1、Behavioral Approaches to Learning and Teaching,FOUN 3100 Sondra M. Parmer Auburn University Fall 2003,What is learning?,Examples of learning Learning addition Learning to drive Learning social interaction Examples of things that are NOT learning Reflexive behavior (e.g., swallowing) Innate abilities
2、,Approaches to Learning,Behavioral emphasis on experiences Cognitive emphasis on mental process Social cognitive Cognitive information-processing Cognitive constructivist Social constructivist,Behavioral Approaches to Learning,Classical Conditioning,A type of learning in which an organism learns to
3、connect or associate stimuli.,Neutral stimulus meaningful stimulus response,Classical Conditioning: Ivan Pavlov,Classical Conditioning,Classical Conditioning,Generalization involves the tendency of a new stimulus similar to the original conditioned stimulus to produce a similar response (e.g., test
4、anxiety: biology test chemistry test).,Classical Conditioning,Discrimination occurs when the organism responds to a certain stimuli but not others (e.g., test anxiety: English test).,Classical Conditioning,Extinction involves weakening of the conditioned response in the absence of the unconditioned
5、stimulus (e.g., good grades on test = fading of test anxiety).,Classical Conditioning,Good at explaining how neutral stimuli becomes associated with unlearned, involuntary responses. Good at understanding students anxieties and fears. Not as effective at explaining voluntary behaviors.,Classical Con
6、ditioning Activity,Get into groups of 3-4 people. Determine an example of classical conditioning. Each group will present their example in the form of a skit to the rest of the class. The class will try to identify the following: Unconditioned stimulus Conditioned stimulus Unconditioned response Con
7、ditioned response,Operant Conditioning,A form of learning in which the consequences of behavior produce changes in the probability that the behavior will occur. Example: When John made good grades behavior his parents gave him money consequence so he continued to make good grades future behavior.,Op
8、erant Conditioning,Thorndike Cats in puzzle boxes Thorndikes Law of Effect Behaviors followed by positive outcomes are strengthened; behaviors followed by negative outcomes are weakened. Positive Example: I sing a song you applaud for me I continue to sing. Negative Example: I sing a song you boo at
9、 me and throw tomatoes I no longer sing.,B. F. Skinner,Operant Conditioning,Reinforcement (reward) increases the probability a response will occur Positive reinforcement frequency of a response increases because it is followed by a rewarding stimulus Negative reinforcement frequency of a response in
10、creases because it is followed by the removal of an aversive stimulus Punishment decreases the probability a response will occur,Examples of Positive Reinforcement,My son scores a goal in soccer behavior; I praise him consequence; He continues to try to score goals future behavior.Student begins usi
11、ng the adverb “well” correctly behavior; She receives extra time in the reading area consequence; Student continues to use “well” appropriately future behavior.,Examples of Negative Reinforcement,Student comes to class on time behavior; Teacher stops writing students name on the board consequence; S
12、tudent continues to come to class on time future behavior.Student completes homework after school behavior; Parents stop nagging at student to complete homework consequence; Student increasingly completes homework after school future behavior.,Examples of Punishment,Student is caught cheating behavi
13、or; Student is placed in ISS consequence; Student does not cheat again future behavior. Two students are disruptive during class behavior; Students are reprimanded by the teacher consequence; Students become silent during class future behavior.,Punishment vs. Negative Reinforcement,Decreases the lik
14、elihood that the response will occur.,Increases the probability that the response will occur.,Operant Conditioning Activity,Get into groups of 3-4 people. Determine an example of positive reinforcement negative reinforcement punishment Each group will present their examples to the rest of the class.
15、 The class will try to identify each of the above as well as identify the behavior, consequence and future behavior.,Applied Behavior Analysis in Education,Applies operant conditioning to change human behavior. It increases desirable behavior while decreasing undesirable behavior.,Increasing Desirab
16、le Behaviors,Choose effective reinforcers Tailored for individuals Natural ones praise and privilege Premack principle a high probability activity can serve as a reinforcer for a low probability activity Example: If you complete the assignment, you may have 5 extra minutes at recess.,Increasing Desi
17、rable Behaviors,Make the reinforcer contingent and timely provide the reward only after the child performs the behavior. Example: If you clean up your area, then you may listen to music.,Increasing Desirable Behaviors,Use the best schedule of reinforcement Fixed-ratio schedule A behavior is reinforc
18、ed after a set number of responses Variable-ratio schedule A behavior is reinforced after an average number of times, but on an unpredictable basis Fixed-interval schedule First appropriate response after a fixed amount of time is reinforced Variable-interval schedule A response is reinforced after
19、a variable amount of time has elapsed,Increasing Desirable Behaviors,Consider contracting putting reinforcement contingencies in writing. Using prompts and shaping Prompt an added stimulus or cue that is given just before a response and increases the likelihood that the response will occur. (e.g., p
20、eace and quiet) Shaping teaching new behaviors by reinforcing successive approximations to a specified target behavior (e.g., tennis ball activity),Decreasing Undesirable Behaviors,Use differential reinforcement reinforce behavior that is more appropriate (e.g., reinforce a student for raising hand
21、to answer rather than blurting out answer) Terminate reinforcement (extinction) withdraw positive reinforcement from inappropriate behavior and reward the appropriate behavior (e.g., “thank you for sitting in your seat so quietly”,Decreasing Undesirable Behavior,Remove desirable stimuli Time-out Res
22、ponse cost Present aversive stimuli Example: Lack of sharing parental verbal disappointment,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
23、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 frequent
24、ly talks with other students around her while you are explaining or demonstrating something.,IN CLASS ACTIVITY,Social Cognitive Approaches to Learning,Banduras Social Cognitive Theory,Social and cognitive factors, as well as behavior, play important roles in learning,Banduras Reciprocal Determinism
25、Model,Observational Learning,Also known as imitation or modeling Classic Bobo doll study The application of consequences is not necessary for learning to take place Rather learning can occur through the simple processes of observing someone elses activity,Banduras Contemporary Model of Observational
26、 Learning,Bandura 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 tha
27、t 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),Cognitive Behavior Approaches,Emphasize getting students to monitor, manage, and regulate their own behavior. Self-instructional techniques that can be taught to students for self-monitoring prepare for anxiety or stress confront and handle the anxiety or stress cope with feelings at critical moments use reinforcing self-statements,
