behaviorism martin valcke martin.valcke@ugent.be mvalcke/cv/cvmva.htm

Behaviorism

Martin ValckeMartin.Valcke@UGent.be

http://users.ugent.be/~mvalcke/CV/CVMVA.htm

Structure • Exercise: Activity 1

• Overview precursors and typical behaviorists: activity 2 (Thorndike)

• Pairwise discussion: activity 3

• Feedback ~ feedback model

• Applying feedback model: activity 4

Activity 1

Black

Britney

Stetos

Bed

Zoötrope

Christmas

Precursors: associationists• Associations: a connection between

‘psychological’ contents. These can be feelings, perceptions or representations– Philosophy! Aristoteles, Locke, Berkeley, Hume– But developed into a complete theory (e.g., David Hartley,

Thomas Brown, James Mill, John Stuart Mill, enz. )

Associationism

• Associationist laws:

– Contiguity principle (time/space)– Similarity principle – Contrast principle

Precursor: Thorndike

• Connectionism (Stimulus-Response)

• Four laws– Law of effect: reinforce behavior

– Law of readiness: when learner is ready, faster connections between S-R

– Law of exercise: repeat connection S–R

– Associative shifting: R is applicable to new S that is slightly different from initial S

Associative shifting

Apply Thorndike: activity 2

• Group 1 & 2: Basic knowledge course

• Group 3 & 4: CPR training

http://www.pbs.org/wgbh/aso/databank/entries/bhskin.html

Skinner

‘Learning’ according to Skinner

• Learning: observable change in behavior

• Not the stimulus, nor the response is important. It is the way we manipulate the reinforcement that is important.

Reinforcement = Immediate feedback

‘Learning’ according to Skinner• ‘Operant learning‘: manipulate reinforcer to influence frequency of

behavior. • ‘Contingency principle’: reinforcer

in time and space sufficiently connected to the behavior• Positive reinforcement!• ‘Shaping' - 'successive approximation

Shaping

• ‘Shaping' - 'successive approximation’

• Reinforcement schemas

• Open tasks/questions (active production instead of recognizing)

Design “Skinnerian” education:

• Describe final desired behavior

• Describe initial behavior

• Task analysis

• Lead learner through sequens: reinforce step by step

• Contingent feedback

• Continuous evaluation

• Individual tempo!

Feedback

• Activity 3– Two preparatory question about “feedback”

• Kind of feedback during task execution

• Kind of feedback after task execution

– Develop short integrated answer on flipboard.– Discussion of answers

The “feedback scene”

Timperly & Hattie, 2007, p. 83

The “feedback scene”

Timperly & Hattie, 2007, p. 84

• Towards a “model” for giving feedback

• Towards a “model” for giving feedback

Activity 4

• Choose one of the observed “feedback” appraoches

• Re-engineer according to the “feedback model”

• Apply as much as possible elements of the feedback model.

Behaviorism

Martin ValckeMartin.Valcke@UGent.be

http://users.ugent.be/~mvalcke/CV/CVMVA.htm