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Behavioral Theories of Learning

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Behavioral Theories of Learning

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BEHAVIORAL

THEORIES OF
LEARNING
Behavioral Learning Social Learning Theories
Theories  Effects of Thought on Action
 Observable Actions
 Effects of Action on Thought
 Importance of
Pleasurable
Consequences.
 Effects of Modeling on
Learning

Cognitive Learning
Theories
 Unobservable Mental
Processes
• Stimuli: • Definition:change in an
enhance individual caused by
learning
through
experience
association
- smells • Types of Learning
- sounds − Intentional (look for sth on the Internet)
- temperature
− Unintentional (child’s reaction to needle)
 Pavlov: Classical Conditioning

 Thorndike: The law of Effect

 Skinner: Operant Conditioning

 Russian scientist Ivan Pavlov and his colleagues
 Studied the digestive process in dogs.
 Noticed changes in the timing and rate of salivation
 If meat powder was placed in or near the mouth of hungry
dog, the dog would salivate.
 Because the meat powder provoked this response without
any prior training or conditioning, the meat powder is
referred to as an unconditioned stimulus.
Unconditioned Stimulus Unconditioned Response

Neutral Stimulus + Unconditioned Stimulus

Conditioned Stimulus

Conditioned Stimulus Conditioned Response

 Inspired by Pavlov’s work.
 Thorndike linked behavior to physical reflexes.
 Behavior as a response to stimuli
 Forerunner of stimulus-response (S R) theory.
 Placed cats in boxes from which they had to escape to get
food.
 Cats learned to get out of the box more and more quickly
by repeating the behavior.
 B.F. Skinner, an American scientist
 Proposed that reflexive behavior accounts for only a small
portion of all actions.
 Proposed a class of behavior
 Labeled them as operant behaviors.
 Behavior pleasurable/pleasant consequences.
unpleasurable /unpleasant
 Called operant conditioning.
Definition: use of pleasant and
unpleasant consequences to
change behavior

Skinner’s Box: experiments in

controlled environment

Operants Behaviors: Operate on the Environment

in the absence of Unconditioned Stimulus—food.
 Principles of behavioral learning include:
 The role of consequences
 Reinforces
 Punishers
 Immediacy of Consequences
 Shaping
 Extinction
 Schedules of reinforcement
 Maintenance
 Role of Antecedents
Reinforcer: any consequence
that increases a
behavior
Primary Reinforcers:

Food Water Warmth Security

Secondary Reinforcers

Money Grades Stars Praise

Positive Reinforcer: pleasurable
consequence presented
Result: strengthens behavior

Negative Reinforcer: release from an

unpleasant situation
Result: strengthens behavior
Premack Principle (“Grandma’s Rule”): promoting
less-desired activities by linking them to more-desired
activities

“If you eat your

vegetables, you
may have
dessert.”

Grandmother
Classroom Uses of
Reinforcement:

1. Identify behaviors you want from your students, then

reinforce them when they occur.

2. Tell students which behaviors you want; when they occur,

reinforce them right after the behavior and explain why
the behavior is desirable.

3. Reinforce appropriate behavior immediately.

Intrinsic and Extrinsic
Reinforcers

1. Intrinsic: Pleasure Inherent in Engaging in the Behavior.

2. Extrinsic: Praise/Rewards Needed to Help People Engage

Remember for Extrinsic Rewards

1.Standards are Needed.
2. Feedback is Extrinsic—it can boost
Intrinsic Interest.
3.Should be Social and Communicate
Student Progress.
Practical Suggestion for Reinforcers:

1. Use the LEAST Elaborate/ Tangible

Reinforcers.
2. Don’t Use Certificates IF Praise/ Self-
Reinforcement Work.
3. Survey the Students for Ideas for
Reinforcers.
4. Nothing Succeeds Like Success—
Create this Climate in a Classroom
Categories of Reinforcers w/Examples
Category Examples
1. Self-Reinforcement  Praise themselves
 Pat on the back

2. Praise  “Good Job” / “Way to Go.”

3. Attention  Valued Adults Recognition
of a Student’s Work/Effort .

4. Grades and Recognition  Public Display of Work.

5. Call Home  Calling/Sending a Positive Note Home

6. Home-Based  Teachers can work w/Caregivers to set up

Reinforcement Special Privileges at home.
7. Privileges  Extra Computer Time/ Free Time in Class.

8. Activity Reinforcers  Achieving Goals/Standards Earn Free Time—

excellent for Group Contingencies.
9. Tangible Reinforcers  Earn Points in Exchange for Stickers,
Pencils—should have Choice Involved.
10. Food  Healthy Snacks—Raisins, Apples, Carrots.

Copyright © 2012 Allyn & Bacon

Two Forms of Punishment

Presentation of Removal of
unpleasant pleasant
consequences consequences
1. Effects are Temporary
2. Might Produce Aggression
3. Might Lead to Avoidance of
Situations

Therefore
Punishment should be:
1. Part of a Careful Plan.
2. Mildest Possible Form.
1. Makes Clear the Connection between Behavior and
Consequence.
2. Increases the Value of the Feedback.
The Importance of Immediate Consequences:

• Clarifies the connection between behavior

and consequence.
• Increases the Informational Value of
Feedback.
• Remember: Catch them being good!
• Definition:Teachers Guide
Students Toward Goals by
Reinforcing Steps that Lead to
Success.

•Applications for the classroom:

Teachers should teach a new skill step
by step, gradually shaping the final
skill.
Reinforcers are
Withdrawn

Behavior Weakens and will

Disappear
Extinction Outburst
• Intensification of a Behavior in Early
Extinction
• Should YOU Continue to Ignore the Behavior

Continue to Ignore the

Teachers
Beware
Behavior –it is the
Extinction Outburst .
Fixed Ratio: Fixed Interval:
reinforcer given reinforcement
after fixed only at certain
number of periodic times
behaviors

Variable Ratio:
reinforcer given Variable
after Interval:
unpredictable reinforcement at
number of some times but
behaviors not others
When teaching a new behavior/skill, reinforcement for correct
responses should be:
•Frequent
•Predictable

When a behavior/skill is established, reinforcement for correct

responses should be:
•Less frequent
•Less predictable
1. Correct Responses for New Behaviors Reinforcers
Frequent and Predictable.

2. Correct Responses for Established Behaviors Reinforcers

should be Less Frequent and Less Predictable.

3. Best Way to Keep Students AWAKE Use Variable-Ratio

Schedule.
• Discrimination: use of cues, signals,
information to know when a behavior is likely to
be reinforced

•Learning: a matter of mastering more and more

complex discriminations.

• Generalization: Transfer of Behaviors Learned

Under One Set of Conditions to Other Situations.
1. Actual Material/Simulations.

2. Examples from Many Contexts.

3. Use the Actual Environment.

4. Use Variety of Settings.

5. Explicit Connections between Skill and Natural Reinforcers.

6. Directly Reinforce Generalizations.

• Work Independently/Collaboratively Without
Supervisory Monitoring.
• Break Huge Projects into Manageable Parts.
• Reinforce Own Accomplishments.
• Self-Motivation.
1. Utilizes Behavioral/Performance Objectives