What is a Behavior? 1) Observable 2) Definable 3) Measurable - frequency (how often does it occur?) - duration (how long does it occur?)

What is a Behavior?

1) Observable

2) Definable

3) Measurable

- frequency (how often does it occur?)

- duration (how long does it occur?)

The Water Show

Jeannette was happy when she heard her family’s plan to go to a water sports show. Then she heard the weather report, which predicted temperatures exceeding 100 degrees. Jeannette suspected that the weather would be hard to bear, but she went anyway to the show. As she watched the water skiers perform their taxing routines to the blaring organ music, she became very sweaty and uncomfortable. Eventually she fainted from the heat. After the family outing, Jeannette could never again hear organ music without feeling dizzy and eventually fainting.

What is the unconditioned stimulus (US)? _________________________________

What is the unconditioned response (UR)? _________________________________

What is the conditioned stimulus (CS)? ___________________________________

What is the conditioned response (CR)? ___________________________________

The Troublesome Shower (example of an acquired behavior via CC)

Martin is taking a shower in the men’s locker room after working out. While in the shower he hears someone flush a toilet. Suddenly, very hot water rushes out of the shower head causing Martin to get slightly burnt. As he continues to shower, he hears another toilet flushing and immediately jumps out from under the shower head.

What is the unconditioned stimulus (US)? _________________________________

What is the unconditioned response (UR)? _________________________________

What is the conditioned stimulus (CS)? ___________________________________

What is the conditioned response (CR)? ___________________________________

Behavioral and SocialCognitive Approaches

Learning is a relatively permanent change in behavior that occurs through experience.

There are five major approaches to learning.

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Behaviorism: Behavior is explained by observable experiences.

Mental Processes The observable thoughts, feelings, and motives that we experience

Associative Learning that two Learning events are connected

Cognitive: Includes social cognitive, information processing, cognitive constructivist, and social constructivist

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Contiguity or Associated LearningLearning by simple associations: PairingStimulus → ResponseExamples:

Golden Arches = McDonaldsTimes tables (7 X 8 = 56)States & capitals (Lansing, MI)

Classical or Pavlovian Conditioning

We learn to associate two stimuli


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Behavioral Approaches to

Learning

Classical Conditioning

OperantConditioning


Ivan Pavlov

1849-1936Russian physician/

neurophysiologistNobel Prize in 1904studied digestive

secretions

Behavioral ApproachesClassical Conditioning is a type of learning in which an organism learns to connect or associate stimuli. A neutral stimulus becomes associated with a meaningful stimulus and acquires the capacity to elicit a similar response.

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Unconditioned Stimulus (UCS)

stimulus that unconditionally--automatically and naturally--triggers a response

Unconditioned Response (UCR)

unlearned, naturally occurring response to the unconditioned stimulus

salivation when food is in the mouth


Conditioned Stimulus (CS)

originally irrelevant stimulus that, after association with an unconditioned stimulus, comes to trigger a conditioned response

Conditioned Response (CR)

learned response to a previously neutral conditioned stimulus

Pavlov’s Classical Pavlov’s Classical ConditioningConditioning

Neutral Stimulus

Unconditioned Stimulus Unconditioned Response

Conditioned Stimulus

Conditioned Response

causes an

+

causes a

Unconditioned Stimulus

=

Conditioned Stimulus

Copyright © Allyn & Bacon 2006

Classical Conditioning: An Classical Conditioning: An ExampleExample

Flash of camera (UCS) Blinking (UCR)

Camera (NS) Flash of camera (UCS)

Camera (CS)

Blinking (CR)

causes

+

=

Camera (CS) causes


Nausea Conditioning in Cancer Patients

UCS(drug)

UCR(nausea)

CS(waiting room)

CS(waitingroom) CR

(nausea)

UCS(drug)

UCR(nausea)

Classical Classroom ExamplesA first grader feels ill when recess time

approaches because he was beat up on the playground the last 3 days in a row.

Certain smells that can elicit nauseous sensations (Hopefully NOT from the cafeteria!)

Speech phobia : cold sweat, shaking knees and hands

Phobias in general

Behavioral Approaches Classical Conditioning

Systematic Desensitization reduces anxiety by getting the individual to associate deep relaxation with successive visualizations of increasing anxiety-producing situations.

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John B. Watson

viewed psychology as objective science

generally agreed-upon consensus today

recommended study of behavior without reference to unobservable mental processes

not universally accepted by all schools of thought today

Behavioral ApproachesClassical Conditioning

Generalization The tendency of a new stimulussimilar to the original conditioned stimulus to produce a similar response.

Discrimination The organism responds to certain stimuli and not others.

Extinction The weakening of the conditioned response (CR) in

the absence of the unconditioned stimulus (US).

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Behavioral Approaches

Operant Conditioning is a form of learning in which the consequences of behavior produce changes in the probability that the behavior will occur.

Thorndike’s Law of EffectBehavior Positive Outcome Behavior

Strengthened Behavior Negative Outcome Behavior

Weakened

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Operant Conditioning

B.F. Skinner (1904-1990)

elaborated Thorndike’s Law of Effect

developed behavioral technology

Behavioral Approaches

Skinner’s Operant Conditioning

Operant Behavior - operates (acts) on environmentproduces consequences

Consequences (rewards and punishments) are contingent on the organism’s behavior.

Reinforcement (reward) increases the probability that a behavior will occur.

Punishment decreases the probability

that a behavior will occur.

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Reinforcement ExamplesReinforcement Examples

Primary Reinforcers:

Water Warmth SecurityFood Sex


Reinforcement ExamplesReinforcement Examples

Secondary Reinfocers

Money Grades Stars Praise


Types of ReinforcementPositive reinforcement – giving something that the person

wants that increases the behaviorExamples:

PraiseTeacher attentionRewards

Negative reinforcement – taking away something that the person does not want that increases the behaviorChoresTime-out

Types of PunishmentPresentation Punishment (type I) – giving something that

the person does not want that decreases the behavior

Detention

Extra work

Removal Punishment (type II) – taking away something that the person wants that decreases the behavior

Loss of recess

Loss of privileges

Behavioral Approaches Operant Conditioning─Reinforcement

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Generalization

Giving the same response to similar stimuli.

Discrimination

Differentiating among stimuli or environmental events.

Extinction

Previously reinforced response is no longer reinforced and the response decreases.

Schedules of Reinforcement

Continuous Reinforcement

reinforcing the desired response each time it occurs

Partial (Intermittent) Reinforcement

reinforcing a response only part of the time

results in slower acquisition

greater resistance to extinction

Reinforcement Schedules

C on tin u ou s

In te rva l R a tio

F ixed

R atio In te rva l

V ariab le

In te rm itten t

Typ es o f R e in fo rcem en t S ch ed u les

Copyright 2001 by Allyn and Bacon

Schedules of Reinforcement:Schedules of Reinforcement:Frequency and PredictabilityFrequency and Predictability

Fixed Ratio: reinforcer given after

fixed number of behaviors Variable Ratio:

reinforcer given after

unpredictable number of

behaviors

Fixed Interval:

reinforcement only at certain periodic times Variable

Interval: reinforcemen

t at some times but not others


Role of Consequences: Role of Consequences: ReinforcementReinforcement

“If you eat your

vegetables, you may have

dessert.”

Premack Principle (“Grandma’s Rule”): promoting less-desired

activities by linking them to more-desired activities


Applied Behavioral AnalysisReinforcement: Prompts and Shaping

Prompts: Added stimuli that are given just before the likelihood that the behavior will occur.

─Get behavior going.

─Once desired behavior is consistent, remove prompts.

Shaping: Involves teaching new behaviors by reinforcing successive approximations of the desired behavior. ─First, reward any response.

─Next, reward responses that resemble the desired behavior.

─Finally, reward only target behavior. 34

Operant ChamberSkinner Box

chamber with a bar or key that an animal manipulates to obtain a food or water reinforcer

contains devices to record responses

Applied Behavioral Analysis

Applied Behavioral Analysis: Applying the principles of operant conditioning to change human behavior.

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Classroom Uses of Reinforcement

1. Identify behaviors you want from your students, then reinforce them when they occur.

2. Tell students which behaviors you want; when they occur, reinforce them and explain why the behavior is desirable.

3. Reinforce appropriate behavior immediately.


Maintenance of Behavior in the Maintenance of Behavior in the

ClassroomClassroom When teaching a new behavior/skill, reinforcement for correct responses should be:

•Frequent

•PredictableWhen a behavior/skill is established, reinforcement for correct responses should be:

•Less frequent

•Less predictable


Applied Behavioral AnalysisReinforcement

Guidelines for the Classroom:

─Initial learning is better with continuous reinforcement.

─Students on fixed schedules show less persistence, faster response extinction.

─Students show greatest persistence on variable- interval schedule.

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Applied Behavioral AnalysisIncreasing Desirable Behaviors

.1. Choose effectivereinforcers.

4. Consider contracting.

2. Make reinforcers

contingent and timely.

5. Use negativereinforcement

effectively.

3. Select the BEST

reinforcement schedule.

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Applied Behavioral AnalysisDecreasing Undesirable Behaviors

1. Use differential reinforcement by reinforcing more appropriate behavior.

2. Withdraw positive reinforcement from a child’s inappropriate behavior.

3. Remove desirable stimuli through “time-out and response cost.”

4. Present aversive (unpleasant) stimuli.

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Social, Cognitive, and Behavioral factors play important roles in learning.

Self-efficacy: The belief that one can master a situation and produce positive outcomes.

Observational Learning occurs when a person observes and imitates someone else’s behavior.

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Social Cognitive Approaches to Learning

Bandura’s Social Cognitive Theory


Bandura’s Contemporary Model.

ProductionPoor motor ability inhibits reproduction of the model’s

behavior. Help improve skills.

MotivationWhen given a reinforcement,

modeling increases.

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AttentionStudents are more likely to be attentive to high status

models (teachers).

RetentionStudent retention will be

improved when teachers give logical and clear demonstrations.


Classroom Use of Observational Learning

Decide the type of model you will be

Use peers as effective models

Demonstrate and teach new behaviors

Use mentors as models Consider the models

children observe in the media

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Self-Regulatory Learning

A Model of Self-Regulatory Learning

Self-Evaluationand Monitoring

Putting a Plan intoAction and Monitoring It

Goal Setting andStrategic Planning

Monitoring Outcomesand Refining Strategies

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Antecedent – Behavior – Consequence (ABC)

assessment procedure

Antecedent – what occurs before the behavior

Behavior – action emitted by child

Consequence – does reinforcement or punishment take place

Frequency Recording

Time Sampling

T: Observation 1 = 20% C: Observation 1 = 80%T: Observation 2 = 60% C: Observation 2 = 100%

What is a Behavior? 1) Observable 2) Definable 3) Measurable - frequency (how often does it occur?) - duration (how long does it occur?)

Documents

mi slide

associated learning

unconditioned stimulus

meaningful stimulus

neutral stimulus

conditioned stimulus

type of learning

learning events