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© 2009 McGraw-Hill Higher Education. All rights reserved.
CHAPTER 7
Behavioral and Social Cognitive Approaches
© 2009 McGraw-Hill Higher Education. All rights reserved.
Learning Goals
1. Define learning and describe five approaches to studying it.
2. Compare classical conditioning and operant conditioning.
3. Apply behavior analysis to education.
4. Summarize social cognitive approaches to learning.
© 2009 McGraw-Hill Higher Education. All rights reserved.
Behavioral and Social Cognitive Approaches
What Is Learning?
What Learning Is and Is Not
Approaches to Learning
© 2009 McGraw-Hill Higher Education. All rights reserved.
Behavioral and Cognitive Approaches to Learning
Learning is a relatively permanent influence on behavior, knowledge, and thinking skills, which comes about
through experience.
© 2009 McGraw-Hill Higher Education. All rights reserved.
Behavioral and Cognitive Approaches to Learning
Behavioral Approaches to
Learning
Classical Conditioning
OperantConditioning
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Ivan Pavlov – Classical Conditioning
Classical conditioning is a type of learning in which an organism learns to connect or associate stimuli. A neutral stimulus becomes associated with a meaningful stimulus and acquires the capacity to elicit a similar response.
© 2009 McGraw-Hill Higher Education. All rights reserved.
Classical Conditioning
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Classical Conditioning Principles
Generalization The tendency of a new stimulus similar to the original conditioned stimulus to produce a similar response.
Discrimination The organism responds to certain stimuli but not others.
Extinction The weakening of the conditioned response (CR) in the absence of the unconditioned stimulus (UCS).
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Systematic Desensitization
Reduces anxiety by getting the individual to associate deep relaxation with successive visualizations of increasingly anxiety-producing situations
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Patty does poorly on a math test. This makes her feel anxious. From that point on, she always becomes anxious when taking a math test. As the school year progresses, she begins experiencing anxiety when she has tests in other subject areas as well.
Pavlov’s Classical Conditioning Theory into Practice
Q.1: Identify the US in the example above.
Q.2: Identify the UR in the example above.
Q.3: Identify the CS in the example above.
Q.4: Identify the CR in the example above.
© 2009 McGraw-Hill Higher Education. All rights reserved.
Patty does poorly on a math test. This makes her feel anxious. From that point on, she always becomes anxious when taking a math test. As the school year progresses, she begins experiencing anxiety when she has tests in other subject areas as well.
Pavlov’s Classical Conditioning Theory into Practice
Q: Why would Patty begin to experience anxiety in response to tests in content areas other than math?
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Skinner’s Operant Conditioning
Consequences are contingent on the organism’s behavior. Reinforcement increases the
probability that a behavior will occur.
Punishment decreases the probability that a behavior will occur.
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Punishment vs. Reinforcement
TYPE CONSEQUENCEBEHAVIOR CHANGE
Reinforcement positive give good increase
negative take-away bad increase
Punishment removaltake-away
gooddecrease
presentationgive bad decrease
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Operant Conditioning Principles
Previously reinforced response is no longer reinforced and the response decreases.
Extinction
Differentiating among stimuli or environmental events.
Discrimination
Giving the same response to similar stimuli.
Generalization
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Nick frequently gets out of his seat and entertains his classmates with humorous remarks. Mr. Lincoln often scolds Nick for his behavior. However, Nick’s classmates laugh when Nick makes remarks. The scolding rarely has any impact. Nick continues with his antics.
Skinner’s Operant Conditioning Theory into Practice
Q.1: What is Mr. Lincoln attempting to do when he scolds Nick?
Q.2: Why does Nick continue his antics in spite of being scolded?
Q.3: What are three strategies Mr. Lincoln could try to keep Nick more on task?
© 2009 McGraw-Hill Higher Education. All rights reserved.
Behavioral and Social Cognitive Approaches
Applied BehaviorAnalysis in Education
What Is AppliedBehaviorAnalysis?
DecreasingUndesirable Behaviors
Evaluating Operant Conditioning andApplied Behavior
Analysis
Increasing Desirable Behaviors
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Applied Behavior Analysis
…is applying principles of operant conditioning to change human behavior.
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Increasing Desirable Behaviors
Choose effectivereinforcers Consider
contracting
Make reinforcerscontingent and timely
Use negative reinforcement effectively
Select the BESTreinforcement schedule
Use prompts and shaping
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Reinforcement Schedules
Fixed-Ratio Reinforce after a set number of responses
Variable-Ratio Reinforce after an average but unpredictable number of responses
Fixed-Interval Reinforce appropriate response after a fixed amount of time
Variable-Interval Reinforce appropriate response after a variable amount of time
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Reinforcement Schedules
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Reinforcement
Guidelines for the Classroom: Initial learning is better with continuous
reinforcement. Students on fixed schedules show less
persistence, faster response extinction. Students show greatest persistence on
variable-interval schedule.
The Premack principle states that a high-probability activity can serve as a reinforcer for a low-probability activity.
“Eat your dinner and you can go out to play.”
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Reinforcement: Prompts and Shaping
Prompts: Added stimuli that are given just before the likelihood that the behavior will occur.1. Use to initiate behavior.2. Once desired behavior is consistent, remove
prompts.
Shaping: Involves teaching new behaviors by reinforcing successive approximations of the desired behavior.1. First, reward any response.2. Next, reward responses that resemble the
desired behavior.3. Finally, reward only target behavior.
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Decreasing Undesirable Behaviors
• Use differential reinforcement• Terminate reinforcement (extinction)• Remove desirable stimuli • Present aversive stimuli (punishment).
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Enter the DebateShould teachers use tangible reinforcers to reward good behavior?
YES NO
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Reflection & Observation
Reflection: In your educational experience,
what types of incentives did teachers use?
How effective was their use? Why were they effective or ineffective?
© 2009 McGraw-Hill Higher Education. All rights reserved.
Behavioral and SocialCognitive Approaches
Social CognitiveApproachesto Learning
Bandura’sSocial Cognitive
Theory
Cognitive BehaviorApproaches andSelf-Regulation
Evaluating theSocial Cognitive
Approaches
ObservationalLearning
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Bandura’s Social Cognitive Theory
Social, cognitive, and behavioral factors play important roles in learning.
Self-efficacy: The belief that one can master a situation and produce positive outcomes.
Observational learning occurs when a person observes and imitates someone else’s behavior.
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Bandura’s Reciprocal Determinism
P/C Personal and
cognitive factors
E
Environment
BBehavior
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Observational Learning
RetentionStudents must code
information and keep it in memory so that they can
retrieve it.
ProductionStudents must be able to
reproduce the model’s behavior.
AttentionStudents must attend to what a model is doing or
saying.
MotivationStudents must be motivated
to imitate the modeled behavior.
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Nick frequently gets out of his seat and entertains his classmates with humorous remarks. Mr. Lincoln often scolds Nick for his behavior. However, Nick’s classmates laugh when Nick makes remarks. The scolding rarely has any impact. Nick continues with his antics. After several days of this, other boys in the class begin to get out of their seats and make humorous remarks as well.
Bandura’s Social Cognitive Theory Theory into Practice
Q.1: Why do the other boys begin to misbehave? Explain.
Q.2: What does this say about Nick?
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Classroom Use of Observational Learning
Decide what type of model you will be
Use peers as effective models
Demonstrate and teach new behaviors
Use mentors as models
Consider the models
children observe in the media
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A Model of Self-Regulatory Learning
Self-Evaluationand Monitoring
Putting a Plan intoAction and
Monitoring It
Goal Setting and
Strategic Planning
Monitoring Outcomes
and Refining Strategies
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Crack the CaseConsequences
1. What are the issues in this case?
2. Why did Adam continue to disrupt the class despite the consequences?
3. What has Adam learned?
4. Why did the other students join Adam in his disruptive behavior?
5. What should Mr. Potter do now?