Behavioral Views of Learning
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Transcript of Behavioral Views of Learning
Behavioral Views ofBehavioral Views ofLearningLearning
Chapter 6
Relatively permanent change In behavior or knowledge Learning is the result of experience Learning is not the result of maturation or
temporary conditions (illness)
Definition of Learning
•Perspectives on LearningBehavioral: Learning must be observable change in behaviorCognitive: Learning is an internal process and cannot be observed directly
Contiguity Learning– Learning by simple associations or repeated
pairing– Examples:
• Golden Arches = Mc Donalds
• Times tables
• States & capitals
Stimulus– Event that activates a behavior
Response – Observable reaction to stimulus
NeutralStimulus (bell)
NeutralStimulus (bell)
UnconditionedResponse (Sali- va)
UnconditionedResponse (Sali- va)
ConditionedStimulus (bell)
ConditionedStimulus (bell)
ConditionedResponse (saliva)
ConditionedResponse (saliva)
UnconditionedStimulus (food)
UnconditionedResponse (saliva)
UnconditionedStimulus (food)
Repeated pairing US with NS (food) (bell)
Repeated pairing US with NS (food) (bell)
Classical Conditioning
Pavlov: Classical Conditioning Pavlov’s dilemma Conditioned Stimulus-->Stimulus that
evokes an emotional or physiological response after conditioned
Conditioned Responselearned response to a previously neutral stimuli
Generalization--> responding in the same way to similar stimuli
Discrimination-->responding different to similar but not identical stimuli
Extinction-->gradual disappearance of a learned response
Using Principles of Classical Conditioning in the Classroom
Associate positive, pleasant events with learning tasks
Help students to risk anxiety-producing situations voluntary and successfully
Help students recognize differences and similarities among situations so they can discriminate and generalize appropriately
b d
Skinner: Operant Conditioning Operants: deliberate actions (goal
directed) ABC’s = Antecedent Events
BehaviorConsequences (A-->B-->C) Reinforcementthe use of
consequences to strengthen behaviors Reinforcersevents that follow
behaviors and strengthen them Punishmentthe use of consequences
to weaken behavior
Types of Reinforcement Positive reinforcement Examples:
– Praise
– Teacher attention
– Rewards
• Immediate
• Exchangeable Negative reinforcement
– DESIRED Behavior is produced in order to
– avoid the loss of privileges or to
– take away an aversive stimulus
Types of Punishment Presentation Punishment
– Detention– Extra work
Removal Punishment– Loss of recess– Loss of privileges
Reinforcement Schedules• Continuous - reinforce after every appropriate response• Intermittent - presenting a reinforcer after some but not all responses
Questions
Get in groups of 4 and develop 1 questionsfrom the first 10 slides
Antecedents Providing previous information about
expected behaviors Signaling when a behavior should be
emitted Cueing: Lights off = “Be quiet!” Prompting: Verbal reminder after students
do not get quiet after lights were turned off.
Interventions: Encouraging Positive Behavior Teacher attention
Praise & ignore
Stayed here
Premack principle more preferred activity serves as a reinforcer for a less preferred activity
Shapingreinforcing each small step of progress
Successive Approximations Small components that make up a complex behavior Task Analysis A system of breaking down a task hierachically into basic skills into basic skills and subskills
R
R
R
Negative reinforcement ‘No recess until…’ Satiation: ‘I would like 1000 of those perfect spit wads,
please!’ Reprimands soft & private Response costtake away points/tokens earned Differential Reinforcement of Incompatible Behaviors
(DRI)reinforce a desired behavior that is incompatible with the undesired one
Social isolation is also called contingent observation – removing the student from activity that is being interrupted
Time out removing the student from all reinforcement Punishment
– Restitutional Over Correction– Positive Practice Overcorrection
Coping with Undesirable Behavior
Reaching Every Student: Functional Behavioral Assessment Students act out to:
– Receive attention– Escape from some unpleasant situation– Get a desired activity or item– Meet sensory or physiological needs– Are bored
In order to understand the behavior:– The teacher must use functional behavioral
assessmentprocedures to obtain information– About antecedents, behaviors and consequences to determine the
reason of the misbehavior Positive behavioral supports
– Are interventions – Designed to replace problem behavior– With new actions – That serve the same purpose for the student
Group Question
Ask one question based on the last five slides
Behavioral Approaches to Teaching and Management
Group Consequencesrewards or punishment given to a class as a whole as result of their behavior
Good Behavior Gameclass is divided into teams e/team receives points or demerits as result of their behavior
Contingency Contractcontract between the teacher and the student specifying the contingencies for the reinforcement
Token Reinforcementstokens are earned as result of desired behavior—they can be exchanged for privileges or items
Observational Learning Social Learning Theory emphasizes learning
through the observation of others Cognitive Theory adds the person’s values,
beliefs, self perception and expectations to social learning theory– Enactive Learninglearning by doing– Vicarious Learninglearning by observing
Steps:– Attentionfocusing– Retentionremembering– Reproductiondoing it– Motivation and reinforcementYeah! I can do it, let me
do it again
Factors that Affect observational Learning
Developmental Status The older the child the better he can follow the model
Model Prestige and Competence Competent, high status models
Vicarious Consequences Consequences to models
Outcome Expectations Expecting same rewards as models
Goal Setting Learn how to develop goals just like the model
Self Efficacy “if they can do it, so can I”
Observational Learning in Teaching
Directing attention– Use peersclass leaders
– Make sure that they see that positive behaviors lead to reinforcers
Encourage already learned behaviors
Strengthening / weakening inhibitions
Teaching new behaviors Arousing emotions
Self Management
Self managementthe use of behavioral learning principles to change their own behavior– Goal SettingSet goals and make the goals
public• Note: Standards and effect on performance
– Monitor and Evaluate ProgressEvaluate & record performance
– Promote self-reinforcement
Cognitive Behavior ModificationATSTBC
Similar to self management Adds thinking and self-talk More cognitive than behavioral approach-->
change ideas/cognitions/emotions– Antecedent Event-->automatic thought =
emotions and feelingsbehavior Important to teach reflection instead of impulsivity!!!
Antecedent THINK
STALK
Group Questions
Ask one questions based on the last five slides.