Chapter 7
Behavioral
and Social
Learning
Theories
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Overview
• Operant conditioning
• Educational applications of operant
conditioning principles
• Social learning theory
• Using computer-assisted instruction in
your classroom
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7–2
Operant conditioning
• Theorist
– B. F. Skinner
• Basic assumption
– Voluntary responses are strengthened
or weakened as a result of their
consequences
• Original research
– Rats in Skinner boxes
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7–3
Operant conditioning concepts
• Positive reinforcement
– Strengthening (increasing) a behavior by
presenting a positive stimulus immediately
after the behavior has occurred
• Negative reinforcement
– Strengthening (increasing) a behavior by
removing a negative stimulus immediately
after the behavior has occurred
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7–4
Operant conditioning concepts
• Presentation punishment (Type I)
– Weakening (decreasing) a behavior by
presenting an aversive stimulus
immediately after the behavior has
occurred
• Removal punishment (Type II, time-out)
– Weakening (decreasing) a behavior by
removing a positive stimulus immediately
after the behavior has occurred
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7–5
Operant conditioning concepts
• Extinction
– When a previously reinforced behavior
decreases in frequency and eventually
ceases altogether because reinforcement
is withheld
• Spontaneous recovery
– When an extinguished behavior reappears
without having been reinforced
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7–6
Conditions that define reinforcement,
punishment, and extinction
Type of +
Stimulus
Desirable
Action +
= Result
Present
Effect on
Behavior
Strengthen
Aversive
Remove
Strengthen
Negative reinforcement
Aversive
Present
Weaken
Desirable
Remove
Weaken
Desirable
Withhold
Weaken
Type I (presentation)
punishment
Type II (removal)
punishment
Extinction
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Positive reinforcement
7–7
Operant conditioning concepts
• Generalization
– When an individual learns to make a particular
response to a particular stimulus and then makes
the same or a similar response in a slightly
different situation
• Discrimination
– When an individual learns to notice the unique
aspects of seemingly similar situations and thus
different ways of responding
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7–8
Operant conditioning concepts
• Shaping
– Reducing complex behaviors into several
more simple behaviors
– Reinforcing successive approximations to
the complex behavior
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7–9
Schedules of reinforcement
• Fixed interval schedule
– Reinforcement occurs after a specific
amount of time
• Variable interval schedule
– Reinforcement occurs after a random
amount of time
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7–10
Schedules of reinforcement
• Fixed ratio schedule
– Reinforcement occurs after a specific
number of responses
• Variable ratio schedule
– Reinforcement occurs after a random
number of responses
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7–11
Educational applications
of operant conditioning principles
• Programmed instruction
• Computer-assisted instruction (CAI)
– Drill-and-practice programs
– Simulation programs
– Tutorial programs
• Integrated learning systems (ILS)
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7–12
Educational applications
of operant conditioning principles
• Behavior modification
– Shaping
– Token economies
– Contingency contracts
– Extinction, time-out, and response cost
– Punishment
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7–13
Steps in shaping
•
•
•
•
Select the target behavior
Obtain realistic baseline data
Select potential reinforcers
Reinforce successive approximations for the
target behavior each time they occur
• Reinforce the newly established target
behavior each time it occurs
• Reinforce the target behavior on a variable
reinforcement schedule
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7–14
Social learning theory
• Theorist
– Albert Bandura
• Basic assumption
– Observation and imitation of a model lead
to changes in behavior
• Original research
– Imitation of aggression by young children
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7–15
Types of observational learning effects
• Inhibition
– Learn not to do something we already know how
to do because a model has refrained from
behaving in that way, has been punished for
behaving that way, or does something different
than we intended
• Disinhibition
– Learn to exhibit something not approved
of because a model has done the same thing
without being punished
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7–16
Types of observational learning effects
• Facilitation
– Prompted to do something that we do not
ordinarily do because of insufficient
motivation because a model has done the
same thing
• True observational learning
– Learn a new behavior pattern by watching
and imitating the performance of someone
else
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7–17
Processes in observational learning
• Attention
– Paying attention to a model’s behavior
• Retention
– Encoding behavior into memory
• Production
– Performance of behavior
• Motivation
– Reinforcement of behavior
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7–18
Motivation and reinforcement
• Direct reinforcement
– Individual watches a model perform,
imitates the behavior, and is reinforced by
the model
• Vicarious reinforcement
– Observer anticipates receiving a reward for
behaving in a given way because someone
else has been so rewarded
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7–19
Motivation and reinforcement
(cont’d)
• Self-reinforcement
– Individual strives to meet personal
standards and does not depend on or care
about the reactions of others
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7–20
Factors that affect self-efficacy
•
•
•
•
Self-assessment of past performance
Verbal persuasion from someone else
Emotional reaction to task
Vicarious experience of others
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7–21
Behaviors affected by self-efficacy
• The goals and activities in which a person
chooses to engage
• The kind of thought processes a person uses
• How hard and long a person strives to
achieve a goal
• The kinds of emotional reactions a person
experiences during tasks
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7–22
Research on social learning theory
• Effects of modeling on aggression
• Effects of modeling on the learning
of cognitive skills
• Effects of modeling on self-efficacy
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7–23
Major types of CAI programs
(Grabe & Grabe, 2001; Neill & Neill, 1993)
Type of Program
Drill and Practice
Tutorial
Problems-Solving
Programs: Simulations
and Games
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Purpose
Practice knowledge and skills
learned earlier to produce fast and
accurate responses
Teach new information (e.g.,
facts, definitions, concepts) and
skills
Teach new information and skills
and provide an opportunity to
apply what was learned in a
meaningful context that would
otherwise be unavailable because
of cost, physical danger, and time
constraints
7–24
End of
Chapter 7
Behavioral
and Social
Learning
Theories