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Behavioral Views of Learning

Behavioral Views of Learning. Chapter 6. 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).

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Behavioral Views of Learning

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  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.

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