Behavioral Views of Learning
Cluster 6
“We are by nature observers and thereby
learners. That is our permanent state.”
Ralph Waldo Emerson
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Understanding Learning
Early Explanations of Learning
Contiguity
Classical Conditioning
Operant Conditioning
Reinforcement Schedules
Behavioral Approaches to Teaching and Management
Problems and Issues
What is Learning?
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Learning is a process through which experiences causes
permanent changes in knowledge or behavior
– Permanent change
– Change in behavior or knowledge
– Learning is the result of experience
– Learning is not the result of maturation or temporary conditions
(illness)
Behavioral Learning Theories are explanations of learning that
focus on external events as the cause of changes in observable
behaviors
Behaviorists believe that learning is evidenced by change in
behavior and that learning is observable.
Cognitivists learning as an internal process, cannot be observed
directly….changes in behavior are a reflection of internal change
Early Explanations of Learning
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Simplest form of learning occurs through association, repeated pairing of
two events—called contiguity. When a
STIMULUS
RESPONSE
– Knock Knock
-Who’s there
– Golden Arches
-McDonalds
– 7x8
-56
– Contiguity is the basic component of learning from a behavioral
perspective
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Three Forms of Learning from a Behavioral Perspective that we will focus
on:
– 1. Classical Conditioning
– 2. Operant Conditioning
– 3. Reinforcement Schedules
Classical Conditioning
Mr. Ivan Pavlov, 1920’s
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What is classical conditioning?
– Association of automatic or involuntary responses with new
stimuli. We cannot control the response(respondents)
– The respondents are generally uncontrollable or involuntary
and elicited by specific stimuli
See GUIDELINES: Applying Classical Conditioning, p. 194
Terms to understand:
– Neutral Stimulus-does not automatically trigger a response
– Unconditioned Response does not automatically produce an
emotional or physiological response
– Conditioned Stimulus-previously neutral stimulus that evokes
an emotional or physiological response after conditioning
– Conditioned Response- learned response to a previously
neutral stimulus
Three other process involved in classical
conditioning:
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Generalization-responding to new stimuli as though they were
the original stimulus (all sounds made by tuner fork)
Discrimination-responding differently to two similar but not
identical stimuli (only salivating to a certain tone)
Extinction-gradual disappearance of the conditioned response
when conditioned stimulus is presented repeatedly, but not
followed by conditioned response (no longer salivating at tuner
fork sound since food did not follow repeatedly)
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
•Speech phobia: cold sweat, shaking knees and hands
•Phobias in general
Operant Conditioning
B.F. Skinner, 1953 (Edward Thorndike, 1913)
Skinner a.k.a. Father of Behavioral Psychology)
Operant Conditioning is learning in which voluntary behavior/deliberate
action (operants) is strengthened or weakened by events that follow an
action (consequences) or events that precede an action (antecedents)
 Reinforcement is the use of consequences to strengthen a behavior.
 Reinforcer is any event that follows a behavior and increases the
chances that the behavior will occur again.
 Punishment is a process that weakens or suppresses behavior.
A-B-C’s of Operant Conditioning
A
B
C
antecedents
behaviors
consequences
(stimulus)
(response)
(pun./rein.)
Door bell rings
answer the door
friends at door-increase
likelihood that you’ll
answer again
Door bell rings
answer the door
it’s the police,
salesperson —if this
continues you may never
answer the door again!
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SKINNER BOXES:
 Skinner and Thorndike placed cats, rats and pigeons in Skinner Boxes
and showed how animals’ behaviors could be shaped by the chance
reinforcements they encountered when acting on their environment.
 A Skinner Box is an experimental chamber designed to isolate stimulusresponse connections.
 Types of Consequences:
– Positive or negative
– Something can be given or taken away
– Good consequences:
 Something positive given, something negative taken away
– Bad consequences
 Something negative given, something positive taken away
 Types of Reinforcements:
– Positive reinforcement
Teacher attention
Praise
Rewards
– Negative reinforcement
Avoid the loss of privileges
Take away an aversive stimulus
Types of Punishment
•Presentation Punishment
Detention
Extra
work
•Removal Punishment
Loss
of recess
Loss
of privileges
Reinforcement Schedules :
See Table 15.1, p. 198
Continuous Reinforcement Schedule
Presenting a reinforcer for every
appropriate response
Fixed Interval ( predictable)
Reinforcement after a set period
of time.
Intermittent Reinforcement Schedule
Presenting a reinforcer after some but not
all responses
Variable Interval (unpredictable)
Reinforcement after varying
lengths of time
Interval Schedule
One type of intermittent reinforcement
schedule
Based on the amount of time between
reinforcers
Fixed Ratio( predictable)
Reinforcement after a set number
of responses.
Ratio Schedule
One type of intermittent reinforcement
schedule. Based on the number of
responses between reinforcers
Variable Ratio(unpredictable)
Reinforcement after a varying
number of responses
Controlling Antecedents
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Stimulus Control- Capacity for the presence or absence of antecedents
to cause behaviors.
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Example: Teacher sets a timer (cue) and if the students get
lined up quietly and orderly before the buzzer goes off, they
can have an extra 10 minutes of recess.
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Cueing: Timer set and Go means line up orderly and quietly
Prompting: A reminder that follows a cue. What are you supposed to
do when I set the time and say go? Question becomes a prompt
Providing previous information about expected behaviors-reminder
about the appropriate way to line up and possible mention of previous
rewards.
Signaling when a behavior should be emitted
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Applied Behavior Analysis
(equated with Behavior Modification)
Primary responsibility of a teacher is to maintain classroom
order and discipline. Applied Behavior Analysis is the
application of behavioral learning principles to understand
and change behavior
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Baseline behavior
Target behavior
Classroom application:
1
2
3
- Specify the desired behavior
- Plan a specific intervention
- Keep track of the results
Interventions: Encouraging Positive
Behavior
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Teacher attention
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Praise students following rules, ignore those breaking rules. Will not
work in ALL situations and some behaviors cannot be ignored.
Effective Praise:
contingent on the behavior to be reinforced
clearly specify behavior reinforcing
praise must be believable
Premack principle: More preferred activity can serve as a reinforcer for a
less preferred activity.
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Shaping: Reinforcing each small step of progress toward a desired goal or
behavior.
 Task Analysis: System for breaking down a task hierarchically into
basic skills and sub skills
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Positive practice: Practicing correct responses immediately after errors.
See Guidelines, Woolfolk, p. 207-Encouraging Positive Behaviors
Coping with Undesirable
Behaviors
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Negative reinforcement: “No recess until…”
Satiation: “I would like 1000 of those perfect spit
wads, please!”
Reprimands: soft & private
Response cost-punishment by loss of reinforcers
Social isolation-Removal of a disruptive student for a certain
amount of time
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Punishment/Time-Out-Removal of all reinforcement
See Guidelines, Woolfolk, p. 209-Using Punishment
Behavioral Approaches to
Teaching and Management
Teaching: Mastery Learning
Students must demonstrate competence before moving to
next unit
Mastery means 80–90% correct
Focuses on basic skills
Provide appropriate extra help for students who don’t attain
mastery
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Behavioral Management
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Group consequences
Token reinforcement
Contingency contracts/ Individualized Behavior
Management Plan
Recent Approaches:
Self-Regulated Learning
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Self-management-helping students gain control of their own
behavior and learning
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Goal Setting
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Set goals and make the goals public
Higher Standards tend to lead to higher performance
Evaluate & record performance-students can make checklists
Promote self-reinforcement
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See page 224, Figure 17.2-Examples of 4 Self-Instruction Posters
See Family & Community Partnerships, Woolfolk, p. 218
Recent Approaches: Cognitive Behavior
Modification & Self-Instruction
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Similar to self-regulated learning
Adds thinking and self-talk
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Often repeating words of parents/teachers
5 Steps:
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Adult models a task while talking to self aloud
Child/student performs same task under direction of model’s
instructions
Child performs task while instructing self aloud
Child whispers instructions to self as they go through the steps
of the task
Using private speech, child guides self through task processes
Problems & Issues
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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 p. 221