Behavioral Views of Learning

1. Behavioral Views ofLearning Chapter 6

2. Definition of Learning • Relatively permanent change • In behavior or knowledge • Learning is the result of experience • Learning is not the result of maturation or temporary conditions (illness) • Perspectives on LearningBehavioral: Learning must be observable change in behaviorCognitive: Learning is an internal process and cannot be observed directly

3. Contiguity Learning • Learning by simple associations or repeated pairing • Examples: • Golden Arches = Mc Donalds • Times tables • States & capitals • Stimulus • Event that activates a behavior • Response • Observable reaction to stimulus

4. Classical Conditioning Unconditioned Stimulus (food) Unconditioned Response (saliva) Neutral Stimulus (bell) Unconditioned Response (Sali- va) Unconditioned Stimulus (food) Repeated pairing US with NS (food) (bell) Conditioned Stimulus (bell) Conditioned Response (saliva)

5. Pavlov: Classical Conditioning • Pavlov’s dilemma • Conditioned Stimulus-->Stimulus that evokes an emotional or physiological response after conditioned • Conditioned Responselearned response to a previously neutral stimuli • Generalization--> responding in the same way to similar stimuli • Discrimination-->responding different to similar but not identical stimuli • Extinction-->gradual disappearance of a learned response

6. Using Principles of Classical Conditioning in the Classroom • Associate positive, pleasant events with learning tasks • Help students to risk anxiety-producing situations voluntary and successfully • Help students recognize differences and similarities among situations so they can discriminate and generalize appropriately • b d

7. Skinner: Operant Conditioning • Operants: deliberate actions (goal directed) • ABC’s = Antecedent Events BehaviorConsequences • (A-->B-->C) • Reinforcementthe use of consequences to strengthen behaviors • Reinforcersevents that follow behaviors and strengthen them • Punishmentthe use of consequences to weaken behavior

8. Types of Reinforcement • Positive reinforcement • Examples: • Praise • Teacher attention • Rewards • Immediate • Exchangeable • Negative reinforcement • DESIRED Behavior is produced in order to • avoid the loss of privileges or to • take away an aversive stimulus

9. Types of Punishment • Presentation Punishment • Detention • Extra work • Removal Punishment • Loss of recess • Loss of privileges Reinforcement Schedules • Continuous - reinforce after every • appropriate response • Intermittent - presenting a reinforcer after • some but not all responses

10. Questions Get in groups of 4 and develop 1 questions from the first 10 slides

11. Stayed here Antecedents • Providing previous information about expected behaviors • Signaling when a behavior should be emitted • Cueing: Lights off = “Be quiet!” • Prompting: Verbal reminder after students do not get quiet after lights were turned off. Interventions: Encouraging Positive Behavior Teacher attention Praise & ignore

12. Premack principle more preferred activity serves as a reinforcer for a less preferred activity • Shapingreinforcing each small step of progress • Successive Approximations Small components that make up a complex behavior • Task Analysis A system of breaking down a task hierachically into basic skills into basic skills and subskills R R R

13. Coping with Undesirable Behavior • Negative reinforcement ‘No recess until…’ • Satiation: ‘I would like 1000 of those perfect spit wads, please!’ • Reprimands soft & private • Response costtake away points/tokens earned • Differential Reinforcement of Incompatible Behaviors (DRI)reinforce a desired behavior that is incompatible with the undesired one • Social isolation is also called contingent observation – removing the student from activity that is being interrupted • Time out removing the studentfrom all reinforcement • Punishment • Restitutional Over Correction • Positive Practice Overcorrection

14. Reaching Every Student: Functional Behavioral Assessment • Students act out to: • Receive attention • Escape from some unpleasant situation • Get a desired activity or item • Meet sensory or physiological needs • Are bored • In order to understand the behavior: • The teacher must usefunctional behavioral assessmentprocedures to obtain information • About antecedents, behaviors and consequences to determine the reason of the misbehavior • Positive behavioral supports • Are interventions • Designed to replace problem behavior • With new actions • That serve the same purpose for the student

15. Group Question • Ask one question based on the last five slides

16. Behavioral Approaches to Teaching and Management • Group Consequencesrewards or punishment given to a class as a whole as result of their behavior • Good Behavior Gameclass is divided into teams e/team receives points or demerits as result of their behavior • Contingency Contractcontract between the teacher and the student specifying the contingencies for the reinforcement • Token Reinforcementstokens are earned as result of desired behavior—they can be exchanged for privileges or items

17. Observational Learning • Social Learning Theory emphasizes learning through the observation of others • Cognitive Theory adds the person’s values, beliefs, self perception and expectations to social learning theory • Enactive Learninglearning by doing • Vicarious Learninglearning by observing • Steps: • Attentionfocusing • Retentionremembering • Reproductiondoing it • Motivation and reinforcementYeah! I can do it, let me do it again

18. Factors that Affect observational Learning

19. Observational Learning in Teaching • Directing attention • Use peersclass leaders • Make sure that they see that positive behaviors lead to reinforcers • Encourage already learned behaviors • Strengthening / weakening inhibitions • Teaching new behaviors • Arousing emotions

20. Self Management • Self managementthe use of behavioral learning principles to change their own behavior • Goal SettingSet goals and make the goals public • Note: Standards and effect on performance • Monitor and Evaluate ProgressEvaluate & record performance • Promote self-reinforcement

21. Cognitive Behavior ModificationATSTBC Antecedent T H I N K S T A L K • Similar to self management • Adds thinking and self-talk • More cognitive than behavioral approach--> change ideas/cognitions/emotions • Antecedent Event-->automatic thought = emotions and feelingsbehaviorImportant to teach reflection instead of impulsivity!!!

22. Group Questions • Ask one questions based on the last five slides.