Beruflich Dokumente
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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
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