Behavioural Theories of Learning

Behavioral Theories Of Learning
EDU 6303 Psychology of Teaching and Learning
Overview
Definition of learning Pavlov Thorndike Skinner Principles of Behavioral Learning Theory Bandura Meichenbaum
What is learning?
Learning is usually defined as a change in an individual caused by experience not by reflexes (Slavin, 2003).
Pavlov
Unconditioned stimulus elicits a response automatically Unconditioned response occurs automatically unconditioned stimulus Neutral stimulus does not automatically elicit a response, but can become a Conditioned stimulus during Classical conditioning
Thorndike Law of Effect

Thorndike went beyond Pavlov by showing that stimuli that occurred after a behavior had an influence on future behaviors An act that is followed by a favorable effect is more likely to be repeated in similar situations; an act that is followed by unfavorable effect is less likely to be repeated.
Skinner
Skinners work focused on the relationship between behavior and its consequences. Operant conditioning the use of pleasant and unpleasant consequences to change behavior. Skinner Box allows the study of behavior in a controlled environment.
Principles of Behavioral Learning

Behavior changes according to its immediate consequences (immediacy of consequences is key). Reinforcers consequences that are likely to increase the frequency of the behavior, i.e., strengthen the behavior. Primary reinforcers satisfy basic human needs. Secondary reinforcers acquire their value for being associated with primary reinforcers.
Principles (continued)
Shaping guiding behavior toward goals by reinforcing the many steps that lead to success. Extinction removing reinforcers from previously learned behavior until the behavior disappears. Extinction burst the increase in levels of behavior in the early stages of extinction.
Positive reinforcement are usually things given to students that they value, e.g., praise. Negative reinforcement escape from an unpleasant or a way of preventing unpleasant behavior from occurring.
Punishment consequences that weaken behavior; punishment like reinforcement is in the eye of the receiver and the impact on behavior.
Removal punishment forbidding a desirable task or situation; Presentation punishment (aversive stimulus) imposing an undesirable task or situation; and No reinforcement discourage behaviors. However, positive reinforcement generally works better to shape behavior than punishment.
Premack principle (grandmas rule) you can encourage less-desired (to the individual by linking them to a desired behavior. Intrinsic motivators behaviors that people enjoy for the pleasure of the behavior. Extrinsic motivators rewards given to people to motivate them to engage in behavior that they might not engage in otherwise.
Schedules of Reinforcement
Fixed interval reinforcer is given after a fixed number of behaviors. (Fixed ratio schedules are effective in motivating individuals to do a great deal of work especially with high requirements for reinforcement
Variable interval variable number of behaviors are necessary for reinforcement. This reinforcement schedule is very effective for maintaining a high rate of behavior and are highly resistant to extinction.
Fixed interval schedule reinforcement is available on at certain times - can encourage cramming, e.g., end of grade test.
Variable interval reinforcement is available at some times, but not at others spot checks
Maintenance
Some behaviors that have been acquired through reinforcement become intrinsically motivating, e.g., reading, soccer. Variable interval schedules produce behaviors that are resistant to extinction.
Role of Antecedents
Cueing antecedent behavior or cues tell people what behavior will be reinforced Discrimination is the use of cues, signals, or information to know when behavior is likely to be reinforced learning is largely a matter of mastering more and more complex discriminations.
Generalization
Is the transfer of behavior under one set of conditions to other situations. Generalization must be planned for; it is most likely to occur across similar settings or similar concepts. It is more likely to occur is using many relevant examples. The instruction is repeated in a variety of settings.
Social Learning Theory

Bandura and observational learning he noted that Skinnerian emphasis of the consequences of behavior largely ignored the phenomena of modeling the imitation of others. Observational learning involves four phases:

Attentional phase the first phase of observational learning is paying attention to model. Retention phase once teachers have students attention, it is time to model the behavior they want the students to imitate and then give students a chance to practice and rehearse.

Reproduction phase students try to match their behavior to the models. Motivational phase students will imitate a model because they believe that doing so will increase their own chances of being reinforced.

Vicarious Learning - People learn in this process learn by seeing other people rewarded or punished. Self-regulation people can observe their own behavior, judge it against their own standards, and reinforce or punish themselves.

Meichenbaums model of self regulated learning argues that students can be taught to monitor and regulate their own behavior, which is often called cognitive behavior modification.
Michenbaums Model of SelfRegulated Learning

1. An adult model performs a task while talking to self out loud (cognitive modeling). 2. The child performs the same task under the direction of the models instructions (overt, external guidance). 3. The child performs the task while instructing self aloud (overt, self-guidance).
Michenbaums Model of SelfRegulated Learning

4. The child whispers instructions to self as he or she goes through the task (faded, overt self-guidance). 5. The child performs the task while guiding his or her performance via private speech (covert self-instruction).
Strengths and Limitations of Behavioral Learning Theories

The basic principles are as firmly established as any in psychology and have been demonstrated under many different conditions. However, the theories only deal with observable behavior. In some ways in complements cognitive theories of learning.
Reference
Slavin, R. E. (2003). Educational Psychology: Theory and Practice, 7th Edition.

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Behavioral Theories Of Learning

EDU 6303 Psychology of Teaching and Learning

Thorndike Law of Effect

Principles of Behavioral Learning

Social Learning Theory

Social Learning Theory

Social Learning Theory

Social Learning Theory

Social Learning Theory

Michenbaums Model of SelfRegulated Learning

Michenbaums Model of SelfRegulated Learning

Strengths and Limitations of Behavioral Learning Theories

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