Learning Theories - Behaviorism

Learning Theories - Behaviorism

• Learning is the central focus in educational psychology.
• This chapter further examines behavioral approaches to learning in detail.
• The chapter covers classical conditioning, operant conditioning, and social learning theory.

Introduction

• Learning is the main focus of educational psychology.
• Behaviorism examines learning from three perspectives, particularly the behavioral perspective.
• The chapter will elaborate on behavioral approaches to learning in detail.
• The chapter discusses classical conditioning, operational conditioning, and social learning theory.
• It examines their application in classroom teaching.

Classical Conditioning

• Classical conditioning is a learning type based on stimulus-response associations.
• It relates a stimulus that doesn't ordinarily elicit a particular response to another stimulus that does evoke that response.
• The key element is association; if two stimuli frequently appear together, they become associated.
• Pavlov's experiments demonstrated classical conditioning.
• Neutral stimulus (NS) is a stimulus that doesn't initially generate a response of interest.
• Unconditioned stimulus (UCS) a stimulus producing an unlearned response.
• Unconditioned response (UCR) is an unlearned reaction to the unconditioned stimulus.
• Conditioned stimulus (CS) a stimulus that eventually elicits the response associated with a formerly neutral stimulus.
• Conditioned response (CR) is a learned response to the conditioned stimulus.
• The process starts with a neutral stimulus (e.g., bell) paired with an unconditioned stimulus (e.g., food).
• Repetition leads to the neutral stimulus becoming the conditioned stimulus (bell), and the dog salivating (CR) in response to the bell (CS) alone.

Pavlov's Experiments

• Pavlov's initial experiments were about studying the role of salivation in digestion.
• He discovered that dogs started salivating when lab attendants entered the room (before presenting meat), not just when being presented with food.
• This led him to study conditioning.
• By associating a neutral stimulus (a bell) with an unconditioned stimulus (food), the neutral stimulus became a conditioned stimulus, triggering a conditioned response.

Types of Stimuli and Responses

• A stimulus is an observable environmental event that can influence behavior.
• A response is a behavioral reaction to a stimulus.
• Classical conditioning involves two types of stimuli and two types of responses: unconditioned stimulus, conditioned stimulus, unconditioned response, and conditioned response.

Common Phenomena in Classical Conditioning

• Generalization: Similar stimuli to a conditioned stimulus evoke the same conditioned response.
• Discrimination: The ability to differentiate between similar stimuli, responding differently.
• Extinction: The diminishing rate of a conditioned response upon repeatedly presenting a conditioned stimulus without the unconditioned stimulus.

Operant Conditioning

• Operant conditioning involves consequences influencing behaviors.
• Behaviors that lead to satisfying results (reinforcement) are more likely to repeat.
• Behaviors leading to undesirable outcomes (punishment) are less likely to reoccur. Two main concepts are reinforcement and punishment.
• Reinforcement increases a behavior's probability. - Positive Reinforcement: Adding a pleasant stimulus to increase a behavior. - Negative Reinforcement: Removing an unpleasant stimulus to increase a behavior.
• Punishment decreases a behavior's likelihood. - Positive Punishment: Presenting an unpleasant stimulus to decrease a behavior - Negative Punishment: Removing a pleasant stimulus to decrease a behavior.

Schedule of Reinforcement

• Continuous reinforcement: Reinforces a behavior every time it occurs.
  • Behaviors learned rapidly but extinguished rapidly without reinforcement.
• Schedules of reinforcement: . Fixed-ratio schedule . Variable-ratio schedule . Fixed-interval schedule . Variable-interval schedule

Dangers of Punishment

• Punishment is efficient but can be detrimental.
  • Physical punishment is problematic.
  • It can be abusive, aggressive and undesirable.
• Punishment lacks information about how to behave appropriately.

Social Learning Theory

• Social learning theory expands behavioral theory adding the experience of observing and imitating others.
• It emphasizes observing or watching others (modeling) as a learning method.
• Four processes are involved in observational learning: attention, retention, production, and motivation.
• Modeling, observational learning, and vicarious reinforcement are central concepts.
• Reciprocal determination model: The continuous interaction and influence of behavior, environment, and personal factors on learning.

Behaviorism in the Classroom

• Applying classical conditioning: Associate learning with pleasant events. Examples include attractive learning aids, classroom decor, positive teacher interactions.
• Applying operant conditioning: Reinforce desired behaviours and use punishment strategically but judicially. Examples include recognizing accomplishments, concrete rewards (cookies, stickers), and appropriate punishments.

Summary

• Classical conditioning: learning based on stimulus associations.
• Operant conditioning: consequences shape future behaviors by reinforcement (increasing likelihood) or punishment (decreasing likelihood).
• Social learning theory: observing and imitating others.
• All three focus on experience influencing behaviour.

Key Terms (and Concepts)

• Classical Conditioning,
• Conditioned Stimulus,
• Conditioned Response,
• Continuous Reinforcement,
• Discrimination
• Extinction
• Fixed-interval schedule,
• Fixed-ratio schedule,
• Law of Effect,
• Negative Punishment
• Negative Reinforcement,
• Operant Conditioning
• Positive Punishment
• Positive Reinforcement
• Reciprocal Determination Model
• Social Learning
• Unconditioned Response
• Unconditioned Stimulus -Variable-interval schedule
• Variable-ratio schedule