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LEARNING THEORY

LEARNING THEORY. BEHAVIORISM. B. F. SKINNER. BEHAVIORISM. REINFORCEMENT THEORY. Behavioral psychologists study observable behavior and what causes behavior to change. ALL mental concepts are viewed as being irrelevant. TERMINOLOGY.

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LEARNING THEORY

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  1. LEARNING THEORY BEHAVIORISM

  2. B. F. SKINNER

  3. BEHAVIORISM REINFORCEMENT THEORY Behavioral psychologists study observable behavior and what causes behavior to change. ALL mental concepts are viewed as being irrelevant.

  4. TERMINOLOGY Reinforcement- An environmental stimulus that increases a behavior Punishment- An environmental Stimulus that decreases behavior Extinction- Decreasing or eliminating a behavior by failing to reinforce it.

  5. NATURALLY EMITTED BEHAVIORS(Contribution of Biology) The environment shapes naturally emitted behaviors. The environment shapes innate behaviors. We do not acquire original behaviors from the environment.

  6. BEHAVIORAL EDUCATION For behaviorists the purpose of education is to effect desired changes in the learner’s behavior. Mental constructs have NO place in a behaviorist classroom.

  7. COGNITION Think Know Understand Analyze Interpret Evaluate Decide Comprehend Learn Etc. AFFECT(Emotion) Appreciate Feel Enjoy Curiosity Interest Free will Believe Etc. EVIL WORDS (Neverto be used when describing teaching objectives)

  8. Behaviorists maintain that none of these “evil” words must ever be used in the classroom!!! Educational objectives must be stated in behavioral terms only.

  9. EDUCATION MEANS….. CHANGING BEHAVIOR Behavior Modification

  10. REINFORCEMENT always increases behaviors PUNISHMENT and EXTINCTION always decreasebehaviors

  11. Reinforcement Punishment Reinforcement and Punishment Add something to the environment in order to increase behavior Add something to the environment in order to decrease behavior + _ Subtract something from the environment in order to decrease behavior Subtract something from the environment in order to increase behavior

  12. SIZE OF REINFORCEMENT Increasing the size of the reinforcement increases likelihood that the person will engage in the behavior. I’m more likely to wash your car for $50 than for 50 cents. (BUT, you must be careful of satiation.)

  13. CONTINUOUS REINFORCEMENT Reinforcement is provided every time the person performs the desired behavior. This schedule of reinforcement may be useful for initiating a behavior, but it has at least 2 major problems. 1. It is not practical. 2.Very fast extinction occurs when reinforcement stops.

  14. SCHEDULES OF REINFORCEMENT Ratio Interval Reinforcement is provided at a fixed time interval. Reinforcement is provided after a fixed number of behaviors. Fixed Reinforcement is provided on the average of a fixed number of behaviors Reinforcement is provided on the average of a fixed time interval. Vari- able

  15. THE BEHAVIORAL CLASSROOM 1. Identify the BEHAVIORAL objective 2. Find the reinforcements that will increase the desired behavior.

  16. SHAPING Successive Approximation Task Analysis additive reductionist

  17. PROBLEMS Because of LOGICAL contradictions in the theory: 1. There is no one to set the goals. 2. The term reinforcement doesn’t mean anything (gives us no information).

  18. According To Skinner, What Should Educators Be Trying to Achieve? • What educational goals are most consistent with this theory? • Behavioral Objectives • What educational methodologies are most consistent with this theory? • Reinforcement and Extinction (punishment) • According to this theory, what is the purpose of schools and education? • To Change (Shape) Behaviors

  19. How does the theory define achievement?!!! • Achievement is defined as a desired change in behavior. • What are the factors that contribute to achievement? • In order for the student to achieve the teacher must set behavioral goals that the student can perform and provide proper reinforcements.

  20. What are the factors that contribute to lack of achievement (possibly causing a child to be labeled)? • The teacher has not set behavioral goals that the student can perform and/or has not provided proper reinforcements. • LACK OF ACHIEVEMENT IS DUE TO IMPROPER TEACHING. If the child does not learn it is the fault of the educational system !!

  21. CONTRIBUTIONS • Individualized Education • Must have individual starting points and reinforcements for each child. • Concentrate on What You Want, not on What You Don’t Want. • Don’t waste time punishing undesired behaviors; reinforce desired behaviors. • Change What You Are Doing If it Doesn’t Work.(Teacher is a “scientist”.)

  22. FIXED RATIO CHARACTERISTICS: 1. A steady rate of work (a plus) 2. Fast rate of extinction (a minus)

  23. VARIABLE RATIO CHARACTERISTICS: 1. A steady rate of work (a plus) 2. Slow rate of extinction (a plus) 3. Rapid recovery of behavior from extinction It is always true that the next performance of the behavior could bring the reinforcement.

  24. FIXED INTERVAL CHARACTERISTICS: 1. A slow, unsteady rate of work (a minus) 2. A fast rate of extinction (a minus)

  25. VARIABLE INTERVAL CHARACTERISTICS: 1. A steady rate of work (a plus) 2. A slow rate of extinction (a plus) It is very difficult for the learner to tell the difference between this schedule and the variable ratio schedule.

  26. SELF-EXCLUDING FALLACY(no one to set the goals) People are viewed as being passive. They have no free will. They make no decisions. If so…... • There is no one to decide upon the behavioral objects. • There is no one to analyze the data. • There is no one who has the free will to shape others.

  27. The educator using the theory must exclude her/himself from the tenets (basic principles) of the theory. The person using this theory must have the free will to • decide upon behavioral objectives • analyze data • be the active shaper of the passive • students who are being shaped.

  28. In order for this theory of human psychology to work, the rules must not apply to at least one human.(When I am using the theory everyone is passive and shapeable except me. I am the active shaper.) This is a logical fallacy!! It doesn’t make sense.

  29. In order to get a behavior to increase provide a reinforcement whenever the behavior occurs. Reinforcement--An environmental stimulus that increases a behavior In order to get a behavior to increase provide an environmental stimulus that increases a behavior whenever the behavior occurs.

  30. REINFORCEMENT The term reinforcement is circular and gives us no information as to how to get a behavior to change.

  31. PREMACK PRINCIPLE (An unsuccessful attempt to overcome the circularity problem) A behavior that naturally occurs frequently has a high probability of reinforcing a behavior that naturally occurs less frequently. Translation: Use something a pupil likes to do as a reward for doing something s/he doesn’t like to do. Like every other proposed reinforcement, sometimes it works and sometimes it doesn’t.

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