sociology theory

Copyright 2001 by Allyn and Bacon

Behavioral PsychologyBehavioral Psychology

Dr. Bill Bauer

EDUC 202


Overview

Understanding LearningEarly Explanations of LearningContiguity and Classical ConditioningOperant ConditioningApplied Behavior AnalysisBehavioral Approaches to Teaching & ManagementRecent Approaches: Self-Regulated Learning & Cognitive Behavior ModificationProblems & Issues


Concept Map for Chapter 6

Behavioral Viewsof

Learning

Understanding Learning

Early Explanations

of Learning

Contiguity and

Classical

Conditioning

Operant

Conditioning

Applied

Behavior

Analysis

Behaviorism,

Teaching &

Management

Self-Regulated

Learning & Cognitive

Behavior Modification

Problems & Issues



Permanent change

Change in behavior or knowledge

Learning is the result of experience

Learning is not the result of maturation or temporary conditions (illness)

Definition of Learning


Contiguity Learning

Learning by simple associations: PairingStimulus → ResponseExamples: Golden Arches = McDonalds Times tables (7 X 8 = 56) States & capitals (Lansing, MI)


Pavlov: Classical Conditioning

Pavlov’s dilemma

Involuntary responses: Respondents

Generalization

Discrimination

Extinction


UnconditionedStimulus

UnconditionedResponse

Classical Conditioning


NeutralStimulus

NeutralStimulus








NeutralStimulus

NeutralStimulus






Repeat pairing US with NSRepeat pairing US with NS



NeutralStimulus

NeutralStimulus



ConditionedStimulus

ConditionedStimulus

ConditionedResponse

ConditionedResponse




Repeat pairing US with NSRepeat pairing US with NS



Classical Classroom Examples

A first grader feels ill when recess time approaches because he was beat up on the playground the last 3 days in a row.

Certain smells that can elicit nauseous sensations (Hopefully NOT from the cafeteria!)

Speech phobia : cold sweat, shaking knees and hands

Phobias in general


Skinner: Operant Conditioning

Operants : Deliberate actions

Thorndike’s Law of Effect

ABC’s

Reinforcement

Punishment


Types of Consequences


Types of Reinforcement

Positive reinforcementExamples: Praise Teacher attention Rewards

Negative reinforcement Avoid the loss of privileges Take away an aversive stimulus


Types of Punishment

Presentation Punishment Detention Extra work

Removal Punishment Loss of recess Loss of privileges


Kinds of Reinforcement & PunishmentKinds of Reinforcement & Punishment

Behavior encouragedBehavior encouraged Behavior suppressedBehavior suppressed

Stimulus presented

Stimulus presented

Stimulus removed or withheld

Stimulus removed or withheld

PositiveReinforcement:

Praise / reward

PresentationPunishment:

Detention / extrawork

NegativeReinforcement

Avoid losingpoints

Removal Punishment

Loss of recess /grounded!

See Woolfolk, Figure 6.1, p. 208 and Table 6.1, p. 209


Reinforcement Schedules

Continuous

Interval Ratio

Fixed

Ratio Interval

Variable

Intermittent

Types of Reinforcement Schedules



Reflection Questions

What is the difference between punishment and negative reinforcement?What schedule of reinforcement is best for building persistence? Why?What happens when all reinforcement is withdrawn?


Controlling Antecedents


Antecedents

Providing previous information about expected behaviorsSignaling when a behavior should be emittedCueing: Lights off means “Be quiet!”Prompting: Verbal reminder after students do not get quiet after lights were turned off : they missed the cue.


Applied Behavior Analysis

Baseline behavior

Target behavior

Classroom application:1 - Specify the desired behavior

2 - Plan a specific intervention

3 - Keep track of the results


Interventions: Encouraging Positive Behavior

Teacher attention

Premack principle

Shaping

Positive practice

See Guidelines,

Woolfolk, pp. 214 &

217


Coping with Undesirable Behaviors

Negative reinforcement: ‘No recess until…’

Satiation: ‘I would like 1000 of those perfect spit wads,

please!’

Reprimands: soft & private

Response cost

Social isolation

Punishment

See Guidelines, Woolfolk, p. 220


Coping with Undesirable Behaviors

Cautions: Use a two pronged approach:Punishment for undesired behaviorClarify and reinforce desired

behavior


Behavioral Approaches to Teaching & Management


Teaching : Mastery Learning

Students must

demonstrate

competence before

moving to next unit

Mastery means 80 –

90% correct

Focuses on basic skills


Behavioral Management

Group consequences

Token reinforcement

Contingency contracts


Recent Approaches: Self-Regulation &Cognitive Behavior Modification

The object of teaching a child is to enable him to get along without his teacher.

Elbert Hubbard


Self-Regulated Learning

Self management Set goals and make the goals public

Note: Standards and effect on performance

Evaluate & record performance

Promote self-reinforcement

See Family & Community Partnerships,

Woolfolk, p. 227


Cognitive Behavior Modification & Self-Instruction

Similar to self-regulated learning

Adds thinking and self-talk

More cognitive than behavioral approach


Cognitive Behavior Modification & Self-Instruction

Teaching self-talk: Demonstrate & supervise Talk out loud while practicing, student imitates Whisper while practicing, student

imitates Work toward private speech while

practicing

See Woolfolk, Figure 6.4, p. 229


Reflection Question

What is a habit you would like to change? How would you implement the steps of cognitive behavior modification to change your habit?

Make a graphic organizer or flow chart to illustrate your goal and steps toward meeting that goal.


Problems & Issues

Extrinsic rewards may lead to loss of interest in learning for learning’s sake

Decrease in motivation

Motives for influencing student

behaviors: control?

See Point▼Counterpoint, Woolfolk

pp. 230-231


Summary

Understanding LearningEarly Explanations of LearningContiguity and Classical ConditioningOperant ConditioningApplied Behavior AnalysisBehavioral Approaches to Teaching & ManagementRecent Approaches: Self-Regulated Learning & Cognitive Behavior ModificationProblems & Issues


Review Questions

Define learning.How does a neutral stimulus become a

conditioned stimulus?Discriminate between generalization and

discrimination.What defines a consequence as a reinforcer?

As a punisher?How are negative reinforcement and

punishment different?


Review Questions

How can you encourage persistence in a behavior?What is the difference between a prompt and a cue?What are the steps in applied behavior analysis?How can the Premack principle help you identify reinforcers?When is shaping an appropriate approach?


Review Questions

What are some cautions in using punishment?What is mastery learning?Describe group consequences, token programs, and contracts.What are the steps in self-management?What are the main criticisms of behavioral approaches?


End Chapter 6

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