ED 260-Educational Psychology

1. ED 260-Educational Psychology Ashley Swanson

2. Today’s Topics • Module 9-Behavioral Learning Theories • Module 10-Social Cognitive Theory • Module 11-Information Processing

3. Module 9-Behavioral Learning Theory

4. Classical Conditioning • Pairing involuntary behaviors with behaviors that do not evoke automatic responses • Learning occurs when the neutral stimulus is paired repeatedly with an unconditioned stimulus

5. Classical Conditioning When an unconditioned stimulus and its conditioned response are paired with a previously neutral stimulus, the neutral stimulus becomes a conditioned stimulus (learned stimulus) that evokes a conditioned response (learned response)

6. Classical Conditioning • The learned response can be expanded on, altered, or eliminated through: • Generalization • Discrimination • Extinction

7. Classical Conditioning • Main classroom application: • Emotional states regarding academic subjects, teachers, and school • Example: positive teacher = positive feeling towards academic subject negative teacher = negative feeling towards academic subject

8. Operant Conditioning • Pairing of events that includes new, voluntary behaviors rather than physiological responses or emotional states • Law of effect- behaviors with good consequences are more likely to occur again, while behaviors with bad consequences are less likely to occur again

9. Operant Conditioning • Skinner’s ABC’s of Learning: • A-antecedent occurs prior to the behavior • Cues and Prompts • B-behavior • C-consequences • Reinforcement and Punishment

10. Operant Conditioning • Reinforcement = increase in behaviors • Punishment = decreasing behaviors

11. Operant Conditioning

12. Operant Conditioning • Positive Reinforcement: adding something that is desired • Negative Reinforcement: taking away something that is undesired • Positive Punishment: adding something undesired • Negative Punishment: removing something desired

13. Operant Conditioning • Using Consequences Effectively: • Developmental level of student • Student’s likes and dislikes • Function of attention • When and how often to provide consequences • Use reinforcement more than punishment • Some punishments should not be used

14. Classroom Application • Increasing appropriate behaviors: • Premack principle • Shaping • Reinforcing incompatible behaviors • Praise-and-ignore • Positive Practice

15. Classroom Application • Decreasing inappropriate behaviors: • Satiation • Extinction • Overcorrection • Reprimand • Response cost • Social Isolation

16. Logical Consequences in the Classroom Excerpt from: Teacher Like Your Hair’s on Fire by: RafeEsquith

17. Emotional Intelligence Emotional Intelligence (EI) can be used to reinforce appropriate behavior and discourage inappropriate behaviors while teaching students to be intrinsically motivated instead of extrinsically motivated

18. Emotional Intelligence • Conscious Discipline Video Clips: • Noticing: http://consciousdiscipline.com/videos/ • Using Logical Consequences: http://consciousdiscipline.com/videos/ • One goal of Conscious Discipline is to shift from a competitive, behavioral “catch them being good” model of classroom management to a cultural relationship model in which teachers create a respectful, responsible school climate where all members thrive and want to “do good” all the time. (Hoffman, L.L., Hutchinson, C.J., Reiss, E, 6)

19. Emotional Intelligence • Use of rewards: • Ruptures relationships • Ignores underlying reasons for behavior • Discourages risk-taking • Undermines interest in the task at hand • When we get rid of the rewards, we can adopt a classroom approach that dismisses petty reward structures and promotes a behavior process that thrives on emotional intelligence (Kohn)

20. Read Articles & Group Discussion

21. Module 10-Social Cognitive Theory

22. Social Cognitive Theory • Albert Bandura • Assumptions of theory: • Learning can occur by observing others • Learning may or may not include a behavior change • Personal characteristics are important in learning

23. Observational Learning • Model Characteristics: • Relevance • Competence • High Status • Gender appropriateness

24. Observational Learning • Imitator Characteristics: • Attention • Retention • Production • Motivation

25. Observational Learning • Environmental Characteristics: • Response facilitation effect • Response inhibition effect • Response disinhibition effect

26. Triadic Reciprocal Model • Anxiety • Goals • Gender • Self-efficacy The influence of these three aspects on one another is bidirectional Person • Study habits • Athletic performance • Test scores • Self-regulation • Teacher’s instructional strategies • Models • SES Environment Behavior

27. Personal Factors in Learning • Self-efficacy: individual’s belief about his/her capabilities for success • Influences on Self-efficacy: • Past performance • Modeling • Verbal persuasion • Physiological state

28. Personal Factors in Learning • Self-regulation: ability to control one’s emotions, and behaviors by providing consequences for oneself Self-Observation Self-Evaluation Self-Judgment

29. Classroom Application • Provide students with accurate, specific feedback • Ex) You read all the words on that page correctly, instead of saying “good job” • Teacher efficacy & Collective efficacy • Modeling and guided practice of learning strategies and specifically training students in goal setting and self-reflection promotes self-regulation

30. Module 11-Information Processing

31. Three Stage Model of Information Processing • Sensory Memory • Working Memory • Long-Term Memory

32. Sensory Memory • Component of memory that holds unanalyzed, incoming information for a brief period of time • Unlimited storage • Visual information: 1 second • Auditory information: 2-3 seconds

33. Sensory Memory • Allows us to pay attention to some things and ignore others • Size, intensity, novelty, incongruity, emotion, and personal significance determine the amount of attention particular stimuli deserve

34. Sensory Memory • Test your sensory memory: http://forensics.rice.edu/en/For-Educators/Online-Activities.html

35. Sensory Memory 1) What color coffee mug was in the picture? -Blue -Red -Yellow -White 2) What was the deadline? -Yesterday -Tomorrow -Today -Oct 19

36. Sensory Memory 3) What time was on the clock on the wall? -10:40 -7:20 -5:38 -11:05 4) How many sticky notes were on the whiteboard? -3 -6 -7 -8

37. Sensory Memory 5) Which of the following was not in the picture? -stapler -trashcan -printer -pen 6) What was the name on the plaque on the desk? -Steve -Brian -David -Jeff

38. Sensory Memory 7) What color was the victim’s shirt? -white -blue -red -green 8) How many plants were in the office? -1 -2 -3 -4

39. Sensory Memory 9) Which of the following was on the floor? -coffee mug -cardboard box -backpack -plant 10) Where was the book in the picture? -on the box -on the floor -on the desk -under the body

40. Working Memory • Component of memory that holds and processes a limited amount of information • 5-9 bits of data at a time • 5-20 seconds, unless it is actively used-then duration is indefinite

41. Working Memory • Stores from sensory and retrieves from long-term • Woodcock Johnson (WJ) Test of Achievement-working memory subset

42. Working Memory • Working memory test similar to one given in the WJ test: http://intelligencetest.com/stmemory/index.htm

43. Working Memory • Encoding is the process of modifying information to get it ready for long-term storage • Effortful processing eventually becomes automatic processing

44. Information Retention • Rehearsal • Mneumonics • Chunking • Heirarchies • Visual Imagery

45. Long-Term Memory • Component of memory that holds knowledge and skills for days, weeks, or years • Types of knowledge: • Episodic knowledge • Declarative knowledge • Procedural knowledge • Conceptual knowledge

46. Long-Term Memory • How are memories retrieved: • Activation level-indicates current degree of availability of information in long-term memory • High state of activation=available for immediate use • Low state of activation=idle in long-term memory • Retrieval cues-used to move information from a low state of activation to a high state of activation • Senses • Context

47. Long-Term Memory • How are memories retrieved: • Recall and recognition place different demands on memory • Recall: ability to pull something from memory • Recognition: identifying previously learned knowledge

48. Long-Term Memory • Three main reasons memories are forgotten: • Encoding failure: information never makes it to the long-term memory • Storage decayed: “use it or lose it” • Retrieval failure: information is unavailable

49. Classroom Application • Helping students pay attention • Plan for student’s attention spans • Use attention signals • Keep students engaged • Respect attentional limits

50. Classroom Application • Helping students effectively store and retrieve information: • Teach students how to organize information • Wait time • Develop conceptual understanding • Break down tasks into manageable pieces • Teaching students why/how the information in relevant • Opportunities to practice basic skills until they become automatic • Practice & Repetition