Behavioral Psychology
Dr. Bill Bauer
EDUC 202
Copyright 2001 by Allyn and Bacon
Overview
Understanding Learning
Early Explanations of Learning
Contiguity and Classical Conditioning
Operant Conditioning
Applied Behavior Analysis
Behavioral Approaches to Teaching &
Management
Recent Approaches: Self-Regulated
Learning & Cognitive Behavior
Modification
Problems & Issues
Copyright 2001 by Allyn and Bacon
Concept Map for Chapter 6
Problems
& Issues
Self-Regulated
Learning & Cognitive
Understanding
Learning
Behavioral Views
of
Learning
Behavior Modification
Behaviorism,
Teaching &
Management
Copyright
Copyright 2001
2001 by
by Allyn
Allyn and
and Bacon
Bacon
Early Explanations
of Learning
Contiguity and
Classical
Conditioning
Applied
Behavior
Analysis
Operant
Conditioning
Definition of Learning
Permanent change
Change in behavior or knowledge
Learning is the result of experience
Learning is not the result of maturation or
temporary conditions (illness)
Copyright 2001 by Allyn and Bacon
Contiguity Learning
Learning by simple associations:
Pairing
Stimulus → Response
Examples:
Golden Arches = McDonalds
 Times tables (7 X 8 = 56)
 States & capitals (Lansing, MI)

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Pavlov: Classical Conditioning
Pavlov’s dilemma
Involuntary
responses:
Respondents
Generalization
Discrimination
Extinction
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Classical Conditioning
Unconditioned
Stimulus
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Unconditioned
Response
Classical Conditioning
Unconditioned
Stimulus
Unconditioned
Stimulus
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Neutral
Stimulus
Unconditioned
Response
Unconditioned
Response
Classical Conditioning
Unconditioned
Stimulus
Unconditioned
Stimulus
Unconditioned
Response
Neutral
Stimulus
Repeat pairing US with NS
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Unconditioned
Response
Classical Conditioning
Unconditioned
Stimulus
Unconditioned
Stimulus
Unconditioned
Response
Neutral
Stimulus
Unconditioned
Response
Repeat pairing US with NS
Conditioned
Stimulus
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Conditioned
Response
Classical Classroom Examples
A first grader feels ill when recess time
approaches because he was beat up on the
playground the last 3 days in a row.
Certain smells that can elicit nauseous sensations
(Hopefully NOT from the cafeteria!)
Speech phobia : cold sweat, shaking knees and
hands
Phobias in general
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Skinner: Operant Conditioning
Operants : Deliberate
actions
Thorndike’s Law of
Effect
ABC’s
Reinforcement
Punishment
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Types of Consequences
Copyright 2001 by Allyn and Bacon
Types of Reinforcement
Positive reinforcement
Examples:
Praise
 Teacher attention
 Rewards

Negative reinforcement
Avoid the loss of privileges
 Take away an aversive stimulus

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Types of Punishment
Presentation Punishment
Detention
 Extra work

Removal Punishment
Loss of recess
 Loss of privileges

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Kinds of Reinforcement & Punishment
Behavior encouraged
Stimulus
presented
Stimulus removed
or withheld
Behavior suppressed
Positive
Reinforcement:
Presentation
Punishment:
Praise / reward
Detention / extra
work
Negative
Reinforcement
Removal
Punishment
Avoid losing
points
Loss of recess /
grounded!
See Woolfolk, Figure 6.1, p. 208 and Table 6.1, p. 209
Copyright 2001 by Allyn and Bacon
Reinforcement Schedules
Types of Reinforcement Schedules
Continuous
Intermittent
Fixed
Interval
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Copyright 2001 by Allyn and Bacon
Variable
Ratio
Ratio
Interval
Reflection Questions
What is the difference between
punishment and negative
reinforcement?
What schedule of reinforcement is best
for building persistence? Why?
What happens when all reinforcement
is withdrawn?
Copyright 2001 by Allyn and Bacon
Controlling Antecedents
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Antecedents
Providing previous information about
expected behaviors
Signaling when a behavior should be
emitted
Cueing: Lights off means “Be quiet!”
Prompting: Verbal reminder after students
do not get quiet after lights were turned off :
they missed the cue.
Copyright 2001 by Allyn and Bacon
Applied Behavior Analysis
Baseline behavior
Target behavior
Classroom application:
1
- Specify the desired behavior
2
- Plan a specific intervention
3
- Keep track of the results
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Interventions: Encouraging
Positive Behavior
Teacher attention
Premack principle
Shaping
Positive practice
See Guidelines,
Woolfolk, pp. 214 &
217
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Coping with Undesirable
Behaviors
Negative reinforcement: ‘No recess until…’
Satiation: ‘I would like 1000 of those perfect spit
wads, please!’
Reprimands: soft & private
Response cost
Social isolation
Punishment
See Guidelines, Woolfolk, p. 220
Copyright 2001 by Allyn and Bacon
Coping with Undesirable
Behaviors
Cautions: Use a two pronged
approach:
 Punishment
for undesired behavior
 Clarify and reinforce desired
behavior
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Behavioral Approaches to
Teaching & Management
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Teaching : Mastery Learning
Students must
demonstrate
competence before
moving to next unit
Mastery means 80 –
90% correct
Focuses on basic skills
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Behavioral Management
Group
consequences
Token
reinforcement
Contingency
contracts
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Recent Approaches: Self-Regulation &
Cognitive Behavior Modification
The object of teaching a child is to enable him to
get along without his teacher.
Elbert Hubbard
Copyright 2001 by Allyn and Bacon
Self-Regulated Learning
Self management

Set goals and make the goals public

Note: Standards and effect on performance

Evaluate & record performance

Promote self-reinforcement

See Family & Community Partnerships,
Woolfolk, p. 227
Copyright 2001 by Allyn and Bacon
Cognitive Behavior Modification
& Self-Instruction
Similar to selfregulated learning
Adds thinking and
self-talk
More cognitive
than behavioral
approach
Copyright 2001 by Allyn and Bacon
Cognitive Behavior Modification
& Self-Instruction
Teaching self-talk:
 Demonstrate & supervise
 Talk out loud while practicing,
student imitates
 Whisper while practicing, student
imitates
 Work toward private speech while
practicing
See Woolfolk, Figure 6.4, p. 229
Copyright 2001 by Allyn and Bacon
Reflection Question
What is a habit you would like to change?
How would you implement the steps of
cognitive behavior modification to change
your habit?
Make a graphic organizer or flow chart to
illustrate your goal and steps toward
meeting that goal.
Copyright 2001 by Allyn and Bacon
Problems & Issues
Extrinsic rewards may lead to loss of
interest in learning for learning’s sake
Decrease in motivation
Motives for influencing student
behaviors: control?
See Point▼Counterpoint, Woolfolk
pp. 230-231
Copyright 2001 by Allyn and Bacon
Summary
Understanding Learning
Early Explanations of Learning
Contiguity and Classical Conditioning
Operant Conditioning
Applied Behavior Analysis
Behavioral Approaches to Teaching &
Management
Recent Approaches: Self-Regulated
Learning & Cognitive Behavior Modification
Problems & Issues
Copyright 2001 by Allyn and Bacon
Review Questions
Define learning.
How does a neutral stimulus become a
conditioned stimulus?
Discriminate between generalization and
discrimination.
What defines a consequence as a reinforcer?
As a punisher?
How are negative reinforcement and
punishment different?
Copyright 2001 by Allyn and Bacon
Review Questions
How can you encourage persistence in a
behavior?
What is the difference between a prompt
and a cue?
What are the steps in applied behavior
analysis?
How can the Premack principle help you
identify reinforcers?
When is shaping an appropriate approach?
Copyright 2001 by Allyn and Bacon
Review Questions
What are some cautions in using
punishment?
What is mastery learning?
Describe group consequences, token
programs, and contracts.
What are the steps in self-management?
What are the main criticisms of behavioral
approaches?
Copyright 2001 by Allyn and Bacon
End Chapter 6
Copyright 2001 by Allyn and Bacon