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Behavioral Views of Learning

The document discusses behavioral views of learning, focusing on classical and operant conditioning as methods to influence student behavior. It highlights techniques such as reinforcement, token economies, and the Premack principle to increase desirable behaviors in the classroom, while also addressing the potential negative effects of excessive reinforcement. Additionally, it covers shaping, cueing, and prompting as strategies for teaching and modifying behaviors effectively.

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ncthanh2303
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6 views21 pages

Behavioral Views of Learning

The document discusses behavioral views of learning, focusing on classical and operant conditioning as methods to influence student behavior. It highlights techniques such as reinforcement, token economies, and the Premack principle to increase desirable behaviors in the classroom, while also addressing the potential negative effects of excessive reinforcement. Additionally, it covers shaping, cueing, and prompting as strategies for teaching and modifying behaviors effectively.

Uploaded by

ncthanh2303
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PDF, TXT or read online on Scribd
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Behavioral views of learning

What do you think about this punishment? Does it


help student improve their English learning?
• Memorizing vocabulary?
• Understand grammar?
• Improve pronunciation?
Classical conditioning vs operant conditioning

• Classical conditioning helps explain how people learn to


produce involuntary physiological and emotional reactions to
certain stimuli.
• Humans and other animals do not always need a stimulus to
produce a response but rather may initiate behaviors on their
own or “operate” on the environment to change it in a certain
way.
→ the study of how animals learn to operate on their
environments led to the second behaviorist view of learning—
operant conditioning.
Increasing Desirable Behaviors
• A reinforcer is a consequence that increases the likelihood of a
behavior recurring →
Reinforcement is the process of applying reinforcers with the
goal of increasing that behavior
• too much reinforcement may cause an opposite effect and
decrease the desirable behavior → satiation
• Positive reinforcement requires the following four conditions:
1. A desirable behavior is displayed.
2. The reinforcer is temporally contiguous to the behavior.
3. The reinforcer is contingent on the behavior.
4. The reinforcer is a desirable consequence.
Increasing Desirable Behaviors in classroom
• Token Economies. A token is something that lacks inherent value but
can be used in exchange of things that have inherent value
→ very efficient in reducing disruptive classroom behaviors and being
off-task. In these cases, students are given tokens when they are well
behaved and engaged in class activities.
• Contingency Contracting. making a written or verbal contract
between the teacher and a student,
→the student agrees to behave in a mutually acceptable way (i.e., work
on an assignment for a certain time, practice math problems until
mastery is achieved, display social skills)
→the teacher agrees to provide a mutually acceptable reinforcement
(i.e., a certain grade, tokens, free time).
Increasing Desirable Behaviors in classroom

• Premack principle. David


Premack (1959) discovered
that people have a hierarchy
of reinforcers.
→more preferred activities
reinforce less preferred
activities
Ex.“Eat your vegetables and
then you can go out to play,”
Increasing Desirable Behaviors in classroom
Negative Reinforcement
→to increase the likelihood of a desirable behavior.
→removing an aversive consequence when the desirable behavior is
displayed
Examples:
• Making a final exam optional for students who achieve an average score
of 80% or higher on all other tests.
• Dropping students’ lowest grade when they submit all classroom
assignments on time.
• Removing a stare at a student after he or she starts working at an
assignment.
Schedules of Reinforcement

•
Schedules of Reinforcement

•
Schedules of Reinforcement

•
Effectiveness of Different Reinforcement Schedules
Shaping is an operant conditioning method that is used to help
students perform a difficult or complex task. It involves teaching
new behaviors by reinforcing successive approximations toward
the target behavior.
Steps for Using Shaping in the Classroom
1. Selecting the desirable behavior (child sits quietly at his desk
for 30 minutes).
2. Obtaining reliable baseline data (document the amount of
time that the child sits quietly at his desk before you start the
intervention).
3. Selecting potential reinforcers (keep in mind what may
motivate this individual student—a sticker, extra time to play a
game, etc.).
4. Reinforcing successive approximations to the target behavior
(reinforce each time the child sits quietly at his desk during the
different approximations to the goal—10 minutes, 15 minutes,
etc.).
Effectiveness of Different Reinforcement Schedules
Cueing and Prompting

Cueing happens when we use signals to indicate that a certain response is


desirable or undesirable.
An example of cueing is flicking the classroom lights to remind students
that they need to speak quietly to each other when working in groups.

Prompting, the presentation of an additional cue following the first cue


with the goal of shaping or changing behavior.
Decreasing Desirable Behaviors in
classroom
Satiation: too
much →
disappearing
behaviors

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