Behavioral Psychology

1
Behavioral Psychology

• Chapter 6

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Definition of Learning

• Relatively permanent change
• In behavior or knowledge
• Learning is the result of experience
• Learning is not the result of maturation or
  temporary conditions (illness)

• Perspectives on LearningBehavioral Learning
  must be observable change in
  behaviorCognitive Learning is an internal
  process and cannot be
  observed directly

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• Contiguity Learning
• Learning by simple associations or repeated
  pairing
• Examples
• Golden Arches Mc Donalds
• Times tables
• States capitals
• Stimulus
• Event that activates a behavior
• Response
• Observable reaction to stimulus

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Classical Conditioning
Unconditioned Stimulus (food)
Unconditioned Response (saliva)
Neutral Stimulus (bell)
Unconditioned Response (Sali-
va)
Unconditioned Stimulus (food)
Repeated pairing US with NS
(food) (bell)
Conditioned Stimulus (bell)
Conditioned Response (saliva)
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Pavlov Classical Conditioning

• Pavlovs dilemma
• Conditioned Stimulus--gtStimulus that evokes an
  emotional or physiological response after
  conditioned
• Conditioned Response?learned response to a
  previously neutral stimuli
• Generalization--gt responding in the same way to
  similar stimuli
• Discrimination--gtresponding different to similar
  but not identical stimuli
• Extinction--gtgradual disappearance of a learned
  response

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Using Principles of Classical Conditioning in the
Classroom

• Associate positive, pleasant events with learning
  tasks
• Help students to risk anxiety-producing
  situations voluntary and successfully
• Help students recognize differences and
  similarities among situations so they can
  discriminate and generalize appropriately

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Skinner Operant Conditioning

• Operants deliberate actions (goal directed)
• ABCs Antecedent Events? Behavior?Consequences
• (A--gtB--gtC)
• Reinforcement?the use of consequences to
  strengthen behaviors
• Reinforcers?events that follow behaviors and
  strengthen them
• Punishment?the use of consequences to weaken
  behavior

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Types of Reinforcement

• Positive reinforcement
• Examples
• Praise
• Teacher attention
• Rewards
• Immediate
• Exchangeable
• Negative reinforcement
• Behavior is produced in order to
• avoid the loss of privileges or to
• 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

Reinforcement Schedules

• Continuous - reinforce after every
• appropriate response
• Intermittent - presenting a reinforcer after
• some but not all
  responses

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Antecedents
Stayed here

• Providing previous information about expected
  behaviors
• Signaling when a behavior should be emitted
• Cueing Lights off Be quiet!
• Prompting Verbal reminder after students do not
  get quiet after lights were turned off.

Interventions Encouraging
Positive Behavior
Teacher attention Praise ignore
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• Premack principle? more preferred activity serves
  as a reinforcer for a less preferred activity
• Shaping?reinforcing each small step of progress
• Successive
• Approximations?
• Small components
• that make up a
• complex behavior
• Task Analysis?
• A system of breaking down a task
• hierachically into basic skills into basic
• skills and subskills

R
R
R
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Coping with Undesirable Behavior

• Negative reinforcement? No recess until
• Satiation ?I would like 1000 of those perfect
  spit wads, please!
• Reprimands? soft private
• Response cost?take away points/tokens earned
• Differential Reinforcement of Incompatible
  Behaviors (DRI)?reinforce a desired behavior that
  is incompatible with the undesired one
• Social isolation? is also called contingent
  observation removing the student from activity
  that is being interrupted
• Time out? removing the student from all
  reinforcement
• Punishment
• Restitutional Over Correction
• Positive Practice Overcorrection

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Reaching Every Student Functional
Behavioral Assessment

• Students act out to
• Receive attention
• Escape from some unpleasant situation
• Get a desired activity or item
• Meet sensory or physiological needs
• Are bored
• In order to understand the behavior
• The teacher must use functional behavioral
  assessment?procedures to obtain information
• About antecedents, behaviors and consequences to
  determine the reason of the misbehavior
• Positive behavioral supports
• Are interventions
• Designed to replace problem behavior
• With new actions
• That serve the same purpose for the student

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Behavioral Approaches to Teaching and Management

• Group Consequences?rewards or punishment given to
  a class as a whole as result of their behavior
• Good Behavior Game?class is divided into teams
  e/team receives points or demerits as result of
  their behavior
• Contingency Contract?contract between the teacher
  and the student specifying the contingencies for
  the reinforcement
• Token Reinforcements?tokens are earned as result
  of desired behaviorthey can be exchanged for
  privileges or items

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Observational Learning

• Social Learning Theory? emphasizes learning
  through the observation of others
• Cognitive Theory? adds the persons values,
  beliefs, self perception and expectations to
  social learning theory
• Enactive Learning?learning by doing
• Vicarious Learning?learning by observing
• Steps
• Attention?focusing
• Retention?remembering
• Reproduction?doing it
• Motivation and reinforcement?Yeah! I can do it,
  let me do it again

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Factors that Affect observational Learning
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Observational Learning in Teaching

• Directing attention
• Use peers?class leaders
• Make sure that they see that positive behaviors
  lead to reinforcers
• Encourage already learned behaviors
• Strengthening / weakening inhibitions
• Teaching new behaviors
• Arousing emotions

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Self Management

• Self management?the use of behavioral learning
  principles to change their own behavior
• Goal Setting?Set goals and make the goals public
• Note Standards and effect on performance
• Monitor and Evaluate Progress?Evaluate record
  performance
• Promote self-reinforcement

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Cognitive Behavior ModificationA?T?ST?B?C
Antecedent
T H I N K
S T A L k

• Similar to self management
• Adds thinking and self-talk
• More cognitive than behavioral approach--gt change
  ideas/cognitions/emotions
• Antecedent Event--gtautomatic thought emotions
  and feelings?behavior
  
  Important to teach reflection instead of
  impulsivity!!!