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Linguistics and behaviorism (Structuralism, Functionalism (INSTRUCTIONAL…
Linguistics and behaviorism
Structuralism, Functionalism
OPERANT CONDITIONING
Conceptual Framework
how it reflects a functional analysis of behavior
Scientific Assumptions
learning to the nervous system and
viewed behavior as a manifestation of neurological functioning
Functional Analysis of Behavior
The external variables of which behavior is a function provide for what may be called a causal or functional analysis.
Basic Processes
examines the basic processes in operant conditioning
Reinforcement
is responsible for response strengthening—increasing the rate of responding or making responses more likely to occur
discriminative stimulus,Positive reinforcement and Negative reinforcement
Extinction
n involves the decline of response strength due to nonreinforcement
Students who raise their hands in class but never get called on may stop raising their hands.
Primary and Secondary Reinforcers
Stimuli such as food, water, and shelter are called
primary reinforcers because they are necessary for survival
Secondary reinforcers are stimuli that become conditioned through their association with primary reinforcers.
Premack Principle
behavioral consequence as reinforcing only after
we apply it and see how it affects future behavior.
Punishment
responding to a stimulus
Schedules of Reinforcement.
refer to when reinforcement is applied
Generalization
response occurs regularly to a given stimulus, the response also may occur to other stimuli.
Discrimination.
responding differently (in intensity or rate) depending on the stimulus or features of a situation
Behavioral Change
Reinforcement can be given for making correct responses only when people know what to do
Successive Approximations
The basic operant conditioning method of behavioral change is shaping,
Chaining
Behavior Modification
refers to the systematic application of behavioral learning principles to facilitate adaptive behaviors
Techniques
.
modification include reinforcement of desired behaviors and extinction of undesired ones.
Cognitive Behavior Modification.
Self-Regulation
INSTRUCTIONAL APPLICATIONS
Behavioral Objectives
clear statements of the intended student outcomes of instruction.
Objectives can range from general to specific
Learning Time
Operant theory predicts that environmental variables affect students’ learning
Mastery Learning
incorporates Carroll’s ideas into a systematic instructional plan that includes defining mastery, planning for mastery, teaching for mastery, and grading for mastery
Programmed Instruction
refers to instructional materials developed in accordance
with operant conditioning principles of learning
Contingency Contracts
is an agreement between teacher and student specifying what
work the student will accomplish and the expected outcome (reinforcement) for successful performance
Trial and error learning
Connections between sensory experiences perception of stimuli events and neural responses
Learning often occurs by (trial and error) Selecting and connecting.
Thorndike
EXPERIMENTS ON ANIMALS
Trial-and-error learning occurs gradually (incrementally), as successful responses are established and unsuccessful ones are abandoned.
Connections are formed mechanically through repetition; conscious awareness is not necessary.
Thorndike understood
Human learning is more complex
People engage in other types of learning involving connecting ideas, analyzing, and reasoning
Laws of Exercise and Effect
The Law of Use
Response to a stimulus strengthens
their connection
Law of Disuse
response is not made to a stimulus, the connection’s strength is weakened (forgotten).
The Law of Effect
emphasizes the consequences of behavior
Thorndike and Education
Principles of Teaching: Teachers should help students form good habits
Form habits. Do not expect them to create themselves, Beware of forming a habit which must be broken later. Do not form two or more habits when one will do as well.Other things being equal, have a habit formed in the way in which it is to be used.
Sequence of Curricula: A skill should be introduced
sequence of curricula suggest that learning should be
integrated across subjects.
Mental Discipline; Mental discipline is the view that learning certain subjects
Conditioned Emotional Reactions
Applied classical conditioning principles to abnormal behavior and discussed how neuroses and other pathological states might develop.
Emotional Conditioning
relevant to some dysfunctional behaviors
CONTIGUOUS CONDITIONING
Acts and Movements
reflect the idea of contiguity of stimuli and responses
combination of stimuli which has accomplished a movement will on its recurrence tend to
be followed by that movement
Associative Strength
learning occurs through pairing of stimulus and response
A stimulus pattern gains its full associative strength on the occasion of its first pairing with a
response
Breaking Habits
offers practical suggestions for how to break habits