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Chapter Seven
Behavioral Learning Theory:
Operant Conditioning
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Chapters – (7-11)
Learning and Instruction
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How do we learn?
How do we effectively assess learning?
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Learning Theories
• What is learning?
– A relatively permanent influence on behavior, knowledge, and thinking skills which comes through experience.
(Santrock, 2004)
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Historical OverviewWilliam James (1842-1910)
• • Professor at Harvard University
• In late 1890’s, he studied the relationship between psychology and teaching
Psychology…aims to acquire "a ..body of propositions about states of mind [thoughts, feelings, and knowledge]”
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Pioneers of Educational Psychology
• Three Pioneers
– William James
– John Dewey
– E. L. Thorndike
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John Dewey (1859-1952)
•
• Est. first ed Psyc Lab in USA
• “Child is an active learner”
• “Children learn by doing”
• “Focus of learning should be thinking”
Thinking is the method of intelligent learning, of learning that employs and rewards the mind.
(Democracy and Education, p. 171)
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E. L. Thorndike (1874-1949)
• Student of William James
• Schools should hone children’s thinking skills
• Ed. Psy should have a scientific base and focus on measurement
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Historical Background
• Educational Psychology developed before the start of 20 Century
• Growth spurred by pioneers from various parts of the world
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Historical Overview
• Wilhelm Wundt established first psychological laboratory in 1879 in Germany – study human thought
• Hermann Ebbinghaus German Psychologist– in 1880’s studied memory and forgetting
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Approaches to Learning
– Various approaches to learning• Behavioral – behavior should be explained by
observable experiences, not mental processes.– Classical conditioning; operant conditioning
• Cognitive – mental processes like thoughts, feeling, motives can be studied in a scientific manner to explain learning
– Social learning theory; information process theory; cognitive constructivist; social cognitive constructivist
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Chronology of Dev. In Ed Psych.
• Thorndike’s view – first half of 20 C.
• Skinner’s view – middle of 20 Century– Behavior is the evidence of learning
• Cognitive revolution – 1980s cognition is evidence of learning
• Contextual View – last decades of 20 C and onward.
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Behavioral Approaches
• Classical Conditioning
– Ivan Pavlov (Russian physiologist, 1900’s)• Experiments with dogs
– John B. Watson (American)
• Applied this theory to children (Albert)
Associative learning - no rewards or punishments
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Ivan Pavlov (1849-1936)
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John B. Watson (1878 to 1958)
• Give me a dozen healthy infants…and I'll guarantee to take any one at random and train him to become any type of specialist I might select--doctor, lawyer, merchant-chief, and yes, even beggarman and thief, regardless of his talents, penchants, tendencies, abilities, vocations, and race of his ancestors." (1930)
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How Emotions Are LearnedJohn B. Watson
Little Albert – 11 month old babyPresented: White rat (CS) + Loud noise (US)Result: Albert showed fear of the rat and later generalized to beardCopyright ©2004 The McGraw-Hill Companies
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Behavioral Approaches
• Operant Conditioning– E. L. Thorndike
• Studied cats
Law of Effect• Behaviors followed by positive outcomes are
strengthened and behaviors followed by negative outcomes are weakened
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Operant conditioning
• Theorist– B. F. Skinner extended the work of Thorndike
with rats in Skinner boxes
• Basic assumption– Voluntary responses are strengthened
or weakened as a result of their consequences
NB: Associative learning in which there is a contingency between the response and the presentation of the reinforcer
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Behavioral Approach-Key Principle
• Associative Learning
– A mental link is formed between two events and is evident from observable behavior.
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Overview
• Operant conditioning
• Educational applications of operant conditioning principles
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Type of + Stimulus
Action + Effect on Behavior
= Result
Desirable Present Strengthen Positive reinforcement
Aversive Remove Strengthen Negative reinforcement
Aversive Present Weaken Type I (presentation) punishment
Desirable Remove Weaken Type II (removal) punishment
Desirable Withhold Weaken Extinction
Conditions that define reinforcement, punishment, and extinction
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In Class Assignment
Team Work Use role-playing in a teaching-learning situation, to explain
and demonstrate:• Positive Reinforcement• Negative Reinforcement• Punishment Type I and Type II• Generalization and Discrimination• Extinction and Spontaneous Recovery • Be careful to ensure that your skit and explanation help us
to understand the concept
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Operant conditioning concepts
• Positive reinforcement– Strengthening (increasing) a behavior by
presenting a positive stimulus immediately after the behavior has occurred
• Negative reinforcement– Strengthening (increasing) a behavior by
removing a negative stimulus immediately after the behavior has occurred
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Operant conditioning concepts
• Presentation punishment (Type I)– Weakening (decreasing) a behavior by
presenting an aversive stimulus immediately after the behavior has occurred
• Removal punishment (Type II, time-out)– Weakening (decreasing) a behavior by
removing a positive stimulus immediately after the behavior has occurred
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Operant conditioning concepts
• Extinction– When a previously reinforced behavior
decreases in frequency and eventually ceases altogether because reinforcement is withheld
• Spontaneous recovery– When an extinguished behavior reappears
without having been reinforced
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Operant conditioning concepts
• Generalization– When an individual learns to make a particular
response to a particular stimulus and then makes the same or a similar response in a slightly different situation
• Discrimination– When an individual learns to notice the unique
aspects of seemingly similar situations and thus different ways of responding
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Operant conditioning concepts
• Shaping– Reducing complex behaviors into several more
simple behaviors– Reinforcing successive approximations to the
complex behavior
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Schedules of reinforcement
• Fixed interval schedule– Reinforcement occurs after a specific amount
of time
• Variable interval schedule– Reinforcement occurs after a random amount
of time
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Schedules of reinforcement
• Fixed ratio schedule– Reinforcement occurs after a specific number
of responses
• Variable ratio schedule– Reinforcement occurs after a random number
of responses
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Major Types of CBI Programs(Grabe & Grabe, 2004)
Teach new information and skills and provide an opportunity to apply what was learned in a meaningful context that would otherwise be unavailable because of cost, physical danger, and time constraints
Probems-Solving Programs: Simulations and Games
Teach new information (e.g., facts, definitions, concepts) and skills
Tutorial
Practice knowledge and skills learned earlier to produce fast and accurate responses
Drill and Practice
PurposeType of Program