ED 260-Educational Psychology

Ashley Swanson

Today’s TopicsModule 9-Behavioral Learning

Theories

Module 10-Social Cognitive Theory

Module 11-Information Processing

Module 9-Behavioral Learning Theory

Classical ConditioningPairing involuntary behaviors

with behaviors that do not evoke automatic responses

Learning occurs when the neutral stimulus is paired repeatedly with an unconditioned stimulus

Classical Conditioning When an unconditioned stimulus and

its conditioned response are paired with a previously neutral stimulus, the neutral stimulus becomes a conditioned stimulus (learned stimulus) that evokes a conditioned response (learned response)

Classical ConditioningThe learned response can be

expanded on, altered, or eliminated through:GeneralizationDiscriminationExtinction

Classical ConditioningMain classroom application:Emotional states regarding academic

subjects, teachers, and schoolExample:

positive teacher = positive feeling towards academic subject

negative teacher = negative feeling towards academic subject

Operant ConditioningPairing of events that includes new,

voluntary behaviors rather than physiological responses or emotional states

Law of effect- behaviors with good consequences are more likely to occur again, while behaviors with bad consequences are less likely to occur again

Operant ConditioningSkinner’s ABC’s of Learning:A-antecedent occurs prior to the

behaviorCues and Prompts

B-behaviorC-consequences

Reinforcement and Punishment

Operant Conditioning

Reinforcement = increase in behaviors

Punishment = decreasing behaviors

Operant Conditioning

+(Adding something)

-(Taking something

away)

Positive reinforcement Negative reinforcement

Positive punishment Negative punishment

Operant ConditioningPositive Reinforcement: adding something

that is desired

Negative Reinforcement: taking away something that is undesired

Positive Punishment: adding something undesired

Negative Punishment: removing something desired

Operant Conditioning Using Consequences Effectively:

Developmental level of studentStudent’s likes and dislikesFunction of attentionWhen and how often to provide consequencesUse reinforcement more than punishmentSome punishments should not be used

Classroom ApplicationIncreasing appropriate

behaviors:Premack principleShaping Reinforcing incompatible behaviorsPraise-and-ignorePositive Practice

Classroom ApplicationDecreasing inappropriate

behaviors:SatiationExtinctionOvercorrectionReprimandResponse costSocial Isolation

Logical Consequences in the Classroom

Excerpt from: Teacher Like Your Hair’s on Fire by: Rafe Esquith

Emotional Intelligence

Emotional Intelligence (EI) can be used to reinforce appropriate behavior and discourage inappropriate behaviors while teaching students to be intrinsically motivated instead of extrinsically motivated

Emotional IntelligenceConscious Discipline Video Clips:

Noticing: http://consciousdiscipline.com/videos/Using Logical Consequences:

http://consciousdiscipline.com/videos/

One goal of Conscious Discipline is to shift from a competitive, behavioral “catch them being good” model of classroom management to a cultural relationship model in which teachers create a respectful, responsible school climate where all members thrive and want to “do good” all the time.

(Hoffman, L.L., Hutchinson, C.J., Reiss, E, 6)

Emotional IntelligenceUse of rewards:

Ruptures relationships Ignores underlying reasons for behavior Discourages risk-taking Undermines interest in the task at hand

When we get rid of the rewards, we can adopt a classroom approach that dismisses petty reward structures and promotes a behavior process that thrives on emotional intelligence

(Kohn)

Read Articles & Group Discussion

Module 10-Social Cognitive Theory

Social Cognitive TheoryAlbert Bandura

Assumptions of theory:Learning can occur by observing othersLearning may or may not include a

behavior changePersonal characteristics are important

in learning

Observational LearningModel Characteristics:RelevanceCompetenceHigh StatusGender appropriateness

Observational LearningImitator Characteristics:AttentionRetentionProductionMotivation

Observational LearningEnvironmental Characteristics:Response facilitation effectResponse inhibition effectResponse disinhibition effect

Triadic Reciprocal Model

The influence of these three aspects on one another is bidirectional

Person

Environment

Behavior

• Anxiety• Goals• Gender• Self-efficacy

• Study habits• Athletic

performance • Test scores• Self-regulation

• Teacher’s instructional strategies

• Models• SES

Personal Factors in LearningSelf-efficacy: individual’s belief about

his/her capabilities for success

Influences on Self-efficacy:Past performanceModelingVerbal persuasionPhysiological state

Personal Factors in LearningSelf-regulation: ability to control one’s emotions,

and behaviors by providing consequences for oneself

Self-Observatio

n

Self-Evaluation

Self-Judgment

Classroom ApplicationProvide students with accurate, specific

feedbackEx) You read all the words on that page

correctly, instead of saying “good job”

Teacher efficacy & Collective efficacy

Modeling and guided practice of learning strategies and specifically training students in goal setting and self-reflection promotes self-regulation

Module 11-Information Processing

Three Stage Model of Information Processing Sensory Memory

Working Memory

Long-Term Memory

Sensory Memory Component of memory that holds

unanalyzed, incoming information for a brief period of time

Unlimited storage

Visual information: 1 second

Auditory information: 2-3 seconds

Sensory MemoryAllows us to pay attention to some

things and ignore others

Size, intensity, novelty, incongruity, emotion, and personal significance determine the amount of attention particular stimuli deserve

Sensory Memory Test your sensory memory:

http://forensics.rice.edu/en/For-Educators/Online-Activities.html

Sensory Memory1) What color coffee mug was in the

picture?

-Blue -Red -Yellow -White

2) What was the deadline?

-Yesterday -Tomorrow -Today

-Oct 19

Sensory Memory3) What time was on the clock on

the wall?

-10:40 -7:20 -5:38 -11:05

4) How many sticky notes were on the whiteboard?

-3 -6 -7 -8

Sensory Memory5) Which of the following was not in

the picture?

-stapler -trashcan -printer -pen

6) What was the name on the plaque on the desk?

-Steve -Brian -David -Jeff

Sensory Memory7) What color was the victim’s shirt?

-white -blue -red -green

8) How many plants were in the office?

-1 -2 -3 -4

Sensory Memory9) Which of the following was on the

floor?

-coffee mug -cardboard box

-backpack -plant

10) Where was the book in the picture?

-on the box -on the floor

-on the desk -under the body

Working Memory

Component of memory that holds and processes a limited amount of information

5-9 bits of data at a time

5-20 seconds, unless it is actively used-then duration is indefinite

Working Memory

Stores from sensory and retrieves from long-term

Woodcock Johnson (WJ) Test of Achievement-working memory subset

Working Memory

Working memory test similar to one given in the WJ test:

http://intelligencetest.com/stmemory/index.htm

Working Memory

Encoding is the process of modifying information to get it ready for long-term storage

Effortful processing eventually becomes automatic processing

Information Retention

Rehearsal

Mneumonics

Chunking

Heirarchies

Visual Imagery

Long-Term MemoryComponent of memory that holds

knowledge and skills for days, weeks, or years

Types of knowledge:Episodic knowledge Declarative knowledgeProcedural knowledgeConceptual knowledge

Long-Term MemoryHow are memories retrieved:

Activation level-indicates current degree of availability of information in long-term memoryHigh state of activation=available for immediate useLow state of activation=idle in long-term memory

Retrieval cues-used to move information from a low state of activation to a high state of activation

SensesContext

Long-Term MemoryHow are memories retrieved:Recall and recognition place

different demands on memoryRecall: ability to pull something

from memoryRecognition: identifying previously

learned knowledge

Long-Term MemoryThree main reasons memories are

forgotten:Encoding failure: information never

makes it to the long-term memoryStorage decayed: “use it or lose it”Retrieval failure: information is

unavailable

Classroom ApplicationHelping students pay attentionPlan for student’s attention spansUse attention signalsKeep students engagedRespect attentional limits

Classroom ApplicationHelping students effectively store and retrieve

information:Teach students how to organize information

Wait timeDevelop conceptual understandingBreak down tasks into manageable piecesTeaching students why/how the information in

relevantOpportunities to practice basic skills until they

become automaticPractice & Repetition

Main Sources:Bailey, Becky. (2013). Conscious Discipline for Educators.

Retrieved from: http://consciousdiscipline.com

Bohlin, L., Durwin, C. C., & Reese-Weber, M. (2009). EdPsych: Modules. New York: McGraw-Hill

Esquith, Rafe. ( ). Teach Like Your Hair’s on Fire.

Hoffman, L.L., Hutchinson, C.J., Reiss, E. (2009). On improving school climate: Reducing reliance on rewards and punishment. International Journal of Whole Schooling, 5(1).

Kohn, A. (1993). Punished by rewards: The trouble with gold stars, incentive plans, A's, praise, and other bribes. Boston: Houghton Mifflin.