- Behaviorism includes classical conditioning, operant conditioning, and social learning theory. Classical conditioning involves associating stimuli to produce responses, operant conditioning uses reinforcement and punishment to change behavior, and social learning emphasizes observational learning.
- The key principles of behaviorism can be applied in the classroom through techniques like positive reinforcement, modeling good behaviors, and associating learning with pleasant experiences. Behaviorism provides strategies to effectively motivate students and shape desirable classroom conduct.
The movie "To Sir with Love" tells the story of an engineer named Thackeray who accepts a teaching position at a rough London school. His students disrespect teachers and do not follow rules. Though unfamiliar with teaching, Thackeray gains the students' respect by treating them with dignity and teaching life lessons. He builds close relationships with the students and comes to love teaching, even when offered his dream job as an engineer. The movie inspires the document author, a teacher, to reflect on whether they are truly called to teach. Though initially unsure of their career choice, the author is motivated by Thackeray's example of overcoming challenges through passion and caring for students.
Behaviorism theory proposes that all learning is based on conditioning responses to external stimuli. Key founders include John B. Watson, Ivan Pavlov, and B.F. Skinner. Their work established that learning occurs through reinforcement or punishment in response to stimuli, without consideration of internal mental processes. Teachers can apply behaviorism by using positive and negative reinforcement, testing specific skills, and focusing on individual work over group learning.
Chapter 6 Selecting Methods, Media, and MaterialsThitiporn Pinit
This chapter focuses on selecting instructional methods, media, and materials. There are several factors to consider when making selections, including available methods like lectures, discussions, and evaluations; instructional media options like multimedia, video, and text; and specific materials. Teachers can acquire materials by modifying existing resources, creating new ones, or obtaining materials from various sources. Selecting effective options requires considering checklists of advantages and aligning selections with learning objectives and student needs.
This document discusses the theory of behaviorism. It explains that behaviorism focuses on how environmental stimuli shape observable behaviors through conditioning principles without regard to mental processes. The two types of conditioning are operant conditioning, where behaviors are reinforced or punished, and classical conditioning, where a reflex response becomes associated with a neutral stimulus. Key figures who contributed to behaviorism include Ivan Pavlov, John B. Watson, B.F. Skinner, and Albert Bandura. The document also provides examples of how teachers can apply behaviorism in their classrooms through reinforcement and punishment.
The document summarizes key aspects of the behaviorist learning theory, including the work of Ivan Pavlov on classical conditioning, John Watson's experiments on conditioning fear in children, and B.F. Skinner's research on operant conditioning using positive reinforcement. Behaviorism views learning as occurring through conditioning of behaviors in response to environmental stimuli and does not consider internal mental states. The theory influenced early classroom practices through use of reward systems but is limited in explaining higher-level thinking.
The document provides a history of educational technology from ancient times to modern day:
- Educational technology has its roots in ancient Greece where knowledge was systematically organized and instructional methods were developed.
- Major advances included the development of visual aids in the 19th century, educational films in the 1920s, instructional television in the 1930s, and the introduction of computers and the internet in recent decades.
- Today, educational technology encompasses a variety of tools and approaches aimed at addressing educational needs through the application of current technologies like computers and networks.
Edward LEE Thorndike Educational Theory.pptxKristineRanyah
Educational Theory by Edward Thorndike. He was the first American psychologist who put forward the Trial and Error Theory of learning.
*Three Fundamental Laws of Learning
*Educational Implications of Law of Exercise
*Educational Implications of Law of Readiness
Robert Gagné was an educational psychologist known for his theory of instruction called the "Conditions of Learning". He studied how learning objectives relate to instructional design. Gagné identified 9 types or levels of learning - signal learning, stimulus-response learning, chaining, verbal association, discrimination learning, concept learning, rule learning, problem solving, and attitudes. Each type of learning requires different instructional events and conditions to be effectively taught.
The movie "To Sir with Love" tells the story of an engineer named Thackeray who accepts a teaching position at a rough London school. His students disrespect teachers and do not follow rules. Though unfamiliar with teaching, Thackeray gains the students' respect by treating them with dignity and teaching life lessons. He builds close relationships with the students and comes to love teaching, even when offered his dream job as an engineer. The movie inspires the document author, a teacher, to reflect on whether they are truly called to teach. Though initially unsure of their career choice, the author is motivated by Thackeray's example of overcoming challenges through passion and caring for students.
Behaviorism theory proposes that all learning is based on conditioning responses to external stimuli. Key founders include John B. Watson, Ivan Pavlov, and B.F. Skinner. Their work established that learning occurs through reinforcement or punishment in response to stimuli, without consideration of internal mental processes. Teachers can apply behaviorism by using positive and negative reinforcement, testing specific skills, and focusing on individual work over group learning.
Chapter 6 Selecting Methods, Media, and MaterialsThitiporn Pinit
This chapter focuses on selecting instructional methods, media, and materials. There are several factors to consider when making selections, including available methods like lectures, discussions, and evaluations; instructional media options like multimedia, video, and text; and specific materials. Teachers can acquire materials by modifying existing resources, creating new ones, or obtaining materials from various sources. Selecting effective options requires considering checklists of advantages and aligning selections with learning objectives and student needs.
This document discusses the theory of behaviorism. It explains that behaviorism focuses on how environmental stimuli shape observable behaviors through conditioning principles without regard to mental processes. The two types of conditioning are operant conditioning, where behaviors are reinforced or punished, and classical conditioning, where a reflex response becomes associated with a neutral stimulus. Key figures who contributed to behaviorism include Ivan Pavlov, John B. Watson, B.F. Skinner, and Albert Bandura. The document also provides examples of how teachers can apply behaviorism in their classrooms through reinforcement and punishment.
The document summarizes key aspects of the behaviorist learning theory, including the work of Ivan Pavlov on classical conditioning, John Watson's experiments on conditioning fear in children, and B.F. Skinner's research on operant conditioning using positive reinforcement. Behaviorism views learning as occurring through conditioning of behaviors in response to environmental stimuli and does not consider internal mental states. The theory influenced early classroom practices through use of reward systems but is limited in explaining higher-level thinking.
The document provides a history of educational technology from ancient times to modern day:
- Educational technology has its roots in ancient Greece where knowledge was systematically organized and instructional methods were developed.
- Major advances included the development of visual aids in the 19th century, educational films in the 1920s, instructional television in the 1930s, and the introduction of computers and the internet in recent decades.
- Today, educational technology encompasses a variety of tools and approaches aimed at addressing educational needs through the application of current technologies like computers and networks.
Edward LEE Thorndike Educational Theory.pptxKristineRanyah
Educational Theory by Edward Thorndike. He was the first American psychologist who put forward the Trial and Error Theory of learning.
*Three Fundamental Laws of Learning
*Educational Implications of Law of Exercise
*Educational Implications of Law of Readiness
Robert Gagné was an educational psychologist known for his theory of instruction called the "Conditions of Learning". He studied how learning objectives relate to instructional design. Gagné identified 9 types or levels of learning - signal learning, stimulus-response learning, chaining, verbal association, discrimination learning, concept learning, rule learning, problem solving, and attitudes. Each type of learning requires different instructional events and conditions to be effectively taught.
Implication of behaviorism learning theoryzulhanafi88
The document discusses different types of learning environments based on classical and operant conditioning. Classical conditioning involves associating learning experiences with pleasure or discomfort, while operant conditioning uses reinforcement and punishment according to B.F. Skinner. Applied behavior analysis applies operant conditioning principles to change learner behavior by increasing desirable behaviors and decreasing undesirable ones. Specific strategies are outlined for reinforcing positive behaviors and reducing negative ones.
Conditioning theory of Edward Thorndike-Connectionismyvonnelyn
- Thorndike proposed theories of connectionism and the law of effect, exercise, and readiness to explain learning as the formation of stimulus-response associations that are strengthened by rewards and practice. He believed intelligence is the number of connections formed.
- Pavlov demonstrated classical conditioning where a neutral stimulus becomes associated with an unconditioned stimulus to elicit a conditioned response. His work showed acquisition, extinction, spontaneous recovery, generalization, and discrimination of conditioned responses.
- Skinner's operant conditioning model explained how behaviors are reinforced or punished by their consequences, influencing the probability of behaviors occurring again in the future. Positive and negative reinforcement and punishment shape behaviors through consequences.
Transfer of learning refers to how knowledge and skills learned in one context can be applied in another context. Early research by Thorndike and Woodworth explored how learning transfers between similar tasks. Transfer of learning depends on factors like the similarity between the original learning task and new transfer task, the level of understanding achieved during initial learning, the context of learning, opportunities for practice, and motivation. Educators can promote transfer by teaching in meaningful contexts, providing varied practice opportunities over time, and encouraging positive attitudes.
Behaviorism is a worldview that believes all human behavior can be explained through stimulus-response associations without consideration of internal mental states. Key behaviorist theorists include Ivan Pavlov, who studied classical conditioning in dogs, B.F. Skinner, who developed the theory of operant conditioning through experiments with animals and reinforcement, and Albert Bandura, who found that behavior can be learned through observation and not just direct rewards and punishments. Behaviorism had implications for education, suggesting student behavior and learning could be shaped through positive and negative reinforcement in the classroom.
Psychological perspectives have influenced curriculum development. Behaviorism views learning as habit formation through conditioning stimuli and responses. Ivan Pavlov showed conditioning through association. Edward Thorndike proposed laws of effect, exercise, and readiness. B.F. Skinner's operant conditioning uses reinforcement and punishment. Cognitivism sees learning as cognitive construction. Jean Piaget's stages of development described cognitive growth. Constructivism views learning as constructing new understanding. Humanism considers the learner as a whole person with emotions that impact learning. Abraham Maslow's hierarchy of needs and Carl Rogers' learner-centered approach also influenced curriculum.
1) Ausubel's Subsumption Theory proposes that meaningful learning occurs when new information is related to an individual's existing cognitive framework through four processes: derivative subsumption, correlative subsumption, superordinate learning, and combinatorial learning.
2) According to the theory, an individual's cognitive structure is the most important factor influencing learning. Advance organizers are used to strengthen cognitive structure and allow new information to be subsumed.
3) Meaningful learning takes place through subsumption, where new material is related to relevant prior knowledge. There are different types of advance organizers that can be used including expository, narrative, skimming, and graphic organizers.
This document discusses behaviorism, a learning theory that focuses on observable behaviors and reactions to stimuli. It outlines several key figures in behaviorism, including Ivan Pavlov who discovered classical conditioning, B.F. Skinner who developed operant conditioning using reinforcement and punishment, and Albert Bandura who emphasized social learning. The document also explains how behaviorism can be applied in education through a system of reinforcing positive behaviors and punishing negative ones to modify student learning.
Edward Thorndike was an American psychologist known for pioneering the field of comparative psychology and establishing the law of effect, exercise, and readiness. Through experiments with animals, such as putting cats in puzzle boxes, he determined that learning is the result of forming associations between stimuli and responses through a process of trial and error. Thorndike proposed three laws of learning: readiness, exercise, and effect - where behaviors are strengthened by satisfaction or weakened by annoyance through repeated practice over time. His work significantly influenced the study of educational psychology and emphasized the role of motivation and feedback in the learning process.
1. Jerome Bruner was an influential American psychologist who developed the theory of cognitive constructivism, which posits that learning is an active process where learners construct new ideas based on their current and background knowledge.
2. Bruner proposed that cognitive development occurs in three stages - enactive (learning by doing), iconic (using mental images and models), and symbolic (using symbols and language) - and that instruction should help students transition between these stages.
3. Key aspects of Bruner's theory included the spiral curriculum, discovery learning, scaffolding, and using concept formation to help students categorize information. His work emphasized how instruction could be tailored to students' developmental levels and prior experiences.
Edward L. Thorndike (1874-1949) was an influential American psychologist known as the "father of modern educational psychology." He published around 500 books and articles in his career spanning over 55 years. Thorndike is renowned for developing the Law of Effect in 1905, which states that behaviors followed by satisfactory outcomes become more strongly associated and likely to reoccur. He also made important contributions to the study and measurement of intelligence through his work developing early intelligence tests during World War I.
methods of teaching idealism and naturalism.pptxAbiniyavk
This document discusses methods of teaching idealism and naturalism. Idealism believes that ideas are the true reality, while naturalism believes the material world is real. Methods of teaching idealism include learning through reading, lecturing, discussion, and questioning. Lecturing allows for covering more content but less learning, while discussion teaches communication skills. Questioning promotes thinking and directs learning. Naturalism rejects traditional education and advocates learning through direct experience with nature. The heuristic method encourages independent problem solving through scientific inquiry.
Behaviorism is a learning theory based on observable behaviors and the relationship between environmental stimuli and responses. Key contributors include Ivan Pavlov, who studied classical conditioning in dogs, and B.F. Skinner, who developed operant conditioning using positive reinforcement with pigeons. In behaviorism, learning is shaped by consequences rather than internal mental states. The teacher's role is to provide stimuli and positive reinforcement to motivate learning, while students work for rewards and respond to environmental factors.
The document discusses various theories of personality development. It describes humanist theories including Maslow's hierarchy of needs and Carl Rogers' person-centered approach. Cognitive theories discussed are social cognitive theory and cognitive behavioral theory. Biological theories mentioned are those of Hans Eysenck linking personality to biological processes. Behavioral theories covered are those of Ivan Pavlov and B.F. Skinner. Psychodynamic theories discussed are Sigmund Freud's psychosexual stages and Erik Erikson's psychosocial stages. Trait theories covered Eysenck's three dimensions and the big five factor theory. The document also discusses similarities and differences between various theories.
J.B. Watson conducted an experiment on Little Albert to demonstrate that emotions can be learned through classical conditioning. Initially, Little Albert was not afraid of a white mouse but after repeatedly pairing the mouse with a loud startling sound, he learned to fear the mouse and other similar furry stimuli. This showed that a neutral stimulus (mouse) could become a conditioned stimulus that elicits a conditioned response of fear through association with an unconditioned stimulus (loud sound) that naturally provokes an emotion. Watson's theory suggested that all behaviors are learned through conditioning and positive behaviors can be taught using rewards as stimuli while avoiding punishments that cause negative effects.
- Edward Thorndike introduced the theory of connectionism in 1889, which emphasized that learning strengthens stimulus-response connections through experience.
- Thorndike conducted experiments with cats in a puzzle box, observing that they escaped faster each time as they learned to associate manipulating a mechanism with escaping.
- Thorndike concluded that the connection between a response and stimulus is strengthened when the response results in a satisfying outcome, in accordance with his "law of effect."
Edward Thorndike developed the theory of connectionism in the early 1900s. He proposed that learning occurs through the formation of associations between stimuli and responses, and that these connections are strengthened by rewards or positive consequences (the law of effect) and weakened by punishments or negative consequences. Thorndike also put forth the law of exercise, which states that repeatedly practicing a stimulus-response bond makes it stronger, and the law of readiness, where an organism is more likely to respond if it is ready or prepared to do so. Thorndike's connectionism theory formed the basis of early behavioral psychology and its stimulus-response framework for understanding learning.
The behaviorism theory views learning as a process where behaviors are strengthened through positive reinforcement or weakened through punishment in response to environmental stimuli. Key aspects of this theory include: teacher-centered instruction, a focus on observable and measurable behaviors, and the idea that all behaviors are influenced by external factors. In the classroom, this means highly structured lessons, positive and negative consequences for behaviors, breaking skills into small units, and using models to encourage learning. The theory aims to directly shape student behaviors and skills through reinforcement and discipline.
Behavioral learning theory focuses on how the environment impacts observable behavior. Learning is defined as a relatively permanent change in behavior resulting from experience or practice. The theory views learning as a stimulus-response process, where behaviors are strengthened or weakened through reinforcement or punishment. Proponents such as Pavlov, Watson, and Skinner conducted experiments on animal conditioning to understand human behavior and argue it can be predicted and controlled through environmental manipulation.
This document provides an overview of behaviorism and key behaviorist theorists including Ivan Pavlov, E.L. Thorndike, and B.F. Skinner. It discusses classical and operant conditioning, defining behaviorism as the study of observable behavior and excluding internal mental states. Classical conditioning involves associating a neutral stimulus with an unconditioned stimulus to elicit a response, while operant conditioning examines how behavior is influenced by consequences like reinforcement and punishment. The document also outlines strategies from applied behavior analysis for increasing desirable behaviors and decreasing undesirable behaviors in educational settings.
This is in no way intended to constitute a proper introduction to this school of learning theory, but to accompany a selective discussion in class.It has been annotated so some of it can stand alone
This document discusses behaviorism and several of its key theorists. It explains that behaviorism was developed during the modernism period and focused on scientifically predicting and controlling human behavior through reinforcement and conditioning rather than independent thinking. It profiles B.F. Skinner, Ivan Pavlov, and Alfred Bandura, describing some of their classic experiments in operant conditioning using animals. Pavlov's dogs are discussed as the origin of classical conditioning. Bandura expanded this area through social cognitive theory which examined observational learning and self-efficacy.
This document summarizes key concepts from Chapter 15 of The Personality Puzzle, which discusses learning-based approaches to explaining personality, including behaviorism and social learning theory. It covers the basic principles of behaviorism, classical and operant conditioning, and criticisms of punishment. For social learning theory, it discusses the work of Dollard and Miller on habit hierarchies and frustration-aggression, as well as Rotter, Bandura, and Mischel's cognitive-affective personality system approach. The document aims to explain how learning principles can be applied to understand personality and behavior.
Implication of behaviorism learning theoryzulhanafi88
The document discusses different types of learning environments based on classical and operant conditioning. Classical conditioning involves associating learning experiences with pleasure or discomfort, while operant conditioning uses reinforcement and punishment according to B.F. Skinner. Applied behavior analysis applies operant conditioning principles to change learner behavior by increasing desirable behaviors and decreasing undesirable ones. Specific strategies are outlined for reinforcing positive behaviors and reducing negative ones.
Conditioning theory of Edward Thorndike-Connectionismyvonnelyn
- Thorndike proposed theories of connectionism and the law of effect, exercise, and readiness to explain learning as the formation of stimulus-response associations that are strengthened by rewards and practice. He believed intelligence is the number of connections formed.
- Pavlov demonstrated classical conditioning where a neutral stimulus becomes associated with an unconditioned stimulus to elicit a conditioned response. His work showed acquisition, extinction, spontaneous recovery, generalization, and discrimination of conditioned responses.
- Skinner's operant conditioning model explained how behaviors are reinforced or punished by their consequences, influencing the probability of behaviors occurring again in the future. Positive and negative reinforcement and punishment shape behaviors through consequences.
Transfer of learning refers to how knowledge and skills learned in one context can be applied in another context. Early research by Thorndike and Woodworth explored how learning transfers between similar tasks. Transfer of learning depends on factors like the similarity between the original learning task and new transfer task, the level of understanding achieved during initial learning, the context of learning, opportunities for practice, and motivation. Educators can promote transfer by teaching in meaningful contexts, providing varied practice opportunities over time, and encouraging positive attitudes.
Behaviorism is a worldview that believes all human behavior can be explained through stimulus-response associations without consideration of internal mental states. Key behaviorist theorists include Ivan Pavlov, who studied classical conditioning in dogs, B.F. Skinner, who developed the theory of operant conditioning through experiments with animals and reinforcement, and Albert Bandura, who found that behavior can be learned through observation and not just direct rewards and punishments. Behaviorism had implications for education, suggesting student behavior and learning could be shaped through positive and negative reinforcement in the classroom.
Psychological perspectives have influenced curriculum development. Behaviorism views learning as habit formation through conditioning stimuli and responses. Ivan Pavlov showed conditioning through association. Edward Thorndike proposed laws of effect, exercise, and readiness. B.F. Skinner's operant conditioning uses reinforcement and punishment. Cognitivism sees learning as cognitive construction. Jean Piaget's stages of development described cognitive growth. Constructivism views learning as constructing new understanding. Humanism considers the learner as a whole person with emotions that impact learning. Abraham Maslow's hierarchy of needs and Carl Rogers' learner-centered approach also influenced curriculum.
1) Ausubel's Subsumption Theory proposes that meaningful learning occurs when new information is related to an individual's existing cognitive framework through four processes: derivative subsumption, correlative subsumption, superordinate learning, and combinatorial learning.
2) According to the theory, an individual's cognitive structure is the most important factor influencing learning. Advance organizers are used to strengthen cognitive structure and allow new information to be subsumed.
3) Meaningful learning takes place through subsumption, where new material is related to relevant prior knowledge. There are different types of advance organizers that can be used including expository, narrative, skimming, and graphic organizers.
This document discusses behaviorism, a learning theory that focuses on observable behaviors and reactions to stimuli. It outlines several key figures in behaviorism, including Ivan Pavlov who discovered classical conditioning, B.F. Skinner who developed operant conditioning using reinforcement and punishment, and Albert Bandura who emphasized social learning. The document also explains how behaviorism can be applied in education through a system of reinforcing positive behaviors and punishing negative ones to modify student learning.
Edward Thorndike was an American psychologist known for pioneering the field of comparative psychology and establishing the law of effect, exercise, and readiness. Through experiments with animals, such as putting cats in puzzle boxes, he determined that learning is the result of forming associations between stimuli and responses through a process of trial and error. Thorndike proposed three laws of learning: readiness, exercise, and effect - where behaviors are strengthened by satisfaction or weakened by annoyance through repeated practice over time. His work significantly influenced the study of educational psychology and emphasized the role of motivation and feedback in the learning process.
1. Jerome Bruner was an influential American psychologist who developed the theory of cognitive constructivism, which posits that learning is an active process where learners construct new ideas based on their current and background knowledge.
2. Bruner proposed that cognitive development occurs in three stages - enactive (learning by doing), iconic (using mental images and models), and symbolic (using symbols and language) - and that instruction should help students transition between these stages.
3. Key aspects of Bruner's theory included the spiral curriculum, discovery learning, scaffolding, and using concept formation to help students categorize information. His work emphasized how instruction could be tailored to students' developmental levels and prior experiences.
Edward L. Thorndike (1874-1949) was an influential American psychologist known as the "father of modern educational psychology." He published around 500 books and articles in his career spanning over 55 years. Thorndike is renowned for developing the Law of Effect in 1905, which states that behaviors followed by satisfactory outcomes become more strongly associated and likely to reoccur. He also made important contributions to the study and measurement of intelligence through his work developing early intelligence tests during World War I.
methods of teaching idealism and naturalism.pptxAbiniyavk
This document discusses methods of teaching idealism and naturalism. Idealism believes that ideas are the true reality, while naturalism believes the material world is real. Methods of teaching idealism include learning through reading, lecturing, discussion, and questioning. Lecturing allows for covering more content but less learning, while discussion teaches communication skills. Questioning promotes thinking and directs learning. Naturalism rejects traditional education and advocates learning through direct experience with nature. The heuristic method encourages independent problem solving through scientific inquiry.
Behaviorism is a learning theory based on observable behaviors and the relationship between environmental stimuli and responses. Key contributors include Ivan Pavlov, who studied classical conditioning in dogs, and B.F. Skinner, who developed operant conditioning using positive reinforcement with pigeons. In behaviorism, learning is shaped by consequences rather than internal mental states. The teacher's role is to provide stimuli and positive reinforcement to motivate learning, while students work for rewards and respond to environmental factors.
The document discusses various theories of personality development. It describes humanist theories including Maslow's hierarchy of needs and Carl Rogers' person-centered approach. Cognitive theories discussed are social cognitive theory and cognitive behavioral theory. Biological theories mentioned are those of Hans Eysenck linking personality to biological processes. Behavioral theories covered are those of Ivan Pavlov and B.F. Skinner. Psychodynamic theories discussed are Sigmund Freud's psychosexual stages and Erik Erikson's psychosocial stages. Trait theories covered Eysenck's three dimensions and the big five factor theory. The document also discusses similarities and differences between various theories.
J.B. Watson conducted an experiment on Little Albert to demonstrate that emotions can be learned through classical conditioning. Initially, Little Albert was not afraid of a white mouse but after repeatedly pairing the mouse with a loud startling sound, he learned to fear the mouse and other similar furry stimuli. This showed that a neutral stimulus (mouse) could become a conditioned stimulus that elicits a conditioned response of fear through association with an unconditioned stimulus (loud sound) that naturally provokes an emotion. Watson's theory suggested that all behaviors are learned through conditioning and positive behaviors can be taught using rewards as stimuli while avoiding punishments that cause negative effects.
- Edward Thorndike introduced the theory of connectionism in 1889, which emphasized that learning strengthens stimulus-response connections through experience.
- Thorndike conducted experiments with cats in a puzzle box, observing that they escaped faster each time as they learned to associate manipulating a mechanism with escaping.
- Thorndike concluded that the connection between a response and stimulus is strengthened when the response results in a satisfying outcome, in accordance with his "law of effect."
Edward Thorndike developed the theory of connectionism in the early 1900s. He proposed that learning occurs through the formation of associations between stimuli and responses, and that these connections are strengthened by rewards or positive consequences (the law of effect) and weakened by punishments or negative consequences. Thorndike also put forth the law of exercise, which states that repeatedly practicing a stimulus-response bond makes it stronger, and the law of readiness, where an organism is more likely to respond if it is ready or prepared to do so. Thorndike's connectionism theory formed the basis of early behavioral psychology and its stimulus-response framework for understanding learning.
The behaviorism theory views learning as a process where behaviors are strengthened through positive reinforcement or weakened through punishment in response to environmental stimuli. Key aspects of this theory include: teacher-centered instruction, a focus on observable and measurable behaviors, and the idea that all behaviors are influenced by external factors. In the classroom, this means highly structured lessons, positive and negative consequences for behaviors, breaking skills into small units, and using models to encourage learning. The theory aims to directly shape student behaviors and skills through reinforcement and discipline.
Behavioral learning theory focuses on how the environment impacts observable behavior. Learning is defined as a relatively permanent change in behavior resulting from experience or practice. The theory views learning as a stimulus-response process, where behaviors are strengthened or weakened through reinforcement or punishment. Proponents such as Pavlov, Watson, and Skinner conducted experiments on animal conditioning to understand human behavior and argue it can be predicted and controlled through environmental manipulation.
This document provides an overview of behaviorism and key behaviorist theorists including Ivan Pavlov, E.L. Thorndike, and B.F. Skinner. It discusses classical and operant conditioning, defining behaviorism as the study of observable behavior and excluding internal mental states. Classical conditioning involves associating a neutral stimulus with an unconditioned stimulus to elicit a response, while operant conditioning examines how behavior is influenced by consequences like reinforcement and punishment. The document also outlines strategies from applied behavior analysis for increasing desirable behaviors and decreasing undesirable behaviors in educational settings.
This is in no way intended to constitute a proper introduction to this school of learning theory, but to accompany a selective discussion in class.It has been annotated so some of it can stand alone
This document discusses behaviorism and several of its key theorists. It explains that behaviorism was developed during the modernism period and focused on scientifically predicting and controlling human behavior through reinforcement and conditioning rather than independent thinking. It profiles B.F. Skinner, Ivan Pavlov, and Alfred Bandura, describing some of their classic experiments in operant conditioning using animals. Pavlov's dogs are discussed as the origin of classical conditioning. Bandura expanded this area through social cognitive theory which examined observational learning and self-efficacy.
This document summarizes key concepts from Chapter 15 of The Personality Puzzle, which discusses learning-based approaches to explaining personality, including behaviorism and social learning theory. It covers the basic principles of behaviorism, classical and operant conditioning, and criticisms of punishment. For social learning theory, it discusses the work of Dollard and Miller on habit hierarchies and frustration-aggression, as well as Rotter, Bandura, and Mischel's cognitive-affective personality system approach. The document aims to explain how learning principles can be applied to understand personality and behavior.
This document provides an overview of classical conditioning. It defines classical conditioning as a type of learning where a neutral stimulus becomes associated with an unconditioned stimulus to elicit a conditioned response. The document discusses Pavlov's famous experiments with dogs and the salivation response. It covers principles of classical conditioning like acquisition, extinction, generalization, and discrimination. Applications to behavior therapy and the neural basis are also mentioned.
Reader Response Theory is a tool to help readers become stronger critical thinkers. It involves answering three questions when reading a text: 1) How does the text make you feel and why? 2) What writing strategies did the author use that were effective or ineffective? 3) What might the text say about contemporary American culture? Comparing responses with peers broadens understanding. Regular practice of Reader Response Theory helps sharpen critical thinking skills and makes readers "seers" who can draw reasonable inferences from observations. When applying it, readers should answer the three questions and write at least a one page response in MLA format.
Classical Conditioning in the ClassroomJamieRBourret
Classical conditioning is a learning theory developed by Ivan Pavlov where he found that dogs could learn to associate a neutral stimulus with a natural reflex. For example, Pavlov found that dogs learned to associate the sound of a bell with receiving food. John Watson furthered this research by conditioning an infant, known as Little Albert, to fear a white rat through repeated pairing of the rat with a loud noise. Classical conditioning involves using triggers to train organisms to perform certain responses through repetitive associations between stimuli.
Operant conditioning is a theory of learning that focuses on how environmental interactions influence behavior. B.F. Skinner developed operant conditioning which explains that behaviors are strengthened or weakened based on consequences. There are four principles of operant conditioning: immediacy of consequences, deprivation and satiation, contingency between behavior and consequence, and effectiveness being determined by size of consequence. Reinforcement and punishment are used to shape behaviors through positive or negative consequences.
Este documento describe un proyecto para dar funcionalidad a un aula de computación en una escuela primaria mediante el uso de las TIC para reforzar los conocimientos de los alumnos. El proyecto establecerá horarios para que los alumnos usen el aula, instalará programas educativos, enseñará habilidades básicas de computación y creará un blog con juegos para que los alumnos practiquen fuera de clase. La maestra Leticia Esparza llevará a cabo el proyecto durante el ciclo
Q2 2011 Investor Handout U.S. West Coast RoadshowBayer
The document summarizes a presentation by Bayer's CFO Werner Baumann to investors on the company's performance in the second quarter of 2011 and outlook. Key points include:
1) Bayer continued positive momentum in the second quarter with sales growth of 5% and adjusted EBITDA growth of 6%.
2) The company reiterated its outlook for higher sales and adjusted EBITDA in 2011.
3) Bayer plans to invest €15 billion through 2013 to maximize the value of its new product pipeline and realize opportunities in emerging markets.
The document discusses machine-generated and algorithmically produced texts. It provides examples of literary works generated from log files, social media posts, images and metadata. It also discusses tools and methods for analyzing and visualizing texts, such as social network analysis of character relationships in literary works. The document suggests the potential for human-machine collaboration on text generation is large and emerging areas include customized e-books and interactive digital literature.
Dokumen tersebut membahas tiga jenis amenorea: primer, sekunder dan fisiologis. Amenorea primer terjadi pada wanita yang tidak pernah haid sampai usia 18 tahun, disebabkan faktor genetik atau konstitusional. Amenorea sekunder terjadi pada wanita yang sebelumnya pernah haid namun berhenti lebih dari 3 bulan, penyebabnya gangguan hipotalamus, hipofisis atau ovarium. Amenorea fisiologis terjadi karena kehamil
Ομιλία-Παρουσίαση: Δώρα Τουρτόγλου, Clinical Research Manager, Ιατρικό Τμήμα, AstraZeneca Ελλάς
«Επενδύοντας στις κλινικές μελέτες στην Ελλάδα της κρίσης : Το παράδειγμα της ΑstraΖeneca Ελλάδας»
El documento describe las conexiones familiares de varios políticos españoles contemporáneos con el régimen franquista. Muchos tuvieron padres o abuelos que apoyaron activamente a Franco, como falangistas, miembros del ejército o funcionarios públicos. Algunos de estos políticos ahora apoyan leyes y políticas contrarias a la herencia del franquismo.
Este documento resume las actividades culturales y festivales que tendrán lugar en Zaragoza durante los meses de junio y julio de 2009, incluyendo conciertos, espectáculos, exposiciones y actividades deportivas en nueve terrazas a lo largo del río Ebro. También incluye información sobre festivales como Metalway, Zaragoza Trayectos y Zaragoza Ciudad.
This chapter discusses three major learning theories from a behavioral perspective: classical conditioning, operant conditioning, and social learning theory. Classical conditioning involves associating an unconditioned stimulus that naturally elicits a response with a neutral conditioned stimulus so that the conditioned stimulus comes to elicit the response. Operant conditioning is based on the principle that behaviors followed by reinforcement will increase in frequency. Social learning theory posits that people can learn through observation of others. The chapter compares and contrasts the three theories and discusses how their principles can be applied in classroom teaching.
This document provides an overview of classical conditioning theory and operant conditioning theory. It defines key terms for both theories like unconditioned stimulus, conditioned response, reinforcement and punishment. It also explains Ivan Pavlov's classic dog experiment that demonstrated classical conditioning and B.F. Skinner's research on operant conditioning using a Skinner Box. The document notes implications of both theories for education, including how to shape student behavior through reinforcement and feedback. It concludes with references used to develop the content.
This document discusses various theories of learning, including behavioral, social, and cognitive theories. It provides definitions and key concepts for each theory.
The behavioral theories of classical and operant conditioning are described in detail, outlining Pavlov's and Skinner's work. Key concepts like reinforcement, punishment, and different schedules of reinforcement are defined.
Social learning theory, proposed by Bandura, is summarized. It emphasizes observational learning and the Bobo doll experiment is mentioned. The four necessary conditions for observational learning are attention, retention, motor reproduction, and motivation.
Finally, cognitive learning theory is introduced as focusing on mental processes like thinking and memory rather than just behavioral responses. Latent learning and insight learning are provided
This document discusses behaviorism and how learning affects behavior according to behaviorist principles. It begins by defining behaviorism as focusing on learning as a change in external behavior achieved through repetition, rewards, and discouragement of bad habits. It then covers the major behaviorist theorists like Pavlov, Thorndike, Watson, and Skinner and their key contributions to classical and operant conditioning. Classical conditioning involves stimulus-response learning while operant conditioning involves reinforcement and punishment influencing behavior. The document discusses different types of reinforcement schedules and the dangers of overusing punishment in learning.
The document summarizes the learning theory of behaviorism. It discusses key theorists like Pavlov, Watson, and Skinner and experiments they conducted using classical and operant conditioning on animals. Their work established that learning occurs through external stimuli that elicit a response, which is then reinforced or punished. Behaviorism views learning as the acquisition of observable behaviors and does not consider internal mental processes. The theory emphasizes conditioning processes and can be applied to areas like classroom management and rote learning.
It covers a lot of aspects of psychology like what is learning, definition of learning classical conditioning, operant conditioning, Ivon Pavlov experiment on dogs and a lot of other aspects.
The document discusses different aspects of learning including definitions, factors that influence learning, and different methods of learning. It defines learning as acquiring new knowledge, behaviors, or skills through experience. Factors that influence learning include intelligence, age, previous learning, anxiety, and motivation. Three main methods of learning discussed are classical conditioning exemplified by Pavlov's dog experiment, operant conditioning which uses reinforcement and punishment to modify behaviors, and cognitive learning which involves insight and understanding.
behavioral theory formed the basis of most of the learning theory applied in child rearing and in classrooms. Parents and teachers still find that, in many instances, individuals do learn when provided with the appropriate blend of stimuli, rewards, negative reinforcement, and punishments. Especially with small children and simpler tasks, behavioral principles are often effective.
Eventually, however, educators began to feel that although stimulus-response does explain many human behaviors and has a legitimate place in instruction, behaviorism alone was not sufficient to explain all the phenomena observed in learning situations. The teacher’s are able to use this approach but they have to consider about the weaknesses and try to solve the weaknesses.
This presentation will help you understand the concepts and principles used in Operant conditioning. This will also help you to understand the difference between classical and operant conditioning.
Behaviorism school of thought in psychologyNadeemShoukat3
Ishallah this video help you to comprehend about behaviorism school of thought, its major thinker, major experiment, advantages and disadvantages and much more
In this content consists of 'Learning Theories', presented by Dr. S.S. Srinithi as an Invited Resource Person in the webinar hosted by Department of Education, Manonmaniam Sundaranar University, Tirunelveli, Tamil Nadu.
The document summarizes various principles and theories of learning, including classical conditioning, operant conditioning, and social learning. Classical conditioning involves associating a neutral stimulus with an unconditioned stimulus to elicit a response. Operant conditioning is learning through consequences, using reinforcement and punishment to shape behaviors. Social learning theory proposes that people can learn through observing and imitating others' behaviors.
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The reproductive system is responsible for the production and development of offspring. It includes various organs and structures that differ between males and females. In this response, I will provide an overview of the reproductive system physiology for both males and females.
Male Reproductive System Physiology:
Testes: The testes are the primary male reproductive organs. They produce sperm cells through a process called spermatogenesis and secrete the hormone testosterone.
Epididymis: The epididymis is a coiled tube located on the surface of each testis. It serves as a site for sperm maturation and storage.
Vas Deferens: The vas deferens is a muscular tube that transports mature sperm from the epididymis to the urethra during ejaculation.
Seminal Vesicles, Prostate Gland, and Bulbourethral Glands: These accessory glands produce seminal fluid, which nourishes and protects the sperm. The seminal fluid is combined with sperm to form semen.
Urethra: The urethra is a tube that carries urine from the bladder and also serves as a passage for semen during ejaculation.
Female Reproductive System Physiology:
Ovaries: The ovaries are the primary female reproductive organs. They produce ova (eggs) through a process called oogenesis and secrete hormones such as estrogen and progesterone.
Fallopian Tubes: The fallopian tubes are ducts that connect the ovaries to the uterus. They serve as the site for fertilization, where the sperm meets and fertilizes the egg.
Uterus: The uterus, also known as the womb, is a hollow, muscular organ where a fertilized egg implants and develops into a fetus. It undergoes cyclic changes during the menstrual cycle in preparation for pregnancy.
Cervix: The cervix is the lower part of the uterus that connects to the vagina. It contains a small opening called the os, which allows the passage of menstrual blood and sperm.
Vagina: The vagina is a muscular canal that connects the cervix to the external genitalia. It serves as the birth canal during childbirth and also receives the penis during sexual intercourse.
Mammary Glands: While not directly part of the reproductive system, the mammary glands in the breasts produce milk for nourishing newborns after childbirth.
Hormonal Regulation:
The reproductive system is regulated by hormones that coordinate and control its functions. In males, the hypothalamus releases gonadotropin-releasing hormone (GnRH), which stimulates the pituitary gland to release luteinizing hormone (LH) and follicle-stimulating hormone (FSH). LH stimulates the production of testosterone in the testes, while FSH promotes sperm production.
In females, the hypothalamus releases GnRH, which triggers the release of LH and FSH from the pituitary gland. FSH stimulates the development of ovarian follicles and the production of estrogen. LH causes ovulation and the formation of the corpus luteum, which produces pro
This document discusses different approaches to learning, including the behaviorist approach. It provides details on Pavlov's classical conditioning experiments with dogs and key elements like the unconditioned stimulus, unconditioned response, neutral stimulus, conditioned stimulus, and conditioned response. It also explains Skinner's operant conditioning theory using a rat experiment in a Skinner box. Reinforcement, both positive and negative, is an important concept in operant conditioning. Educational implications of behaviorism include using rewards/punishments to shape behavior, association to create attitudes, and desensitization to reduce anxiety.
This document discusses several theories of learning, including:
- Pavlov's classical conditioning theory involving conditioning stimuli to elicit responses.
- Skinner's operant conditioning theory involving reinforcing or punishing behaviors to shape learning through rewards and punishments.
- Bandura's social learning theory which emphasizes how observation, modeling, and imitation of others influences learning behaviors and reactions. Bandura's experiments showed learning through observing consequences to others.
The document discusses several theories of learning:
1) Behavioral theories including Pavlov's classical conditioning, Thorndike's law of effect, and Skinner's operant conditioning which use reinforcement and consequences to shape behavior.
2) Social learning theory developed by Bandura which emphasizes learning from observing and modeling others, involving attention, retention, reproduction, and motivation.
3) Definitions of learning focus on acquisition of knowledge, skills, and attitudes through experience that enables better adaptation. Learning is explained as a reflective process that develops understanding or changes mental processes.
This document provides an overview of learning processes and theories. It defines learning as a relatively permanent change in behavior resulting from experience. Key points include:
- John Watson established behaviorism, which studies how learning affects behavior.
- Characteristics of learning include being continuous, pervasive, involving the whole person, and often changing experiences.
- Principles of learning state that individuals learn best when ready physically/mentally and with meaningful practice.
- Classical and operant conditioning are two major behavioral theories of learning. Classical conditioning associates stimuli to elicit responses, while operant conditioning associates behaviors to consequences.
- Reinforcement and punishment impact the probability that behaviors will occur. Schedules of reinforcement determine when
Behavioral psychology emerged in the early 20th century led by John B. Watson. Behaviorists believe that all behaviors are acquired through conditioning and focus only on observable behaviors, not internal mental states. John Watson claimed he could train any healthy infant to become any type of specialist through conditioning alone. Behaviorism is based on learning theories such as classical conditioning proposed by Ivan Pavlov and operant conditioning proposed by B.F. Skinner, which emphasize how environmental interactions shape behaviors through reinforcement and punishment. Behaviorist techniques aim to modify behaviors using methods like shaping, chaining, and prompting. However, behaviorism has been criticized for being too simplistic and not accounting for internal influences on behavior.
Behavioral psychology, also known as behaviorism, is a theory of learning based upon the idea that all behaviors are acquired through conditioning. Advocated by famous psychologists such as John B. Watson and B.F. Skinner, behavioral theories dominated psychology during the early half of the twentieth century. Today, behavioral techniques are still widely used in therapeutic settings to help clients learn new skills and behaviors
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Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
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1. LEARNING THEORIES - BEHAVIORISM
CHAPTER
l
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4
Learning Theories
- Behaviorism
LE ARNI NG OUTCOMES
After studying this chapter, you should be able to:
1.
Explain the principles of classical conditioning, operant conditioning and social
learning theory;
2.
Compare among classical
learning theory; and
3.
Apply the principles of classical conditioning, operant conditioning and social
learning theory in classroom teaching.
conditioning,
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operant
conditioning
and
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INTRODUCTION
Learning is the main focus in the
field of educational psychology. In
Chapter 1, we have briefly explained the
meaning of learning from three major
perspectives including the behavioural
perspective. In this chapter, we shall
extend the discussion of behavioural
approaches to learning in greater detail.
We begin by discussing the classical
conditioning. Next, we examine the
definition and concepts of operant
conditioning. This is followed by the
explanation of the principles in the social learning theory. In the final section of this
chapter, we look at the application of the principles of classical conditioning, operant
conditioning, and social learning theory.
4.1
Classical Conditioning
The concept of classical conditioning was developed by a Russian physiologist, Ivan
Pavlov (1849-1936). According to Papalia, Feldman, & Olds, they define the classical
conditioning as:
From the definition above, we understand that the key element in classical conditioning is
association. It means that if two stimuli repeatedly experienced together, they will become
associated. For example, if a student frequently encounters unpleasant stimuli in
Mathematics class such as unfriendly teachers, difficult questions, and a lot of homework,
he may learn to dislike Mathematics.
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4.1.1
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Pavlov’s Experiments
Ivan Pavlov,
Russian physiologist
Pavlov discovered classical conditioning almost by accident.
Originally, he wanted to study the role of salivation in digestion. He
measured how much saliva dogs produce when given meat. After
a few days in the experiment,Pavlov noticed that the dogs in his
laboratory started salivating when the lab attendant entered the
room with the meat dish, before meat was placed in their mouth.
This aroused Pavlov’s curiosity and he pursued the
issue with more experiments. For example, he sounded a bell just before
presenting his dogs with food. After hearing the bell many times right before
getting fed, the dogs began to salivate as soon as the bell rang. In other word, the dogs
had been conditioned to salivate in response to a new stimulus (the bell) that normally
would not produce salivation. The dogs had learned to associate the bell with food.
4.1.2
Types of Stimulus and Response
Remember from Chapter 1 that a stimulus is an observable environmental event that has a
potential to exert control over a behavioural response. A response is an over behaviour by a
learner. Put it in a simpler way, a stimulus is anything that can directly influence behaviour
and the stimulus produces a response.
In classical conditioning, there are 2 types of stimulus and 2 types of response. They are
unconditioned stimulus, conditioned stimulus, unconditioned response, and conditioned
response as explained in figure 4.1.
Classical Conditioning
Stimulus
Response
Unconditioned stimulus (UCS)
Unconditioned response (UCR)
• This is a stimulus that can produce the
response without any learning.
• Example: Meat.
• This is the unlearned or inborn reaction
to the unconditioned stimulus.
• Example: Salivation.
Conditioned stimulus (CS)
Conditioned response (CR)
•
•
•
•
Conditioned stimulus acquired the
ability to produce the response because
it was paired (associated) with the
unconditioned stimulus.
Example: Bell.
When a response is produced by the
conditioned stimulus, it is referred to as
the conditioned response.
Example: Salivation.
Figure 4.1: Types of stimulus and respons in classical conditioning
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Look at Figure 4.2 to help us understand the meaning of these stimulus and responses as
well as the steps in the process of classical conditioning.
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Figure 4.2: Process of classical conditioning
4.1.3
Common Phenomena in Classical Conditioning
There are 3 common phenomena in classical conditioning, they are generalization, discrimination, and extinction. The descriptions for these phenomena are explained below.
Generalization
Generalization occurs when similar stimuli to a CS produce the CR. A
student may generalize his fear to physics and chemistry tests although
he had performed poorly only on mathematics test. In this case, the
physics and chemistry tests were similar stimuli to the mathematics
test and they produced the CR by themselves.
Discrimination
Discrimination is the opposite of generalization. It refers to the ability to differentiate between similar stimuli. For example, a student may
feel fear during mathematics test but not during physics or chemistry
tests. This shows that the student is able to discriminate between
appropriate and in appropriate situations for a response.
Extinction
Extinction is the process of unlearning a learned response because of
the removal of the original source of learning. In classical conditioning,
extinction is done by repeatedly presenting the CS without the US. This
action will decrease the frequency of previously CR. Eventually, the CR
disappears. In the example mentioned above, if the student repeatedly
passes the mathematics tests, his fear of mathematics tests will disappear.
1. List three examples of learning from the behavioral perspective.
2. Describe some examples of classical conditioning from your
experience.
3. Think of ways in which classical conditioning is used by advertisers.
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Operant Conditioning
Operant or instrumental conditioning is a form of learning in which the consequences of
behaviour lead to changes in the probability that the behaviour will occur. Thondike (18741949) was the pioneer in studying this kind of learning. His famous formulation of Law of
Effect lies at the heart of the operant conditioning. The Law of Effect states that:
“Behavior that brings about a satisfying effect (reinforcement) is apt to
be performed again, whereas behavior that brings about negative effect
(punishment) is apt to be suppressed.”
(Morris & Maisto, 2001)
4.2.1
Types of Reinforcement and Punishment
Reinforcement is a consequence that increases the probability that a behaviour will occur. On
the other hand, punishment is a consequence that decreases the probability a behaviour will
occur. Put it another way, reinforcement will strengthen a behaviour while punishment will
weaken a behaviour. There are 2 forms of reinforcement and punishment as shown in figure
4.3.
Figure 4.3: 2 types of reinforcement and punishment
Take note that when something is added or presented, the process of learning is called
positive and when something is removed or taken away, the process of learning is called
negative. Table 4.1 helps us to understand these forms of reinforcement and punishment.
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Table 4.1: Forms of Reinforcement and Punishment
4.2.2
Schedule of Reinforcement
Reinforces are more effective when they are given as soon as
possible after a student performs the target behaviour. In continuous reinforcement like this, a student learns very rapidly
but when the reinforcement stops, the behaviour decreases
rapidly too. Therefore, the schedule of reinforcement was
developed. The schedule will determine when a behaviour
will be reinforced. There are 4 types of schedule of reinforcement, they are fixed-ratio schedule, variable-ratio schedule
fixed, fixed-interval schedule, and variable-internal schedule. Look at Figure 4.4 to understand the meaning of these
schedules.
Fixed-ratio
schedule
• A behavior is reinforced after a set number of responses have occurred.
• For example: A student may be given a bar of Kit Kat chocolate for
every ten mathematical problems solved.
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• On a variable-ratio schedule, the number of responses needed to gain
the reinforcement is not constant.
Variable-ratio
schedule fixed
• For example: Rewards could be given after 3, 5, 9, and 15 mathematical
problems solved.
• On a fixed-ratio schedule, a behavior is reinforced after a set number
of responses have occurred.
• For example: A student may be given a bar of Kit Kat chocolate for
every ten mathematical problems solved.
Fixed-interval
schedule
• A behavior will be reinforced after a certain period of time. No
matter how often it occurs, the behavior will not be reinforced until
the time is up.
• For example: Students are given a quiz every Wednesday.
Variable-internal • Also based on time passing but the time period keep changing.
schedule
• For example: Students are given pop quizzes.
Figure 4.4: Schedule of reinforcement
4.2.3
Dangers of Punishment
Punishment presents the fastest way to
changing behaviour. However, punishment might be dangerous to an individual.
Among of the effect of punishments are:
• Punishment can be abusive.
- For example, a teacher might become
so aroused when he is punishing a
student that he becomes abusive.
• Punishment may create a new problem,
that is aggression.
- Students commonly react to physical punishment by learning to dislike the punisher
and perhaps by reacting aggressively toward that person.
Thus, punishment does not convey any information about what an alternative and more
appropriate behaviour might be. It may suppress one inappropriate behaviour only to be
replaced by another one. Punishment can turn out to be reinforcing. A student might learn
that misbehaving will get the teacher’s attention.
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As a conclusion, punishment should be used only as the last option. Do not use positive
physical punishment. Use negative punishment, instead. A teacher should first positively
reinforced appropriate behaviours to take place of the inappropriate behaviours he is trying
to eliminate.
1. Explain the types of reinforcement and punishment.
2. List some similarities and differences between classical and operant
conditioning.
4.3
Social Learning Theory
Social learning theory extends behaviourism. Both behaviourism and social learning
theory agree that experience is an important cause of learning. They also include the concepts
of reinforcement and punishment in their explanation of behaviour. Furthermore, they
agree that feedback is important in promoting learning (Eggen and Kaucak, 2007).
4.3.1
Observational Learning
Most of the principles of the social learning theory were developed by Bandura
(Papalia, Olds & Feldman, 2007). Social learning theory believes that students learn by
observing or watching and imitating other people. This process is called modelling or
observational learning.
According to Hinrichs,
“Observational learning is so common and so powerful”
Hinrichs, 2004
One of the most important examples is the effect of watching violent media has on
aggressive behaviour as shown in Figure 4.5.
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Figure 4.5: Among of the effects of watching violent media.
The newer version of social learning theory is called the social cognitive theory. The change
is due to a greater emphasis on cognitive processes in learning.
According to Bandura;
i.
“Both social and cognitive factors play important roles in learning.”
Bandura (1989)
There are 4 processes involved in observational learning. These include attention, retention,
production, and motivation as explained in figure 4.6.
Process 1- Attention
Before students can imitate a model’s behavior, they must pay attention to what the model
is doing or saying. For example, seeing a teacher writing from the same perspective as
the student see their own makes observational learning easier.
Process 2- Retention
To produce a model’s action, students must be able to store the model’s action in their
memory for future retrieval. Students’ retention will be improved when a teacher gives
vivid, logical, and clear demonstrations.
Process 3- Production
To attending and remembering, students must be physically capable of reproducing the
model’s action. Here, the students need a lot of practice, feedback, and coaching before
they can reproduce the model’s action.
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Process 4 - Motivation
The students must be motivated to demonstrate the model’s action. Reinforcement can be
use to encourage observational learning. For example, a teacher can use direct reinforcement
such as saying “Good work!” Alternatively, a teacher may want to use vicarious reinforcement.
In this case, a student may simply see other students being reinforced for a particular
behavior and then he increases his own production of that behavior.
Figure 4.6: 4 processes involved in observational learning
4.3.2
Reciprocal Determination Model
Bandura developed a reciprocal determination model that comprises 3 factors. The factors
are behaviour, person, and environment as shown on Figure 4.7.
Figure 4.7 Interactions of 3 factors in reciprocal determination model
Behaviour, environment and person factors interact to influence learning. They influence
and are influenced by each other. For example, a teacher’s feedback(environment) can
lead students to set higher goals(person/cognitive) and these goals will motivate students
to put more efforts (behaviour) in their studies.
1. How would observational learning be useful to you as a teacher?
2. What are some contributions and criticism of the social learning
theory?
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Behaviourism in the Classroom
This section describes how teachers can apply the principles of behaviourism in the
classroom. It is divided into three subsections according to the perspectives discussed
earlier that are classical conditioning, operant conditioning and social learning theory.
4.4.1
Applying Classical Conditioning in the Classroom
The key element in classical conditioning is association. Therefore, teachers are
encouraged to associate variety of positive and pleasant events with learning and
classroom activities. For example, a teacher may:
• Use attractive learning aids.
• Decorate the classrooms.
• Encourage students to work in small groups for difficult learning tasks.
• Greet the students and smile at them when he comes to the classroom.
• Inform the students clearly and specifically the format of quizzes, tests,
and examinations.
• Make the students understand the rules of the classrooms.
• Give ample time for students to prepare for and complete the learning
tasks.
4.4.2
Applying Operant Conditioning in the Classroom
In operant conditioning, the consequences of behaviour produce changes in the probability
that the behaviour will occur. Reinforcement and punishment are the 2 main concepts in
operant conditioning. The following are some examples on how operant conditioning can
be applied in the classrooms.
• Recognize and reinforce positive behaviors and genuine task
accomplishments.
• Use various types of reinforcement such as teacher approval (praise,
smiles, attention, and pats on the shoulder), concrete reinforcement
(cookies, candies, and stationeries) and privileges (longer recess time
and more time with friends).
• Reinforce good behaviors and punish bad ones consistently.
• Use schedule of reinforcement, such as surprise rewards, to encourage
persistence.
• Use positive punishment as the last option. Use negative punishment,
such as detention class, instead.
• Punish students’ behavior, not their personal qualities.
• Tell the students which behavior is being punished.
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Applying the Social Learning Theory in the Classroom
The social learning theory focuses on how people learn by observing and imitating others.
To motivate learning using this approach, a teacher may:
• Use high-achieving and successful peers as models.
• Model positive behaviors himself.
• Use vicarious reinforcement, that is, make sure students see that positive
behaviors will lead to positive consequences.
• Demonstrate and teach good behaviors.
Explain how the principles of behaviorism are useful to you as a
classroom teacher.
SUMMARY
•
The key element in classical conditioning is association.
•
In classical conditioning, there are two types of stimulus (unconditioned stimulus
and conditioned stimulus) and two types of response (unconditioned response and
conditioned response).
•
Three common phenomena in classical conditioning are generalization, discrimination,
and extinction.
•
Operant or instrumental conditioning is a form of learning in which the consequences
of behaviour lead to changes in the probability that the behaviour will occur.
•
Reinforcement will strengthen a behaviour while punishment will weaken a behaviour.
•
In continuous reinforcement, reinforces are given as soon as possible after the target
behaviour is performed. In contrast, the schedule of reinforcement determines when a
behaviour will be reinforced.
•
Punishment presents the fastest way to changing behaviour but it might be dangerous
to an individual.
•
Social learning theory believes that students learn by observing or watching and
imitating other people.
•
The four processes in observational learning are attention, retention, production, and
motivation.
•
Bandura’s reciprocal determination model states that behaviour, environment and
person factors interact to influence learning.
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KEY TERMS AND CONCEPTS
Terms
Definitions
Classical conditioning
Type of learning which based on the association
of a stimulus that does not ordinarily elicit a
particular response with another stimulus that
does elicit the response.
Conditioned stimulus
(CS)
Stimulus that acquired the ability to produce
the response because it was paired with the
unconditioned stimulus.
Conditioned response
(CR)
Response that is similar to UCR but is produced
by the conditioned stimulus.
Continuous reinforcement
On continuous reinforcement, reinforcers
are given as soon as possible after the person
performs the target behavior.
Discrimination
The ability to differentiate between similar
stimuli.
Extinction
Process of unlearning a learned response
because of the removal of the original source
of learning.
Fixed-interval
In a case of a fixed-interval schedule, a behavior
will be reinforced after a certain period of time.
Fixed-ratio
On a fixed-ratio schedule, a behavior is
reinforced after a set number of responses
have occurred.
Generalization
Process that occurs when similar stimuli to a
CS produce the CR.
Law of Effect
Thorndike’s Law states that behavior that
brings about a satisfying effect (reinforcement)
is apt to be performed again, whereas behavior
that brings about negative effect (punishment)
is apt to be suppressed.
Negative punishment
Removing something pleasant will decrease
behavior occurrences.
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Negative reinforcement
Removing something unpleasant will increase
behavior occurrences.
Operant conditioning
Form of learning in which the consequences of
behavior lead to changes in the probability that
the behavior will occur.
Positive punishment
Receiving something unpleasant will decrease
behavior occurrences.
Positive reinforcement
Receiving something pleasant will increase
behavior occurrences.
Reciprocal determination
model
Bandura’s model that states that behavior,
environment and person factors interact to
influence learning.
Social learning
Social learning theory believes that students
learn by observing or watching and imitating
other people.
Unconditioned response
(UCR)
Unlearned or inborn reaction to the
unconditioned stimulus.
Unconditioned stimulus
(UCS)
Stimulus that can produce the response
without any learning.
Variable-internal
A variable-internal schedule is also based on
time passing but the time period keep changing.
Variable-ratio
On a variable-ratio schedule, the number of
responses needed to gain reinforcement is not
constant.
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ENDNOTES
1. Bandura, A. (1989). Social cognitive theory. In Vasta, R. (Ed.) Annals of child
development. Greenwich: JAI.
2. Eggen, P & Kauchak, D. 2007. Educational psychology windows on classrooms. 7th ed.
New Jersey: Prentice Hall.
3. Feldman, R. S. 2005. Understanding psychology. 7th ed. Boston: McGraw Hill.
4. Hinrichs, B. H. 2004. Psychology: the essence of a science. Boston: Pearson.
5. Morris, C. G. & Maisto, A. 2001. Understanding psychology. 5th ed. New Jersey:
Prentice Hall.
6. Papalia, D. E., Olds, S. W., & Feldman, R. D. 2007. Human development. 10th ed.
Boston: McGraw Hill.
7. Santrock, J. W. 2008. Educational psychology. 3rd ed. Boston: McGraw-Hill.
Review and Discussion Questions
1. Of the following, a behaviorist is most likely to study __________.
A. hormone
B. animal learning
C. memory strategy
D. unconscious mind
2. A dog’s salivation to the meat in Pavlov’s experiment was the __________.
A. conditioned stimulus (CS)
B. conditioned response (CR)
C. unconditioned stimulus (UCS)
D. unconditioned response (UCR)
3. Which response did Pavlov measure in most of his experiments?
A. fear
B. salivation
C. eye blinking
D. pressing a lever
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4. In Pavlov’s experiment the __________ was similar to the _________.
A. CS; CR
B. CR; UCR
C. UCS; UCR
D. US; UCS
5. In classical conditioning, the opposite of acquisition is __________.
A. extinction
B. generalization
C. discrimination
D. conditioned stimulus
6. How does a teacher produce extinction in classical conditioning?
A. Punish all responses.
B. Present the CS without the UCS.
C. Present the UCS without the CS.
D. Present the UCS without the UCR.
7. Children often learn by watching television. This type of learning is called __________.
A. the Law of Effect
B. observational learning
C. positive reinforcement
D. reciprocal determination
8. A teacher has decided to give several unannounced quizzes throughout the month of July.
He is attempting to use the _________ schedule of reinforcements.
A. fixed-ratio
B. variable-ratio
C. fixed-interval
D. variable-internal
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9. The form of learning in which the consequences of behavior lead to changes in
probability of its occurrence is known as __________.
A. the Law of Effect
B. social learning
C. classical conditioning
D. instrumental conditioning
10. Who discovered operant conditioning?
A. extinction
B. generalization
C. discrimination
D. conditioned stimulus
11. The terms “positive” and “negative” in both reinforcement and punishment refer to
whether __________.
A. the behavior is good or bad
B. the behavior increases or decreases
C. something is presented or removed
D. reinforcement or punishment is larger or smaller than expected
12. Adham receives a reward from his English teacher after a certain number of
compositions submitted. Sometimes five compositions are necessary, sometimes
two, and sometimes eight. This is an example of __________ schedule of reinforcements.
A. fixed-ratio
B. variable-ratio
C. fixed-interval
D. variable-internal
13. An unpleasant stimulus is presented to decrease the frequency of a behavior. This
statement refers to the definition of __________.
A. positive punishment
B. negative punishment
C. positive reinforcement
D. negative reinforcement
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14. An unpleasant stimulus is removed to increase the frequency of a behavior. This
statement refers to the definition of __________.
A. positive punishment
B. negative punishment
C. positive reinforcement
D. negative reinforcement
15. A pleasant stimulus is presented to increase the frequency of a behavior. This
statement refers to the definition of __________.
A. positive punishment
B. negative punishment
C. positive reinforcement
D. negative reinforcement
16. A pleasant stimulus is removed to decrease the frequency of a behavior. This
statement refers to the definition of __________.
A. positive punishment
B. negative punishment
C. positive reinforcement
D. negative reinforcement
17. Cookies, candies, and stationeries are examples of __________.
A. privileges
B. primary reinforces
C. concrete reinforcement
D. vicarious reinforcement
18. Water and food are examples of __________.
A. learned reinforces
B. primary reinforces
C. concrete reinforcement
D. vicarious reinforcement
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19. Which of the following is not a part of social learning theory?
A. Imitation
B. Observation
C. Trial and error
D. Vicarious reinforcement
20. According to the social learning theory, what people do is largely based on
__________.
A. imitation
B. reinforcement
C. punishment
D. the Law of Effect
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