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CHAPTER 7

CHAPTER 7. Behavioural Approaches, Social Cognitive Approaches, and Teaching. Brainteasers - why? when?. You will be presented with a series of paired words. The first word in each expression is a color. The second word, when unscrambled, completes a common term associated with that color .

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CHAPTER 7

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  1. CHAPTER 7 Behavioural Approaches, Social Cognitive Approaches, and Teaching

  2. Brainteasers - why? when? • You will be presented with a series of paired words. The first word in each expression is a color. The second word, when unscrambled, completes a common term associated with that color. • E.g. WHITE + ESLA = WHITE SALE.

  3. What are these phrases? • BLUE + DOBOL • ORANGE + WOBL • BLACK + TREAMK • GRAY + TAMTER • PURPLE + THREA • WHITE + GASPE • RED + TARCEP • YELLOW +REFEV • GREEN + BMUTH • BROWN + DBAER

  4. 2.5 Operant Conditioning • a form of learning in which consequences of behaviour produce changes in the probability that the behaviour will occur. Thorndike’s Law of Effect Behaviour Positive Outcome Behaviour Strengthened Behaviour Negative Outcome Behaviour Weakened

  5. 2.6 Skinner’s Operant Conditioning Skinner’s Operant Conditioning Consequences (rewards and punishments)are contingent on the organism’s behaviour. Reinforcement(reward)increases the probability that a behaviour will occur. Punishment decreases the probability that a behaviour will occur.

  6. 2.7 Mechanisms of Operant Conditioning Positive reinforcement: the frequency of a response increases because it is followed by a stimulus Negative reinforcement: the frequency of a response increases because the response either removes a stimulus or involves avoiding a stimulus

  7. 2.8 Mechanisms of Operant Conditioning Positive punishment: the administration of an unwelcome consequence (i.e. AFTER the behaviour occurs) Negative punishment: the removal of a valued item (i.e. AFTER the behaviour occurs)

  8. 2.9 Reinforcement & Punishment

  9. 3.1 Applied Behaviour Analysis Specific and comprehensive use of principles of operant conditioning to the development of abilities and self-direction skills of learners

  10. 3.2 Schedules of Reinforcement Fixed-Ratio Reinforce after a set number of responses Variable-Ratio Reinforce after an average but unpredictable # of responses Fixed-Interval Reinforce appropriate response after a fixed amount of time Variable-Interval Reinforce appropriate response after a variable amt oftime

  11. 3.3 Increasing Desired Behaviours 1. Choose effective reinforcers * Premack principle (grandma’s rule) 2. Make reinforcement contingent & timely 3. Use the best schedule of reinforcement 4. Consider a “contract” 5. Use negative reinforcement effectively

  12. 3.4 Prompts & Shaping Prompts:Added stimuli given just before the likelihood that the behaviour will occur. • Get behaviour going. • Once desired behaviour is consistent, remove prompts. Shaping: Teach new behaviours by reinforcing successive approximations of desired behaviour. • reward any response • reward responses that resemble the desired behaviour • reward only target behaviour.

  13. 3.5 Decreasing Undesirable Behaviours • Use Differential Reinforcement • Terminate reinforcement (extinction) • Remove desirable stimuli • Time-out • Response-cost • Present aversive stimuli (punishment)

  14. 4.1 Social-Cognitive Approaches to Learning Social Cognitive Theory:Social and cognitive factors, as well as behaviour, play important roles in learning Reciprocal Determinism Model: B: behaviour P/C: Person and Cognitive Factors E: environment

  15. 4.2 Bandura’s Contemporary Model of Observational Learning Specific Processes involved in observational learning: • Attention • Retention • Motor reproduction • Reinforcement or incentive conditions

  16. 4.3 Teaching Strategies Involving Observational Learning • Remember you are a model for students • Demonstrate and teach new behaviours • Use peers as models when appropriate • Use mentors as models • Be aware of media models • As a violence prevention strategy, make students aware of violence in the media

  17. 4.4 Diversity and Education Aboriginal Role Models, Mentors and Programs • Teachers who are cultural and educational role models can play an important part in encouraging children to stay in school • Education programs have been established across Canada to provide Aboriginal students with cultural role models and links to philosophy and traditions: • Saskatchewan’s Aboriginal Elder/Outreach Program • Dene Kede Program in the Northwest Territories

  18. 4.5 Cognitive Behaviour Approaches and Self-Regulation Cognitive Behaviour Modification: The emphasis is on getting students to monitor, manage and regulate their own behaviour rather than let it be controlled by external factors. Self-Instructional Methods: Cognitive behaviour techniques aimed at teaching individuals to modify their own behaviour

  19. 4.6 Self-Regulatory Learning Self-regulationmeans the self-generation and self-monitoring of thoughts, feelings, and behaviours in order to reach a goal. Characteristics of self-regulated learners: • Set goals for extending their knowledge • Are aware of emotional makeup and manage emotions with strategies • Monitor progress toward goals • Revise strategies based on progress, evaluate obstacles, adapt

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