Behavioral Approaches to Learning and Teaching

8/8/2019 Behavioral Approaches to Learning and Teaching

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Behavioral Approaches toBehavioral Approaches to

Learning and TeachingLearning and TeachingFOUN 3100FOUN 3100

Sondra M. ParmerSondra M. Parmer

Auburn UniversityAuburn University

Fall 2003Fall 2003


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What is learning?What is learning?

Examples of learningExamples of learning

Learning additionLearning addition

Learning to driveLearning to drive Learning social interactionLearning social interaction

Examples of things that are NOT learningExamples of things that are NOT learning

Reflexive behavior (e.g., swallowing)Reflexive behavior (e.g., swallowing)

Innate abilitiesInnate abilities


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Approaches to LearningApproaches to Learning

BehavioralBehavioral emphasis on experiencesemphasis on experiences

CognitiveCognitive emphasis on mental processemphasis on mental process

Social cognitiveSocial cognitive Cognitive informationCognitive information--processingprocessing

Cognitive constructivistCognitive constructivist

Social constructivistSocial constructivist


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Behavioral Approaches toBehavioral Approaches to

LearningLearning


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Classical ConditioningClassical Conditioning

A type of learning in which an organismA type of learning in which an organism

learns to connect or associate stimuli.learns to connect or associate stimuli.

Neutral stimulus meaningful stimulus response


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Classical Conditioning: Ivan PavlovClassical Conditioning: Ivan Pavlov


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GeneralizationGeneralization involves the tendency of ainvolves the tendency of a

new stimulus similar to the originalnew stimulus similar to the original

conditioned stimulus to produce a similarconditioned stimulus to produce a similar

response (e.g., test anxiety: biology testresponse (e.g., test anxiety: biology test

chemistry test).chemistry test).


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DiscriminationDiscrimination occurs when the organismoccurs when the organism

responds to a certain stimuli but not othersresponds to a certain stimuli but not others

(e.g., test anxiety: English test).(e.g., test anxiety: English test).


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ExtinctionExtinction involves weakening of theinvolves weakening of the

conditioned response in the absence ofconditioned response in the absence of

the unconditioned stimulus (e.g., goodthe unconditioned stimulus (e.g., good

grades on test = fading of test anxiety).grades on test = fading of test anxiety).


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Good at explaining how neutral stimuliGood at explaining how neutral stimuli

becomes associated with unlearned,becomes associated with unlearned,

involuntary responses.involuntary responses.

Good at understanding students anxietiesGood at understanding students anxieties

and fears.and fears.

Not as effective at explaining voluntaryNot as effective at explaining voluntary

behaviors.behaviors.


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Classical Conditioning ActivityClassical Conditioning Activity

Get into groups of 3Get into groups of 3--4 people.4 people.

Determine an example of classical conditioning.Determine an example of classical conditioning.

Each group will present their example in theEach group will present their example in the

form of a skit to the rest of the class.form of a skit to the rest of the class.

The class will try to identify the following:The class will try to identify the following:

Unconditioned stimulusUnconditioned stimulus

Conditioned stimulusConditioned stimulus Unconditioned responseUnconditioned response

Conditioned responseConditioned response


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Operant ConditioningOperant Conditioning

A form of learning in which theA form of learning in which the

consequences of behavior produceconsequences of behavior produce

changes in the probability that thechanges in the probability that the

behavior will occur.behavior will occur.

Example:When John made good gradesExample:When John made good grades

[behavior] his parents gave him money[behavior] his parents gave him money

[consequence] so he continued to make[consequence] so he continued to makegood grades [future behavior].good grades [future behavior].


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ThorndikeThorndike

Cats in puzzle boxesCats in puzzle boxes

Thorndikes Law of EffectThorndikes Law of Effect

Behaviors followed by positiveBehaviors followed by positiveoutcomes are strengthened; behaviorsoutcomes are strengthened; behaviors

followed by negative outcomes arefollowed by negative outcomes are

weakened.weakened.

Positive Example: I sing a songPositive Example: I sing a song youyou

applaud for meapplaud for me I continue to sing.I continue to sing. Negative Example: I sing a songNegative Example: I sing a song youyou

boo at me and throw tomatoesboo at me and throw tomatoes I noI no

longer sing.longer sing.


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B. F. SkinnerB. F. Skinner


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Reinforcement (reward)Reinforcement (reward) increases theincreases the

probability a response will occurprobability a response will occur Positive reinforcementPositive reinforcement frequency of a responsefrequency of a response

increases because it is followed by a rewardingincreases because it is followed by a rewarding

stimulusstimulus

Negative reinforcementNegative reinforcement frequency of a responsefrequency of a response

increases because it is followed by theincreases because it is followed by the removalremovalofof

an aversive stimulusan aversive stimulus

PunishmentPunishment decreases the probability adecreases the probability a

response will occurresponse will occur


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Examples of PositiveExamples of Positive

ReinforcementReinforcementMy son scores a goal in soccer [behavior];My son scores a goal in soccer [behavior];

I praise him [consequence]; He continuesI praise him [consequence]; He continuesto try to score goals [future behavior].to try to score goals [future behavior].

Student begins using the adverb wellStudent begins using the adverb wellcorrectly [behavior]; She receives extracorrectly [behavior]; She receives extra

time in the reading area [consequence];time in the reading area [consequence];Student continues to use wellStudent continues to use wellappropriately [future behavior].appropriately [future behavior].


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Examples of NegativeExamples of Negative

ReinforcementReinforcement Student comes to class on time [behavior];Student comes to class on time [behavior];

Teacher stops writing students name on theTeacher stops writing students name on the

board [consequence]; Student continues to comeboard [consequence]; Student continues to come

to class on time [future behavior].to class on time [future behavior].

Student completes homework after schoolStudent completes homework after school

[behavior]; Parents stop nagging at student to[behavior]; Parents stop nagging at student to

complete homework [consequence]; Studentcomplete homework [consequence]; Student

increasingly completes homework after schoolincreasingly completes homework after school

[future behavior].[future behavior].


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Examples of PunishmentExamples of Punishment

Student is caught cheating [behavior];Student is caught cheating [behavior];Student is placed in ISS [consequence];Student is placed in ISS [consequence];Student does not cheat again [futureStudent does not cheat again [future

behavior].behavior]. Two students are disruptive during classTwo students are disruptive during class

[behavior]; Students are reprimanded by[behavior]; Students are reprimanded bythe teacher [consequence]; Studentsthe teacher [consequence]; Studentsbecome silent during class [futurebecome silent during class [futurebehavior].behavior].


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Punishment vs. Negative Reinforcement

Decreases the

likelihood that the

response will

occur.

Increases the

probability that

the response

will occur.


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Operant Conditioning ActivityOperant Conditioning Activity

Get into groups of 3Get into groups of 3--4 people.4 people.

Determine an example ofDetermine an example of positive reinforcementpositive reinforcement

negative reinforcementnegative reinforcement punishmentpunishment

Each group will present their examples to theEach group will present their examples to therest of the class.rest of the class.

The class will try to identify each of the above asThe class will try to identify each of the above aswell as identify the behavior, consequence andwell as identify the behavior, consequence andfuture behavior.future behavior.


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Applied Behavior AnalysisApplied Behavior Analysis

in Educationin Education

Applies operant conditioning to changeApplies operant conditioning to change

human behavior. It increases desirablehuman behavior. It increases desirable

behavior while decreasing undesirablebehavior while decreasing undesirable

behavior.behavior.


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Increasing Desirable BehaviorsIncreasing Desirable Behaviors

Choose effective reinforcersChoose effective reinforcers

Tailored for individualsTailored for individuals

Natural onesNatural ones praise and privilegepraise and privilege Premack principlePremack principle a high probability activitya high probability activity

can serve as a reinforcer for a low probabilitycan serve as a reinforcer for a low probability

activityactivity

Example: If you complete the assignment, you mayExample: If you complete the assignment, you mayhave 5 extra minutes at recess.have 5 extra minutes at recess.


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Make the reinforcer contingent and timelyMake the reinforcer contingent and timely

provide the reward only after the childprovide the reward only after the child

performs the behavior.performs the behavior.

Example: If you clean up your area, then youExample: If you clean up your area, then you

may listen to music.may listen to music.


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Use the best schedule of reinforcementUse the best schedule of reinforcement FixedFixed--ratio scheduleratio schedule

A behavior is reinforced after a set number of responsesA behavior is reinforced after a set number of responses

VariableVariable--ratio scheduleratio schedule A behavior is reinforced after an average number of times,A behavior is reinforced after an average number of times,but on an unpredictable basisbut on an unpredictable basis

FixedFixed--interval scheduleinterval schedule First appropriate response after a fixed amount of time isFirst appropriate response after a fixed amount of time is

reinforcedreinforced

VariableVariable--interval scheduleinterval schedule A response is reinforced after a variable amount of time hasA response is reinforced after a variable amount of time has

elapsedelapsed


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Consider contractingConsider contracting putting reinforcementputting reinforcement

contingencies in writing.contingencies in writing.

Using prompts and shapingUsing prompts and shaping

PromptPrompt an added stimulus or cue that is given justan added stimulus or cue that is given just

before a response and increases the likelihood thatbefore a response and increases the likelihood that

the response will occur. (e.g., peace and quiet)the response will occur. (e.g., peace and quiet)

ShapingShaping teaching new behaviors by reinforcingteaching new behaviors by reinforcing

successive approximations to a specified targetsuccessive approximations to a specified targetbehavior (e.g., tennis ball activity)behavior (e.g., tennis ball activity)


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Decreasing Undesirable BehaviorsDecreasing Undesirable Behaviors

Use differential reinforcementUse differential reinforcement reinforcereinforcebehavior that is more appropriate (e.g.,behavior that is more appropriate (e.g.,reinforce a student for raising hand toreinforce a student for raising hand to

answer rather than blurting out answer)answer rather than blurting out answer) Terminate reinforcement (extinction)Terminate reinforcement (extinction)

withdraw positive reinforcement fromwithdraw positive reinforcement frominappropriate behavior and reward theinappropriate behavior and reward theappropriate behavior (e.g., thank you forappropriate behavior (e.g., thank you forsitting in your seat so quietlysitting in your seat so quietly


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Decreasing Undesirable BehaviorDecreasing Undesirable Behavior

Remove desirable stimuliRemove desirable stimuli

TimeTime--outout

Response costResponse cost Present aversive stimuliPresent aversive stimuli

Example: Lack of sharingExample: Lack of sharing parental verbalparental verbal

disappointmentdisappointment


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Divide into four groups of six people. Each group will consider one of the

following students' undesirable behaviors. Each group will determine

strategies for decreasing the behaviors listed.What is the best strategy for

each? Report back to the class your strategies for decreasing the

behavior.

1) Andrew, who likes to utter profanities every now and then;

2) Sandy, who tells you to quit bugging her when you ask her questions;

3) Matt, who likes to mess up other students' papers;

4) Rebecca, who frequently talks with other students around her while you

are explaining or demonstrating something.

IN CLASS ACTIVITY


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Social CognitiveSocial Cognitive

Approaches to LearningApproaches to Learning


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Banduras SocialBanduras Social

Cognitive TheoryCognitive Theory

Social and cognitiveSocial and cognitivefactors, as well asfactors, as well as

behavior, play importantbehavior, play important

roles in learningroles in learning


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Banduras ReciprocalBanduras Reciprocal

Determinism ModelDeterminism Model


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Observational LearningObservational Learning

Also known as imitation or modelingAlso known as imitation or modeling

Classic Bobo doll studyClassic Bobo doll study

The application of consequences is not necessaryThe application of consequences is not necessary

for learning to take placefor learning to take place Rather learning can occur through the simpleRather learning can occur through the simple

processes of observing someone else's activityprocesses of observing someone else's activity


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Banduras Contemporary ModelBanduras Contemporary Model

of Observational Learningof Observational LearningBandura formulated his findings in a four-step pattern which combines a cognitive

view and an operant view of learning. Attention -- the individual notices something in the

environment

Retention -- the individual remembers what was noticed

Reproduction -- the individual produces an action that is

a copy of what was noticed

Motivation -- the environment delivers a consequence

that changes the probability the behavior will be emitted

again (reinforcement and punishment)


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Cognitive Behavior ApproachesCognitive Behavior Approaches

Emphasize getting students to monitor,Emphasize getting students to monitor,

manage, and regulate their own behavior.manage, and regulate their own behavior.

SelfSelf--instructional techniques that can beinstructional techniques that can betaught to students for selftaught to students for self--monitoringmonitoring

prepare for anxiety or stressprepare for anxiety or stress

confront and handle the anxiety or stressconfront and handle the anxiety or stress

cope with feelings at critical momentscope with feelings at critical moments

use reinforcing selfuse reinforcing self--statementsstatements


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Social Cognitive Approaches

to Learning

Self-Regulatory Learning

A Model of Self-Regulatory Learning

Self-Evaluation

and Monitoring

Putting a Plan into

Action and Monitoring It

Goal Setting and

Strategic Planning

Monitoring Outcomes

and Refining Strategies

Documents

Behavioral Approaches to Learning and Teaching