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5: Behavioral and Social Theories of Learning - Coggle Diagram
5: Behavioral and Social Theories of Learning
Introduction
Behavioral learning theories focus on the ways that pleasurable or unpleasant consequences of behavior change individuals' behavior over time and the ways individuals model their behavior on that of others. (pg. 99)
Social learning theories focus on effects of thought on action and of action on thought. (pg. 99)
Cognitive learning theories emphasize unobservable mental processes that people use to learn and remember new information or skills. (pg. 99)
Behavioral Learning Theories
Pavlov: Classical Conditioning
Pavlov studied the digestive process in dogs based on stimulus and responses. They judged the timing and rate of salivation of the dogs. They observed if meat was placed in or near the mouth of the dog, it would salivate. (pg. 103)
Unconditioned Stimulus is a stimulus that naturally evokes a particular response. (pg. 103)
Unconditioned Response is a behavior that is prompted automatically by a stimulus. (pg. 103)
Neutral stimuli is a stimuli that has no effect on a particular response. (pg. 103)
Conditioned stimulus is a previously neutral stimulus that evokes a particular response after having been paired with an unconditioned stimulus. (pg. 103)
Classical conditioning is the process of repeatedly associating a previously neutral stimulus with an unconditioned stimulus in order to evoke a conditioned response. (pg. 104)
Skinner: Operant Conditioning
Proposed that reflexive behavior accounts for only a small proportion of all actions. He also proposed another class of behavior, which is operant behaviors because they operate on the environment in the apparent absence of any unconditioned stimuli, such as food. (pg. 104)
Skinner's work focused on the relation between behavior and its consequences. (pg. 104)
Operant conditioning is the use of pleasant or unpleasant consequences to control the occurence of behavior. (pg. 104)
Skinner's work focused on placing subjects in controlled situations and observing the changes in their behavior produced by systematic changed in the consequences of their behavior. (pg. 104)
Principles of Behavioral Learning
Consequences
Consequences are pleasant or unpleasant conditions that follow behaviors and affect the frequency of future behaviors. (pg. 105)
Pleasurable consequences strengthen behavior; unpleasant consequences weaken it. (pg. 105)
Pleasurable consequences are called reinforcers, and unpleasant consequences are called punishers. (pg. 105)
Reinforcers
A reinforcer is any consequence the strengthens a behavior. Effectiveness of the enforcer must be demonstrated. (pg. 105)
Secondary reinforcers are reinforcers that acquire their value by being associated with primary reinforcers like hugs, praise, smiles, also toys, games, stars, or points. (pg. 106)
Positive reinforcers are pleasurable consequence given to strengthen behavior that are stars, praise, grades. (pg. 106)
Negative reinforcers release from an unpleasant situation, given to strengthen behavior like not completing homework, or the dishes. (pg. 106)
Intrinsic and Extrinsic Reinforcers
Intrinsic reinforcers are behaviors that a person enjoys engaging in for his or own sake, without any other reward. (pg. 106)
Extrinsic reinforcers are praise and rewards give to motivate people to engage in behavior that they might not engage in otherwise. (pg. 106)
Primary Reinforcers satisfy basic human needs like food, water, security, warmth, and sex. (pg. 105)
The Premack Principle
We can promote behaviors by making access to something desirable contingent on doing something less desirable. (pg. 106)
Premack Principle is a rule stating that enjoyable activities can be used to reinforce participation in less enjoyable activities. (pg. 106)
Punishers, Shaping and Maintenance
Punishers
Punishment is an unpleasant consequence used to weaken behavior. (pg. 107)
Aversive stimulus
is an unpleasant consequence that a person tries to avoid or escape. (pg. 109)
Presentation punishment
is an aversive stimulus following a behavior, used to decrease the chances that the behavior will occur again. (pg. 109)
Presentation Punishment can produce aggression, and that such punishment may cause students to avoid settings in which it is used. (pg. 109)
Removal Punishment
is a withdrawal of a pleasant consequence that may be reinforcing a behavior, designed to decrease the chances that the behavior will occur. (pg. 109)
Response cost
is a procedure of charging misbehaving students against their free time or other privileges. (pg. 109)
Immediacy of consequences is important. Praising a student right away may be more effective than giving them a significant privilege later on. (pg. 109)
Makes clear connection between behavior and consequence (pg. 110)
It increases the informational value of the feedback. (pg. 110)
Shaping
Shaping
is the teaching of a new skill or behavior by means of reinforcement for small steps towards the desired goal. (pg. 111)
Extinction
is the weakening and eventual elimination of a learned behavior as reinforcement is withdrawn. (pg. 111)
Students need reinforcement along the way. (pg. 111)
Teach the skills step by step, shaping the final skill. (pg. 111)
Schedules of reinforcement
is the frequency and predictability of reinforcement/ (pg. 112)
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Extinction burst
is the increase in levels of a behavior in the early stages of extinction, has important consequences for classroom management. (pg. 112)
Extinction of a previously learned behavior can be hastened when some stimulus or cue informs the individual that behaviors that were once encouraged will no longer be reinforced. (pg. 112)
Maintenance
Maintenance is the continuation of behavior. (pg. 114)
For example, students may initially require frequent reinforcement for behaviors that lead to reading. However, once they can read, they have a skill that unlocks the entire world of written language—a world that is highly reinforcing to most students. (pg. 114)
Similarly, poorly behaved students may need careful, systematic reinforcement for doing schoolwork. (pg. 114)
Antecedent stimuli
, events that precede a behavior, are also known as cues because they inform us which behaviors will be reinforced and which will be ignored or punished. (pg. 114)
Cues
come in many forms and give us hints about when we should change our behavior and when we should not. (pg. 114)
Discrimination
is the use of cues, signals, or information to determine when behavior is likely to be reinforced. (pg. 114)
Social Learning Theory
Modeling
is the imitation of others’ behavior—and of vicarious experience—learning from others’ successes or failures. (pg. 117)
human learning is not shaped by its consequences but is more efficiently learned directly from a model. (pg. 117)
Observational learning
is learning by observation and limitation of others. (pg. 117)
Four phases
: attentional, retention, reproduction, and motivational. (p. 117)
Attentional phase
: paying attention to a model
Retention Phase
: Give the students a chance to practice or rehearse.
Reproduction Phase
: students try to match their behavior to the models.
Motivational Phase
: Students imitate a model because they believe that doing so will increase their chances to be reinforced. (pg. 118)
Vicarious Learning
Vicarious Learning
learning based on observation of the consequences of others' behavior. (pg. 119)
Self-Regulation
Self-regulation
is the ability to think and solve problems without the help of others. (p. 120)
students in control of their own learning goals, and each is likely to build a general strategy of setting and meeting personal goals and personal standards. (pg. 120)
self-regulated learning skills are likely to remain limited to one situation or context unless they are applied in many contexts. (pg. 120)
Cognitive Behavior Modification
are procedures based on both behavioral and cognitive principles for changing one's own behavior by means of self-talk and self-instruction. (pg. 120)
Steps of self-instruction
An adult model performs a task while talking to self out loud (cognitive modeling).
The child performs the same task under the direction of the model’s instructions (overt, external guidance).
The child performs the task while instructing self aloud (overt self-guidance).
The child whispers the instructions to self as he or she goes through the task (faded, overt self-guidance).
The child performs the task while guiding his or her performance via private speech (covert self-instruction). (pg. 120)
Self-regulated learning strategies not only have been found to improve performance on the task students were taught but also have generalized to other tasks. (pg. 120)
The idea behind this form is that breaking down a complex task into smaller pieces encourages students to feel that they are making progress toward their larger goal. (pg. 120)
Behavioral and cognitive theories of learning are often posed as competing, opposite models. (pg. 120)