CH 9- Behaviorist Views of Learning

Identify the 4 Theoretical Approaches to Learning

Behaviorism:

• down play on cognitive processes

• focus on what can be observed and measured

Social Cognitive Theory:

• ways people learn by observing one another

• self-efficacy and self-regulation are 2 major concepts

Cognitive Psychology:

• how people process new information

• constructivism

Contextual Theories:

• influence of physical and social environments on cognition and learning

Identify the 5 Basic Assumptions of Behaviorism

Behavior results from experiences with environmental stimuli

Learning involves behavior change

Learning involves observable events → associations between stimuli and responses

Learning involves two events that occur at approximately the same time

Species learn in similar ways

Differentiate between Classical and Operant conditioning

Classical:

• response is involuntary

• pairing of two stimuli

• and unconditioned response becomes a conditioned response

Operant:

• response is voluntary

• stimulus comes after the response rather than before or at the same time

Differentiate between Reinforcement and Punishment

Reinforcement:

• goal is to increase a behavior

Punishment:

• goal is to decrease a behavior

Differentiate between Primary and Secondary Reinforcers

Primary:

• address a basic, built-in biological or psychological need

• Ex: food, water, oxygen, sources of warmth

Secondary:

• needs that learners will learn to appreciate

• Ex: praise, money, good grades

• may become reinforcing over time through association with other stimuli that already have a reinforcing effect

Generalization

A person learns a response to a particular stimulus and then makes the same response to a similar stimulus

In context of classical conditioning:

• makes a CR to a stimulus similar to a CS

In context of operant conditioning:

• makes a voluntary response to a stimulus that is similar to one previously associated with a response-reinforcement contingency

Extinction

Gradual disappearance of an acquired response

In classical conditioning:

• results from repeated presentation of a CS in the absence of the UCS

In operant conditioning

• results from repeated lack of reinforcement

Shaping

Gradual process in which students begin to practice new behaviors only when they’re truly ready to acquire the behavior

Group Contingency

Situation in which everyone in a group must make a particular response before the reinforcement occurs

Contingency Contract

An agreement between two individuals to encourage appropriate behavior

• behaviors and reinforcers are identified as part of the contract

Differentiate between Extrinsic and Intrinsic

Extrinsic:

• come from the outside environment

• Ex: positive feedback

Intrinsic:

• reinforcer provided by the learner or inherent in the task being performed

• Ex: satisfaction

General recommendations to discourage inappropriate behaviors

Be aware of the behaviors you are reinforcing

• regularly reinforce all students individually or as a group

Explicitly share expectations

• post assignment descriptions and rubrics

• identify learning outcomes and objectives

• provide time to ask and answer questions

• make consequences explicit

Use extrinsic reinforcers sparingly

• promote intrinsic reinforcement when possible

Identify what reinforcers motivate students and monitor progress

Find ways for students to appropriately reinforce one another

Be consistent and continuous with reinforcers

Discrimination

Student learns that a response is reinforced in the presence of one stimulus but not in the presence of another similar stimulus

Cueing

Use of a verbal or nonverbal sign to indicate that a certain behavior is desired or that a certain behavior should stop

Setting Events

Complex environmental condition that is likely to evoke certain voluntary behaviors

Behavioral Momentum

Increased tendency for a learner to make a particular response immediately after making a similar response

Identify some ways that educators can effectively use punishment

Make sure the punishment is fair → not too severe or relaxed

Identify consequences beforehand

Be timely and consistent

Administer privately

Emphasize behavior, not the students

Be warm and supportive → don’t punish out of anger

Teach desirable behaviors