher [consequence]; Studentsthe teacher [consequence]; Studentsbecome silent during class [futurebecome silent during class [futurebehavior].behavior].
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Punishment vs. Negative Reinforcement
Decreases the
likelihood that the
response will
occur.
Increases the
probability that
the response
will occur.
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Operant Conditioning ActivityOperant Conditioning Activity
Get into groups of 3Get into groups of 3--4 people.4 people.
Determine an example ofDetermine an example of positive reinforcementpositive reinforcement
negative reinforcementnegative reinforcement punishmentpunishment
Each group will present their examples to theEach group will present their examples to therest of the class.rest of the class.
The class will try to identify each of the above asThe class will try to identify each of the above aswell as identify the behavior, consequence andwell as identify the behavior, consequence andfuture behavior.future behavior.
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Applied Behavior AnalysisApplied Behavior Analysis
in Educationin Education
Applies operant conditioning to changeApplies operant conditioning to change
human behavior. It increases desirablehuman behavior. It increases desirable
behavior while decreasing undesirablebehavior while decreasing undesirable
behavior.behavior.
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Increasing Desirable BehaviorsIncreasing Desirable Behaviors
Choose effective reinforcersChoose effective reinforcers
Tailored for individualsTailored for individuals
Natural onesNatural ones praise and privilegepraise and privilege Premack principlePremack principle a high probability activitya high probability activity
can serve as a reinforcer for a low probabilitycan serve as a reinforcer for a low probability
activityactivity
Example: If you complete the assignment, you mayExample: If you complete the assignment, you mayhave 5 extra minutes at recess.have 5 extra minutes at recess.
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Increasing Desirable BehaviorsIncreasing Desirable Behaviors
Make the reinforcer contingent and timelyMake the reinforcer contingent and timely
provide the reward only after the childprovide the reward only after the child
performs the behavior.performs the behavior.
Example: If you clean up your area, then youExample: If you clean up your area, then you
may listen to music.may listen to music.
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Increasing Desirable BehaviorsIncreasing Desirable Behaviors
Use the best schedule of reinforcementUse the best schedule of reinforcement FixedFixed--ratio scheduleratio schedule
A behavior is reinforced after a set number of responsesA behavior is reinforced after a set number of responses
VariableVariable--ratio scheduleratio schedule A behavior is reinforced after an average number of times,A behavior is reinforced after an average number of times,but on an unpredictable basisbut on an unpredictable basis
FixedFixed--interval scheduleinterval schedule First appropriate response after a fixed amount of time isFirst appropriate response after a fixed amount of time is
reinforcedreinforced
VariableVariable--interval scheduleinterval schedule A response is reinforced after a variable amount of time hasA response is reinforced after a variable amount of time has
elapsedelapsed
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Increasing Desirable BehaviorsIncreasing Desirable Behaviors
Consider contractingConsider contracting putting reinforcementputting reinforcement
contingencies in writing.contingencies in writing.
Using prompts and shapingUsing prompts and shaping
PromptPrompt an added stimulus or cue that is given justan added stimulus or cue that is given just
before a response and increases the likelihood thatbefore a response and increases the likelihood that
the response will occur. (e.g., peace and quiet)the response will occur. (e.g., peace and quiet)
ShapingShaping teaching new behaviors by reinforcingteaching new behaviors by reinforcing
successive approximations to a specified targetsuccessive approximations to a specified targetbehavior (e.g., tennis ball activity)behavior (e.g., tennis ball activity)
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Decreasing Undesirable BehaviorsDecreasing Undesirable Behaviors
Use differential reinforcementUse differential reinforcement reinforcereinforcebehavior that is more appropriate (e.g.,behavior that is more appropriate (e.g.,reinforce a student for raising hand toreinforce a student for raising hand to
answer rather than blurting out answer)answer rather than blurting out answer) Terminate reinforcement (extinction)Terminate reinforcement (extinction)
withdraw positive reinforcement fromwithdraw positive reinforcement frominappropriate behavior and reward theinappropriate behavior and reward theappropriate behavior (e.g., thank you forappropriate behavior (e.g., thank you forsitting in your seat so quietlysitting in your seat so quietly
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Decreasing Undesirable BehaviorDecreasing Undesirable Behavior
Remove desirable stimuliRemove desirable stimuli
TimeTime--outout
Response costResponse cost Present aversive stimuliPresent aversive stimuli
Example: Lack of sharingExample: Lack of sharing parental verbalparental verbal
disappointmentdisappointment
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Divide into four groups of six people. Each group will consider one of the
following students' undesirable behaviors. Each group will determine
strategies for decreasing the behaviors listed.What is the best strategy for
each? Report back to the class your strategies for decreasing the
behavior.
1) Andrew, who likes to utter profanities every now and then;
2) Sandy, who tells you to quit bugging her when you ask her questions;
3) Matt, who likes to mess up other students' papers;
4) Rebecca, who frequently talks with other students around her while you
are explaining or demonstrating something.
IN CLASS ACTIVITY
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Social CognitiveSocial Cognitive
Approaches to LearningApproaches to Learning
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Banduras SocialBanduras Social
Cognitive TheoryCognitive Theory
Social and cognitiveSocial and cognitivefactors, as well asfactors, as well as
behavior, play importantbehavior, play important
roles in learningroles in learning
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Banduras ReciprocalBanduras Reciprocal
Determinism ModelDeterminism Model
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Observational LearningObservational Learning
Also known as imitation or modelingAlso known as imitation or modeling
Classic Bobo doll studyClassic Bobo doll study
The application of consequences is not necessaryThe application of consequences is not necessary
for learning to take placefor learning to take place Rather learning can occur through the simpleRather learning can occur through the simple
processes of observing someone else's activityprocesses of observing someone else's activity
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Banduras Contemporary ModelBanduras Contemporary Model
of Observational Learningof Observational LearningBandura formulated his findings in a four-step pattern which combines a cognitive
view and an operant view of learning. Attention -- the individual notices something in the
environment
Retention -- the individual remembers what was noticed
Reproduction -- the individual produces an action that is
a copy of what was noticed
Motivation -- the environment delivers a consequence
that changes the probability the behavior will be emitted
again (reinforcement and punishment)
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Cognitive Behavior ApproachesCognitive Behavior Approaches
Emphasize getting students to monitor,Emphasize getting students to monitor,
manage, and regulate their own behavior.manage, and regulate their own behavior.
SelfSelf--instructional techniques that can beinstructional techniques that can betaught to students for selftaught to students for self--monitoringmonitoring
prepare for anxiety or stressprepare for anxiety or stress
confront and handle the anxiety or stressconfront and handle the anxiety or stress
cope with feelings at critical momentscope with feelings at critical moments
use reinforcing selfuse reinforcing self--statementsstatements
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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