EDF4210-3

EDF4210

Quiz 3

Chapter 6

Behavioral Views of Learning

Understanding Learning

I. Learning: A Definition

a. Not always intentional

b. Occurs when experience causes a relatively permanent change in an individual’s knowledge or behavior

c. Must be brought about by experience – by the interaction of a person with his or her environment

d. Cognitive Psychologists: Focus more on the change in knowledge that occurs through learning

i. Believe learning is an internal mental activity that cannot be observed directly (thinking and solving problems)

e. Behavioral Psychologists: generally assumes that the outcome of learning is change in behavior, and it emphasizes the effects of external events on the individual

i. J.B. Watson

Operant Conditioning: Trying New Responses

I. Introduction

a. Most responses are voluntary

b. Operants: voluntary behaviors, emitted by a person or an animal

c. Operant conditioning: learning in which voluntary behavior is strengthened or weakened by consequences

II. Types of Consequences

a. Consequences determine, to a great extend, whether the action will be repeated

b. Reinforcement: use of consequences to strengthen behavior

i. Reinforcer: any event that follows a behavior and increases the chances that the behavior will occur again

ii. Two Types

c. Positive Reinforcement: strengthening behavior by presenting a desired stimulus after the behavior

i. Can occur even when the behavior being reinforced is not positive

d. Negative Reinforcement: strengthening behavior by removing an aversive stimulus when the behavior occurs

i. Example: seatbelt buzzer stopping when the seatbelt is put in

ii. Often confused with punishment

e. Punishment: process that weakens or suppresses behavior

i. Involves decreasing or suppressing a behavior

ii. Presentation Punishment: decreasing the chances that a behavior will occur again by presenting an aversive stimulus following the behavior; also called Type I Punishment

1. extra work, running laps, etc

iii. Removal Punishment: decreasing the chances that a behavior will occur again by removing a pleasant stimulus following the behavior; also called Type II Punishment

1. taking away privileges

iv. The effect of both is to decrease the behavior that led to the punishment

III. Antecedents and Behavior Change

a. Antecedents: the events proceeding behaviors

i. Provide information about which behaviors will lead to positive consequences and which will lead to unpleasant ones

b. Cueing: providing a stimulus that “sets up” a desired behavior

c. Prompt: a reminder that follows a cue to make sure the person reacts to the cue

i. Example: providing students with a checklist or reminder sheet and fade into oral reminders, and then nothing

IV. Applied Behavior Analysis

a. The application of behavioral learning principles to understand and change behavior (method is called behavioral modification)

i. Clearly specify behavior to be changed and note current level

1. i.e. explain “careless” – how many errors occur

ii. plan specific intervention

1. i.e. give student extra free time if work is done properly

iii. keep track of results and modify the plan if necessary



	EDF4210 EDF4210 Quiz 3 Chapter 6 Behavioral Views of Learning Understanding Learning I. Learning: A Definition a. Not always intentional b. Occurs when experience causes a relatively permanent change in an individual’s knowledge or behavior c. Must be brought about by experience – by the interaction of a person with his or her environment d. Cognitive Psychologists: Focus more on the change in knowledge that occurs through learning i. Believe learning is an internal mental activity that cannot be observed directly (thinking and solving problems) e. Behavioral Psychologists: generally assumes that the outcome of learning is change in behavior, and it emphasizes the effects of external events on the individual i. J.B. Watson Operant Conditioning: Trying New Responses I. Introduction a. Most responses are voluntary b. Operants: voluntary behaviors, emitted by a person or an animal c. Operant conditioning: learning in which voluntary behavior is strengthened or weakened by consequences II. Types of Consequences a. Consequences determine, to a great extend, whether the action will be repeated b. Reinforcement: use of consequences to strengthen behavior i. Reinforcer: any event that follows a behavior and increases the chances that the behavior will occur again ii. Two Types c. Positive Reinforcement: strengthening behavior by presenting a desired stimulus after the behavior i. Can occur even when the behavior being reinforced is not positive d. Negative Reinforcement: strengthening behavior by removing an aversive stimulus when the behavior occurs i. Example: seatbelt buzzer stopping when the seatbelt is put in ii. Often confused with punishment e. Punishment: process that weakens or suppresses behavior i. Involves decreasing or suppressing a behavior ii. Presentation Punishment: decreasing the chances that a behavior will occur again by presenting an aversive stimulus following the behavior; also called Type I Punishment 1. extra work, running laps, etc iii. Removal Punishment: decreasing the chances that a behavior will occur again by removing a pleasant stimulus following the behavior; also called Type II Punishment 1. taking away privileges iv. The effect of both is to decrease the behavior that led to the punishment III. Antecedents and Behavior Change a. Antecedents: the events proceeding behaviors i. Provide information about which behaviors will lead to positive consequences and which will lead to unpleasant ones b. Cueing: providing a stimulus that “sets up” a desired behavior c. Prompt: a reminder that follows a cue to make sure the person reacts to the cue i. Example: providing students with a checklist or reminder sheet and fade into oral reminders, and then nothing IV. Applied Behavior Analysis a. The application of behavioral learning principles to understand and change behavior (method is called behavioral modification) i. Clearly specify behavior to be changed and note current level 1. i.e. explain “careless” – how many errors occur ii. plan specific intervention 1. i.e. give student extra free time if work is done properly iii. keep track of results and modify the plan if necessary