3. Behavioral Perspective of Learning
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1 3. Behavioral Perspective of Learning
2
3 Behavior: Big Questions Is learning just a change of behavior? Can learning happen without intent? Can new behavior be shaped by manipulating the environment?
4 3.1 Classical Conditioning 3.2 Operant Conditioning 3.3 Practical Applications of Behavioral Psychology
5 3.4 Cognitive Learning Theory 3.5 Summary
6 3.1 Classical Conditioning
7
8 Pavlov: Stimulus and Response 1 Seeing food, dog salivates [Unconditioned Stimulus Unconditioned Response] Ring a bell when food comes Now bell causes salivation! [Conditioned Stimulus Conditioned Response] Similar bell salivation due to stimulus generalization
9 Pavlov: Stimulus and Response 2 Limited practical application of Pavlov s findings For overcoming phobias Associate stimulus with pleasant response For overcoming obsession Associate stimulus with unpleasant response
10 3.2 Operant Conditioning
11
12 Thorndike: Trial and error and its effects Organisms use trial and error to solve problem If effect of behavior is pleasant, organism will repeat behavior Might repeat even when behavior no longer works!
13 Watson: Shaping new feelings Albert neutral about rat Unpleasant sound when rat is near Now Albert is afraid of rat (emotional conditioning) Now Albert is afraid of anything white and furry! (overgeneralized response)
14 Skinner: Reinforcing by increments Want dog to dance Reward dog (food) for every approximation of desired behavior Later reward only for closer approximations Now dog dances on cue
15
16 Types of reinforcers Positive = something desired Negative = remove undesired thing Punishment = something undesired Primary = essential to life Secondary = symbol or currency for reward
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18 Types of reinforcement Continuous reinforcement subject expects reward for every performance Until behavior is automatic Intermittent reinforcement random and decreasing rewards Usually gets better/faster results than continuous
19 When to reinforce Fixed ratio = reinforce every nth time Variable ratio = reinforce at no set number of times Fixed interval = reinforce after a set amount of time Variable interval = reinforce at no set amount of time
20 Punishment categories Positive = adding or issuing something unpleasant Negative = removing something pleasant Meant to be a scientific procedure, without emotion!
21 3.3 Practical Applications of Behavioral Psychology
22
23 For extinguishing undesired behavior Ignoring = not reacting to incorrect behavior Time out (and other removal punishments) = taking away social contact, privileges Corporal punishment = physical pain Meant to be a scientific procedure, without emotion!
24 For promoting desired behavior Premack principle = get thing you want by doing thing you don t like Shaping = reinforcing partial or approximate correct behavior Meant to be a scientific procedure, without emotion!
25 Other behavior modification strategies Contingency contract with reward incentives Token economy with reward objects to be redeemed With or without potential for reward removal Individual or group incentives and rewards
26
27 What about praising? I like the way Jack is sitting quietly. I like the way Jill did her project neatly and correctly. Ripple Effect can get students to work/behave better to earn same reward Can backfire if students feel they can t meet expectations give up trying
28 3.4 Cognitive Learning Theory
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30 Cognitive learning theory Hybrid of behaviorism and cognitive theory Learner observant of others, not acted upon Learning by observing behavior and consequences (peers, adults, etc.)
31 Bandura: Vicarious learning Combination of behavior, environment, and attitude Direct modeling: adults and peers in environment Symbolic modeling: movies, celebrities, TV, ads, etc.
32
33 Vicarious learning effects Self-regulation by learning from observation Self-motivation and selfreinforcement to study and emulate model Mastery of emulation self-efficacy about abilities Helps future performance goals for self
34 Vicarious learning errors Misperception of model or environment Acting on incomplete information Faulty information processing (physiological or learned) Inaccurate expectations and self-assessment
35 3.5 Summary
36 Learning through direct or indirect shaping Behaviorism: shaping behavior by association or by consequences Cognitive learning: shaping behavior by observation of models Emphasis on learning by shaping behavior vs. conscious processing
37
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