The document discusses various theories and concepts related to learning, including: 1) Classical conditioning, in which a neutral stimulus becomes associated with an innate response. 2) Operant conditioning, where consequences influence the likelihood of a behavior occurring again. 3) Social learning theory, which emphasizes how observation and imitation can lead to learning without consequences. 4) Approaches to applying learning theories to increase desirable behaviors and decrease undesirable ones. This includes strategies like reinforcement, shaping, and self-monitoring.

1. Aamir Ali
B.ED(1.5 Year)
The Islamia University Of Bahawalpur.

2. Examples of learning
Learning addition
Learning to drive
Learning social interaction
Examples of things that are NOT learning
Reflexive behavior (e.g., swallowing)
Innate abilities

3. Behavioral – emphasis on experiences
Cognitive – emphasis on mental process
Social cognitive
Cognitive information-processing
Cognitive constructivist
Social constructivist

4. A type of learning in which an organism
learns to connect or associate stimuli.
Neutral stimulus meaningful stimulus response

7. Generalization – involves the tendency of a new
stimulus similar to the original conditioned
stimulus to produce a similar response (e.g.,
test anxiety: biology test – chemistry test).

8. Discrimination – occurs when the organism
responds to a certain stimuli but not others
(e.g., test anxiety: English test).

9. Extinction – involves weakening of the
conditioned response in the absence of the
unconditioned stimulus (e.g., good grades on
test = fading of test anxiety).

10. Good at explaining how neutral stimuli becomes
associated with unlearned, involuntary responses.
Good at understanding students’ anxieties and
fears.
Not as effective at explaining voluntary behaviors.

11. Get into groups of 3-4 people.
Determine an example of classical conditioning.
Each group will present their example in the form of a
skit to the rest of the class.
The class will try to identify the following:
Unconditioned stimulus
Conditioned stimulus
Unconditioned response
Conditioned response

12. A form of learning in which the consequences of
behavior produce changes in the probability that
the behavior will occur.
Example: When John made good grades
[behavior] his parents gave him money
[consequence] so he continued to make good
grades [future behavior].

13. Thorndike
Cats in puzzle boxes
Thorndike’s Law of Effect
Behaviors followed by positive outcomes
are strengthened; behaviors followed by
negative outcomes are weakened.
Positive Example: I sing a song – you applaud
for me – I continue to sing.
Negative Example: I sing a song – you boo at
me and throw tomatoes – I no longer sing.

15. Reinforcement (reward) – increases the
probability a response will occur
Positive reinforcement – frequency of a response increases
because it is followed by a rewarding stimulus
Negative reinforcement – frequency of a response increases
because it is followed by the removal of an aversive
stimulus
Punishment – decreases the probability a
response will occur

16. My son scores a goal in soccer [behavior]; I praise
him [consequence]; He continues to try to score
goals [future behavior].
Student begins using the adverb “well” correctly
[behavior]; She receives extra time in the reading
area [consequence]; Student continues to use
“well” appropriately [future behavior].

17. Student comes to class on time [behavior]; Teacher
stops writing student’s name on the board
[consequence]; Student continues to come to class on
time [future behavior].
Student completes homework after school [behavior];
Parents stop nagging at student to complete
homework [consequence]; Student increasingly
completes homework after school [future behavior].

18. Student is caught cheating [behavior]; Student is
placed in ISS [consequence]; Student does not
cheat again [future behavior].
Two students are disruptive during class
[behavior]; Students are reprimanded by the
teacher [consequence]; Students become silent
during class [future behavior].

19. Punishment vs. Negative Reinforcement
Decreases the
likelihood that the
response will occur.
Increases the
probability that
the response
will occur.

20. Get into groups of 3-4 people.
Determine an example of
positive reinforcement
negative reinforcement
punishment
Each group will present their examples to the rest of
the class.
The class will try to identify each of the above as well
as identify the behavior, consequence and future
behavior.

21. Applies operant conditioning to change human
behavior. It increases desirable behavior while
decreasing undesirable behavior.

22. Choose effective reinforcers
Tailored for individuals
Natural ones – praise and privilege
Premack principle – a high probability activity can
serve as a reinforcer for a low probability activity
Example: If you complete the assignment, you may have 5
extra minutes at recess.

23. Make the reinforcer contingent and timely –
provide the reward only after the child
performs the behavior.
Example: If you clean up your area, then you may
listen to music.

24. Use the best schedule of reinforcement
Fixed-ratio schedule
A behavior is reinforced after a set number of responses
Variable-ratio schedule
A behavior is reinforced after an average number of times, but on an
unpredictable basis
Fixed-interval schedule
First appropriate response after a fixed amount of time is reinforced
Variable-interval schedule
A response is reinforced after a variable amount of time has elapsed

25. Consider contracting – putting reinforcement
contingencies in writing.
Using prompts and shaping
Prompt – an added stimulus or cue that is given just before a
response and increases the likelihood that the response will
occur. (e.g., peace and quiet)
Shaping – teaching new behaviors by reinforcing successive
approximations to a specified target behavior (e.g., tennis ball
activity)

26. Use differential reinforcement – reinforce
behavior that is more appropriate (e.g., reinforce
a student for raising hand to answer rather than
blurting out answer)
Terminate reinforcement (extinction) – withdraw
positive reinforcement from inappropriate
behavior and reward the appropriate behavior
(e.g., “thank you for sitting in your seat so quietly”

27. Remove desirable stimuli
Time-out
Response cost
Present aversive stimuli
Example: Lack of sharing – parental verbal
disappointment

28. Divide into four groups of six people. Each group will consider one of the following
students' undesirable behaviors. Each group will determine strategies for
decreasing the behaviors listed. What is the best strategy for each? Report back to
the class your strategies for decreasing the behavior.
1) Andrew, who likes to utter profanities every now and then;
2) Sandy, who tells you to quit bugging her when you ask her questions;
3) Matt, who likes to mess up other students' papers;
4) Rebecca, who frequently talks with other students around her while you are
explaining or demonstrating something.
IN CLASS ACTIVITY

30. Social and cognitive factors,
as well as behavior, play
important roles in learning

32. Also known as imitation or modeling
Classic Bobo doll study
The application of consequences is not necessary for
learning to take place
Rather learning can occur through the simple processes of
observing someone else's activity

33. Bandura formulated his findings in a four-step
pattern which combines a cognitive view and an
operant view of learning.
Attention -- the individual notices something in the
environment
Retention -- the individual remembers what was
noticed
Reproduction -- the individual produces an action that
is a copy of what was noticed
Motivation -- the environment delivers a consequence
that changes the probability the behavior will be
emitted again (reinforcement and punishment)

34. Emphasize getting students to monitor, manage,
and regulate their own behavior.
Self-instructional techniques that can be taught
to students for self-monitoring
prepare for anxiety or stress
confront and handle the anxiety or stress
cope with feelings at critical moments
use reinforcing self-statements

35. Social Cognitive Approaches
to Learning
Self-Regulatory Learning
A Model of Self-Regulatory Learning
Self-Evaluation
and Monitoring
Putting a Plan into
Action and Monitoring It
Goal Setting and
Strategic Planning
Monitoring Outcomes
and Refining Strategies