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Transcript of What is a Behavior? 1) Observable 2) Definable 3) Measurable - frequency (how often does it occur?)...
What is a Behavior?
1) Observable
2) Definable
3) Measurable
- frequency (how often does it occur?)
- duration (how long does it occur?)
The Water Show
Jeannette was happy when she heard her family’s plan to go to a water sports show. Then she heard the weather report, which predicted temperatures exceeding 100 degrees. Jeannette suspected that the weather would be hard to bear, but she went anyway to the show. As she watched the water skiers perform their taxing routines to the blaring organ music, she became very sweaty and uncomfortable. Eventually she fainted from the heat. After the family outing, Jeannette could never again hear organ music without feeling dizzy and eventually fainting.
What is the unconditioned stimulus (US)? _________________________________
What is the unconditioned response (UR)? _________________________________
What is the conditioned stimulus (CS)? ___________________________________
What is the conditioned response (CR)? ___________________________________
The Troublesome Shower (example of an acquired behavior via CC)
Martin is taking a shower in the men’s locker room after working out. While in the shower he hears someone flush a toilet. Suddenly, very hot water rushes out of the shower head causing Martin to get slightly burnt. As he continues to shower, he hears another toilet flushing and immediately jumps out from under the shower head.
What is the unconditioned stimulus (US)? _________________________________
What is the unconditioned response (UR)? _________________________________
What is the conditioned stimulus (CS)? ___________________________________
What is the conditioned response (CR)? ___________________________________
Behavioral and SocialCognitive Approaches
Learning is a relatively permanent change in behavior that occurs through experience.
There are five major approaches to learning.
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Behavioral and SocialCognitive Approaches
Behaviorism: Behavior is explained by observable experiences.
Mental Processes The observable thoughts, feelings, and motives that we experience
Associative Learning that two Learning events are connected
Cognitive: Includes social cognitive, information processing, cognitive constructivist, and social constructivist
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Contiguity or Associated LearningLearning by simple associations: PairingStimulus → ResponseExamples:
Golden Arches = McDonaldsTimes tables (7 X 8 = 56)States & capitals (Lansing, MI)
Behavioral and SocialCognitive Approaches
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Behavioral Approaches to
Learning
Classical Conditioning
OperantConditioning
Classical Conditioning
Ivan Pavlov
1849-1936Russian physician/
neurophysiologistNobel Prize in 1904studied digestive
secretions
Behavioral ApproachesClassical Conditioning is a type of learning in which an organism learns to connect or associate stimuli. A neutral stimulus becomes associated with a meaningful stimulus and acquires the capacity to elicit a similar response.
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Classical Conditioning
Unconditioned Stimulus (UCS)
stimulus that unconditionally--automatically and naturally--triggers a response
Unconditioned Response (UCR)
unlearned, naturally occurring response to the unconditioned stimulus
salivation when food is in the mouth
Classical Conditioning
Conditioned Stimulus (CS)
originally irrelevant stimulus that, after association with an unconditioned stimulus, comes to trigger a conditioned response
Conditioned Response (CR)
learned response to a previously neutral conditioned stimulus
Pavlov’s Classical Pavlov’s Classical ConditioningConditioning
Neutral Stimulus
Unconditioned Stimulus Unconditioned Response
Conditioned Stimulus
Conditioned Response
causes an
+
causes a
Unconditioned Stimulus
=
Conditioned Stimulus
Copyright © Allyn & Bacon 2006
Classical Conditioning: An Classical Conditioning: An ExampleExample
Flash of camera (UCS) Blinking (UCR)
Camera (NS) Flash of camera (UCS)
Camera (CS)
Blinking (CR)
causes
+
=
Camera (CS) causes
Copyright © Allyn & Bacon 2006
Nausea Conditioning in Cancer Patients
UCS(drug)
UCR(nausea)
CS(waiting room)
CS(waitingroom) CR
(nausea)
UCS(drug)
UCR(nausea)
Classical Classroom ExamplesA 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 (Hopefully NOT from the cafeteria!)
Speech phobia : cold sweat, shaking knees and hands
Phobias in general
Behavioral Approaches Classical Conditioning
Systematic Desensitization reduces anxiety by getting the individual to associate deep relaxation with successive visualizations of increasing anxiety-producing situations.
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John B. Watson
viewed psychology as objective science
generally agreed-upon consensus today
recommended study of behavior without reference to unobservable mental processes
not universally accepted by all schools of thought today
Behavioral ApproachesClassical Conditioning
Generalization The tendency of a new stimulussimilar to the original conditioned stimulus to produce a similar response.
Discrimination The organism responds to certain stimuli and not others.
Extinction The weakening of the conditioned response (CR) in
the absence of the unconditioned stimulus (US).
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Behavioral Approaches
Operant Conditioning is a form of learning in which the consequences of behavior produce changes in the probability that the behavior will occur.
Thorndike’s Law of EffectBehavior Positive Outcome Behavior
Strengthened Behavior Negative Outcome Behavior
Weakened
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Operant Conditioning
B.F. Skinner (1904-1990)
elaborated Thorndike’s Law of Effect
developed behavioral technology
Behavioral Approaches
Skinner’s Operant Conditioning
Operant Behavior - operates (acts) on environmentproduces consequences
Consequences (rewards and punishments) are contingent on the organism’s behavior.
Reinforcement (reward) increases the probability that a behavior will occur.
Punishment decreases the probability
that a behavior will occur.
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Reinforcement ExamplesReinforcement Examples
Primary Reinforcers:
Water Warmth SecurityFood Sex
Copyright © Allyn & Bacon 2006
Reinforcement ExamplesReinforcement Examples
Secondary Reinfocers
Money Grades Stars Praise
Copyright © Allyn & Bacon 2006
Types of ReinforcementPositive reinforcement – giving something that the person
wants that increases the behaviorExamples:
PraiseTeacher attentionRewards
Negative reinforcement – taking away something that the person does not want that increases the behaviorChoresTime-out
Types of PunishmentPresentation Punishment (type I) – giving something that
the person does not want that decreases the behavior
Detention
Extra work
Removal Punishment (type II) – taking away something that the person wants that decreases the behavior
Loss of recess
Loss of privileges
Behavioral Approaches Operant Conditioning─Reinforcement
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Generalization
Giving the same response to similar stimuli.
Discrimination
Differentiating among stimuli or environmental events.
Extinction
Previously reinforced response is no longer reinforced and the response decreases.
Schedules of Reinforcement
Continuous Reinforcement
reinforcing the desired response each time it occurs
Partial (Intermittent) Reinforcement
reinforcing a response only part of the time
results in slower acquisition
greater resistance to extinction
Reinforcement Schedules
C on tin u ou s
In te rva l R a tio
F ixed
R atio In te rva l
V ariab le
In te rm itten t
Typ es o f R e in fo rcem en t S ch ed u les
Copyright 2001 by Allyn and Bacon
Schedules of Reinforcement:Schedules of Reinforcement:Frequency and PredictabilityFrequency and Predictability
Fixed Ratio: reinforcer given after
fixed number of behaviors Variable Ratio:
reinforcer given after
unpredictable number of
behaviors
Fixed Interval:
reinforcement only at certain periodic times Variable
Interval: reinforcemen
t at some times but not others
Copyright © Allyn & Bacon 2006
Role of Consequences: Role of Consequences: ReinforcementReinforcement
“If you eat your
vegetables, you may have
dessert.”
Premack Principle (“Grandma’s Rule”): promoting less-desired
activities by linking them to more-desired activities
Copyright © Allyn & Bacon 2006
Applied Behavioral AnalysisReinforcement: Prompts and Shaping
Prompts: Added stimuli that are given just before the likelihood that the behavior will occur.
─Get behavior going.
─Once desired behavior is consistent, remove prompts.
Shaping: Involves teaching new behaviors by reinforcing successive approximations of the desired behavior. ─First, reward any response.
─Next, reward responses that resemble the desired behavior.
─Finally, reward only target behavior. 34
Operant ChamberSkinner Box
chamber with a bar or key that an animal manipulates to obtain a food or water reinforcer
contains devices to record responses
Applied Behavioral Analysis
Applied Behavioral Analysis: Applying the principles of operant conditioning to change human behavior.
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Classroom Uses of Reinforcement
1. Identify behaviors you want from your students, then reinforce them when they occur.
2. Tell students which behaviors you want; when they occur, reinforce them and explain why the behavior is desirable.
3. Reinforce appropriate behavior immediately.
Copyright © Allyn & Bacon 2006
Maintenance of Behavior in the Maintenance of Behavior in the
ClassroomClassroom When teaching a new behavior/skill, reinforcement for correct responses should be:
•Frequent
•PredictableWhen a behavior/skill is established, reinforcement for correct responses should be:
•Less frequent
•Less predictable
Copyright © Allyn & Bacon 2006
Applied Behavioral AnalysisReinforcement
Guidelines for the Classroom:
─Initial learning is better with continuous reinforcement.
─Students on fixed schedules show less persistence, faster response extinction.
─Students show greatest persistence on variable- interval schedule.
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Applied Behavioral AnalysisIncreasing Desirable Behaviors
.1. Choose effectivereinforcers.
4. Consider contracting.
2. Make reinforcers
contingent and timely.
5. Use negativereinforcement
effectively.
3. Select the BEST
reinforcement schedule.
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Applied Behavioral AnalysisDecreasing Undesirable Behaviors
1. Use differential reinforcement by reinforcing more appropriate behavior.
2. Withdraw positive reinforcement from a child’s inappropriate behavior.
3. Remove desirable stimuli through “time-out and response cost.”
4. Present aversive (unpleasant) stimuli.
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Social, Cognitive, and Behavioral factors play important roles in learning.
Self-efficacy: The belief that one can master a situation and produce positive outcomes.
Observational Learning occurs when a person observes and imitates someone else’s behavior.
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Social Cognitive Approaches to Learning
Bandura’s Social Cognitive Theory
Social Cognitive Approaches to Learning
Bandura’s Contemporary Model.
ProductionPoor motor ability inhibits reproduction of the model’s
behavior. Help improve skills.
MotivationWhen given a reinforcement,
modeling increases.
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AttentionStudents are more likely to be attentive to high status
models (teachers).
RetentionStudent retention will be
improved when teachers give logical and clear demonstrations.
Social Cognitive Approaches to Learning
Classroom Use of Observational Learning
Decide the type of model you will be
Use peers as effective models
Demonstrate and teach new behaviors
Use mentors as models Consider the models
children observe in the media
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Social Cognitive Approaches to Learning
Self-Regulatory Learning
A Model of Self-Regulatory Learning
Self-Evaluationand Monitoring
Putting a Plan intoAction and Monitoring It
Goal Setting andStrategic Planning
Monitoring Outcomesand Refining Strategies
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Antecedent – Behavior – Consequence (ABC)
assessment procedure
Antecedent – what occurs before the behavior
Behavior – action emitted by child
Consequence – does reinforcement or punishment take place