Behaviorist & Social Cognitive Views of Learning

Behaviorist & Social Cognitive Views of Learning

In what ways do you plan (or expect) to use rewards (stickers, smiles, treats, praise, privileges, grades in your teaching? Why? What are the implication of using such strategies? A Thought Experiment

Basic Assumptions of Behaviorism • People’s behaviors are largely the result of their experiences with environmental stimuli. • The “shaping” of our behavior is called conditioning. • Learning is defined as a relationship developed between stimuli and responses. • Learning involves a behavior change. • Note that this does NOT pay attention to what is going on internally (i.e., mental events)

Classical Conditioning

Classical Conditioning • A form of learning in which a new response is acquired due to two stimuli being presented simultaneously • Changes in our behavior resulting from an association made between thoughts, feelings, and/or behaviors and an event or emotional state

Practical applications Conditioning of emotion • People sometimes respond emotionally to fairly “neutral” stimuli (i.e., intense fear of flying) • When a stimulus (i.e., driving close to the airport) is associated with something that makes us fearful, we may begin feeling fearful of the stimulus itself. Conditioning in classrooms • When students encounter unpleasant stimuli in school, they may dislike school in general. • A mean teacher may create a dislike for the subject. • Frequently failing tests may cause a student to hate a subject.

Operant Conditioning The mind as black box. Pay NO attention to what is internal. • This theory proposes that we learn something (or do something) because the consequences are so desirable that we are inclined to do the behavior again. • Referred to as Reinforcement OR • behaviors can be unlearned (or stopped) because the consequences are such that we are inclined to NOT do the behavior again. • Punishment

Operant Conditioning 4 major techniques or methods of operant conditioning. Overlap two types of stimuli (positive/pleasant or negative/aversive), with the action taken (adding or removing the stimulus).

What Works Best? • Studies show that reinforcement has longer lasting effects on behavioral changes than does punishment. • Punishment’s negative results (often results in immediate compliance, but can lead to: • Only temporary behavior changes • Attempts to avoid being caught • Negative associations with punisher • Reinforcement teaches what is expected; punishment only teaches what is not.

Identify consequences that are truly reinforcing Make response-consequences contingencies explicit Be consistent Continuously monitor student progress Using Reinforcement Effectively

Reducing Undesirable Behaviors • Apply extinction • Do not reinforce undesirable behaviors • Cue students when they are engaged in inappropriate behaviors • Use body language, eye contact, stand by them, brief verbal cue • Reinforce a behavior that in incompatible with (or interferes with) the undesirable behavior • Use punishment wisely, appropriately, and humanely

Limitations of Behaviorism • Attempts at changing only behaviors • Ignores MANY factors involved in learning. • Reinforcement for academic tasks may encourage students to do things quickly rather than well. • Extrinsic reinforcement of an activity that students already find intrinsically reinforcing may undermine student interest in the task itself.

In the social cognitive view people are neither driven by inner forces nor automatically shaped and controlled by external stimuli. Rather, human functioning is explained in terms of a triadic reciprocal relationship in which behavior, cognitive and other personal factors, and environmental events all operate as interacting determinants of each other. Albert Bandura Social Cognitive Theory

Reciprocal Determinism Behavior Person Environment

Learning occurs from watching others Learning can occur without a change in behavior (Observation without imitation) Cognition (not just behavior or reinforcement) plays a role in learning What a person believes plays a role in learning. (Therefore “self-efficacy” is crucial to learning.) General Principles

The Self System

Behaviorist & Social Cognitive Views of Learning