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Educational Psychology Chapter 5: Behavioral Theories of Learning

Behavioral Learning Theories: explanations of learning that emphasize observable changes in behavior Social Learning Theories: learning theories that emphasize not only reinforcement but also the effects of cues on thought and of thought on action Cognitive Learning Theories: explanations of learning that focus on the mental processes

What is Learning
Learning: a change in an individual that results from experience Changes caused by development/characteristics present from birth (reflex, hunger, pain) not learning Can be intentional or unintentional Is a response to some sort of environmental cause Stimuli: environmental conditions that activate the senses Central problem of instruction: getting students to learn the needed skills and concepts

What are Behavioral Learning Theories


Ivan Pavlov B.F. Skinner Pavlov: Classical Conditioning Did experiments with dogs involving meat and a bell Unconditioned Stimulus: a stimulus that naturally evokes a particular response Meat: made dog salivate without prior training Unconditioned Response: a behavior that is prompted automatically by a stimulus Salivation: responded this way without prior training Neutral Stimuli: stimuli that have no effect on a particular response Bell: at first neutral because had no effect Conditioned Stimulus: a previously neutral stimulus that evokes a particular response after having been paired with an unconditioned stimulus Bell with meat Skinner: Operant Conditioning Worked focused on relation between behavior and its consequences Operant Conditioning: the use of pleasant or unpleasant consequences to control the occurrence of behavior Skinner Box: an apparatus developed by Skinner for observing animal behavior in experiments of operant conditioning Most famous rat experiment with food bar

What Are Some Principles of Behavioral Learning


The Role of Consequences Consequences: pleasant or unpleasant conditions that follow behaviors and affect the frequency of future behaviors Pleasant more frequent Unpleasant less frequent Reinforcers Reinforcer: a pleasurable consequence that maintains or increases a behavior

The positive effect must be demonstrated (candy can reinforce but not always) Primary and Secondary Reinforcers: Primary Reinforcers: food water, or other consequences that satisfy basic needs Secondary Reinforcers: a consequence that people learn to value through its association with a primary reinforcer Money (can buy things which are basic needs) Grades (bring family praise and love) Positive and Negative Reinforcers: Positive Reinforcers: pleasurable consequence given to strengthen behavior Grades, starts, praise Negative Reinforcers: release from an unpleasant situation, given to strengthen behavior Being excused from doing dishes in exchange for doing homework Does not mean punishment Reinforcers always strengthen behavior whether positive or negative The Premack Principle: Premack Principle: rule stating that enjoyable activities can be used to reinforce participation in less enjoyable activities Grandmas Rule Ex. Do your homework then you can play outside Intrinsic and Extrinsic Reinforcers: Intrinsic Reinforcers: behaviors that a person enjoys engaging in for their own sake, without any other reward Extrinsic Reinforcers: praise or rewards given to motivate people to engage in behavior that they might not do so otherwise Can be damaging to reward children for behaviors they would have done anyway Should praise children for extrinsic non-intrinsic behavior Punishers Punishment: unpleasant consequences used to weaken behavior If a consequence does not reduce frequency of bad behavior it is not a punisher Effectiveness must be demonstrated not assumed Has two forms: Presentation Punishment Presentation Punishment: an aversive stimuli (unpleasant consequence) following a behavior, used to decrease the chances that the behavior will occur again Ex: student being scolded And Removal Punishment: Removal Punishment: withdrawal of a pleasant consequence that may be reinforcing bad behavior, designed to decrease the chances that the behavior will recur Ex: stay in from recess Response Cost: procedure of charging misbehaving students against their free time or other privileges Time Out: procedure of removing a student from a situation in which misbehavior was being reinforced Generally found to be effective Only punish after trying positive reinforcement Always done carefully never angrily or frustrated Never physical punishment Immediacy of Consequences It is important consequences occur quickly after behavior More time between action and response = less association between the two Small reinforce sooner has more effect than larger one later Ex: gesture toward misbehaving student instead of talking to after class Shaping Shaping: the teaching of a new skill or behavior by means of reinforcement for small steps toward the desired goal Important to reinforce (praise) along the way while learning

Break goals into steps and praise for the accomplishment of each step Extinction Extinction: the weakening and eventual elimination of a learned behavior as reinforcement is withdrawn Behavior usually intensifies at first the rapidly decreases it can still return Ex: locked door scenario Extinction Burst: the increase in levels of a behavior in the early stages of extinction Classroom management important not to give in if students bad behavior becomes more frequent Ex: calling out scenario teacher should refuse to answer any call outs no matter what Good to give stimulus or cues to show that the behavior will no longer be reinforced Schedules of Reinforcement Schedule of Reinforcement: the frequency and predictability of reinforcement Fixed Ratio: Fixed Ratio Schedule: desired behavior is rewarded following a fixed number of behaviors Ex: for every 5 math problems a student is praised Continuous reinforcement: reinforcing for each behavior Continuous is good to start a lesson with generally increase ratio of behavior to praise Generally, effective in motivating individuals Must be careful not to over reinforce or it will lose effectiveness Variable Ratio: Variable Ratio Schedule: desired behavior is rewarded following an unpredictable number of behaviors Ex: slot machine Produces very high and stable rates of behavior Highly resistant to extinction behavior will continue because people are used to having long periods of work without praise Fixed Interval: Fixed Interval Schedule: desired behavior is rewarded following a constant amount of time Ex: final-exam Instead of doing steady work over entire period, burst of effort right before period of reinforcement Frequent short quizzes may be better than infrequent exams Variable Interval: Variable Interval Schedule: desired behavior is rewarded following an unpredictable amount of time Ex: spot checks of students with in-class assignments, or hidden police officers on roads High rate of behavior and resistant to extinction People will behave well because they dont know when a check is coming Maintenance Life naturally reinforces some learned skills such as reading Maintenance: continuation of a behavior Resistance to extinction of reinforcement schedules is important for maintenance The Role of Antecedents Cueing: Antecedent Stimuli: events that precede behaviors (also known as cues) Cues: signals as to what behavior(s) will be reinforced or punished Saying its math time or its music time Students know what the expectations are at that time Discrimination: Discrimination: perception of and response to differences in stimuli Students learn when to do things and when not to As life goes on, students master more complex discriminations Generalization: Generalization: carryover of behaviors, skills or concepts from one setting or task to another Learn to discriminate among settings

Learn how to use skills used in one class in different classes and scenarios Techniques for increasing generalization: Teach a variety of examples Make it applicable to real life/what is interesting to them

How Has Social Learning Theory Contributed toHuman Learning


Developed by Albert Bandura Bandura: Modeling and Observational Learning Modeling: imitation of others behavior Believed human learning is not based off consequences but on imitating others Observational Learning: learning by observation and imitation of others Four Phases: 1. Attentional Phase get their attention 2. Retention Phase model the behavior you want 3. Reproduction students do it 4. Motivational Phase students want to do it because they believe it will help them Vicarious Learning: You learn from seeing others praised or reinforced Vicarious Learning: learning based on the observation of the consequences of others behavior Students see someone being praised and follow the same behavior in order to be praised themselves Self-Regulated Learning: Self-Regulation: rewarding or punishing ones own behavior Patting yourself on the back and punishing yourself You create and evaluate against your own standards May be hard to apply to more than the given situation Michenbaums Model of Self-Regulated Learning Students are taught to monitor and regulate themselves Cognitive Behavior Modification: procedures based on both behavioral and cognitive principles for changing ones own behavior by means of self-talk and self-instruction Students are taught to ask themselves questions Effective and generalize to other tasks Breaking things down helps pace students gives them opportunity to praise themselves Reduces hyperactive, impulsive, and aggressive behaviors Self-Reinforcement: Information about ones own behavior helps improve performance

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