behaviour ism lecture notes
TRANSCRIPT
8/6/2019 Behaviour Ism Lecture Notes
http://slidepdf.com/reader/full/behaviour-ism-lecture-notes 1/52
Behaviourism
Classicalconditioning
Pavlov
8/6/2019 Behaviour Ism Lecture Notes
http://slidepdf.com/reader/full/behaviour-ism-lecture-notes 2/52
Dogs
SalivaFood + bell = saliva
Bell = saliva
8/6/2019 Behaviour Ism Lecture Notes
http://slidepdf.com/reader/full/behaviour-ism-lecture-notes 3/52
Food (Unconditioned
stimulus – UCS)Produces saliva
(Unconditioned
response –UCR)
Bell (Conditioned
stimulus) willeventually produce
saliva (Conditioned
Response – CR)
8/6/2019 Behaviour Ism Lecture Notes
http://slidepdf.com/reader/full/behaviour-ism-lecture-notes 4/52
Classrooms should
be attractiveLearning should be
fun
Difficult topics
should be presented
in easy steps
Maths (cs) + nasty
teacher (UCS) = fear response (UCR)
8/6/2019 Behaviour Ism Lecture Notes
http://slidepdf.com/reader/full/behaviour-ism-lecture-notes 5/52
Maths (CS) = fear
response (CR)
Teachers who make
their students laugh,
teach 3 things:
1. To laugh2. The topic
3. To like all things
connected with thelearning situation
8/6/2019 Behaviour Ism Lecture Notes
http://slidepdf.com/reader/full/behaviour-ism-lecture-notes 6/52
Famous case
John B. Watson
(1878-1958)
Little Albert – 11
months old
Taught to befrightened of furry
objects
8/6/2019 Behaviour Ism Lecture Notes
http://slidepdf.com/reader/full/behaviour-ism-lecture-notes 7/52
Loud noise (UCS) +
fluffy rabbit (CS) =Fear (UCR)
Fluffy rabbit (CS) =
Fear (CR)
Generalised to other fluffy things (e.g.
Santa’s beard)
Remove classical
conditioning by:
8/6/2019 Behaviour Ism Lecture Notes
http://slidepdf.com/reader/full/behaviour-ism-lecture-notes 8/52
1. Emotional
flooding2. Counter-
conditioning
3. Systematic
Desensitisation
Can be used to rid
children of exam
fear
Edwin R Guthrie
8/6/2019 Behaviour Ism Lecture Notes
http://slidepdf.com/reader/full/behaviour-ism-lecture-notes 9/52
3 methods for breaking bad
habits:
1. Threshold
2. Fatigue
3. Incompatiblestimuli
Thorndike (1874 – 1949)
8/6/2019 Behaviour Ism Lecture Notes
http://slidepdf.com/reader/full/behaviour-ism-lecture-notes 10/52
Connectionism
8/6/2019 Behaviour Ism Lecture Notes
http://slidepdf.com/reader/full/behaviour-ism-lecture-notes 11/52
Cat in a puzzle box
Behaviour is learnt
by stamping in
The last action to
produce a reward islearnt.
Law of effect
Stamping out
8/6/2019 Behaviour Ism Lecture Notes
http://slidepdf.com/reader/full/behaviour-ism-lecture-notes 12/52
Action that leads toan undesirable
response is not
repeated.
Punishment doesn’twork:
1. It teaches the
child to be cleverer next time and not
to get caught
8/6/2019 Behaviour Ism Lecture Notes
http://slidepdf.com/reader/full/behaviour-ism-lecture-notes 13/52
2. It creates anger
3. Destroysrelationships
between teacher
and pupil
B F Skinner
Skinner box
8/6/2019 Behaviour Ism Lecture Notes
http://slidepdf.com/reader/full/behaviour-ism-lecture-notes 14/52
8/6/2019 Behaviour Ism Lecture Notes
http://slidepdf.com/reader/full/behaviour-ism-lecture-notes 15/52
Primary reinforcers
– Drink, Food, Sex
Secondary
reinforcers –
Money, Prestige,
Success
Positive
reinforcement(praise, merit mark)
8/6/2019 Behaviour Ism Lecture Notes
http://slidepdf.com/reader/full/behaviour-ism-lecture-notes 16/52
Stimulus – response
– Reinforcer (reward)
Negative
reinforcement
Stimulus – response
– reinforcer (being
let off anundesirable
commitment)
8/6/2019 Behaviour Ism Lecture Notes
http://slidepdf.com/reader/full/behaviour-ism-lecture-notes 17/52
Punishment
Stimulus – incorrect
response – punished
Reinforcementschedules
8/6/2019 Behaviour Ism Lecture Notes
http://slidepdf.com/reader/full/behaviour-ism-lecture-notes 18/52
Teachers shouldstart by giving
reinforcement each
time work is
8/6/2019 Behaviour Ism Lecture Notes
http://slidepdf.com/reader/full/behaviour-ism-lecture-notes 19/52
satisfactory
(Continuousreinforcement), but
then should adopt a
variable or random
schedule of
reinforcement. Thiscould be either ratio
(after so many
correct pieces of work) or interval
(after a certain
8/6/2019 Behaviour Ism Lecture Notes
http://slidepdf.com/reader/full/behaviour-ism-lecture-notes 20/52
period of time the
first correct piece of work is reinforced).
Measuring
effectiveness of
schedules of reinforcement
• Rate of learning• Response rate
•
Extinction rate
8/6/2019 Behaviour Ism Lecture Notes
http://slidepdf.com/reader/full/behaviour-ism-lecture-notes 21/52
Parents randomlyreinforce.
Random
reinforcement has a
slow extinction
rate.Continuous
reinforcement has a
fast extinction rate(think faulty
vending machine).
8/6/2019 Behaviour Ism Lecture Notes
http://slidepdf.com/reader/full/behaviour-ism-lecture-notes 22/52
Shaping behaviour
Giving a reward
for part of the
behaviour.
Then child has todo more each time
in order to get a
reward (e.g.training your dog).
8/6/2019 Behaviour Ism Lecture Notes
http://slidepdf.com/reader/full/behaviour-ism-lecture-notes 23/52
Generalisation –
applying responseto similar situation
Discrimination –
only responding to
particular stimuli
Behaviour
modification refersto shaping bad
8/6/2019 Behaviour Ism Lecture Notes
http://slidepdf.com/reader/full/behaviour-ism-lecture-notes 24/52
behaviour into
good
Social learning
theory (Bandura
1969 – bobo)
Observational
learning – learning
through imitation – Modelling
8/6/2019 Behaviour Ism Lecture Notes
http://slidepdf.com/reader/full/behaviour-ism-lecture-notes 25/52
Reinforcement –
intrinsic reward – satisfaction
Extrinsic – social
approval
Model
Britney Spears –
virginityBeckham – good
father
8/6/2019 Behaviour Ism Lecture Notes
http://slidepdf.com/reader/full/behaviour-ism-lecture-notes 26/52
Symbolic models• Oral
•
Writteninstructions
• Pictures
• Cartoon or filmcharacters
• Religious
figures
• Heroes in
books etc
8/6/2019 Behaviour Ism Lecture Notes
http://slidepdf.com/reader/full/behaviour-ism-lecture-notes 27/52
Exemplary models
Successful people
Types of
reinforcement
• Direct
reinforcement – praise
8/6/2019 Behaviour Ism Lecture Notes
http://slidepdf.com/reader/full/behaviour-ism-lecture-notes 28/52
• Consequences
of behaviour
• Vicarious
reinforcement – watching others
getting rewarded
or punished.
Effects of
imitation
8/6/2019 Behaviour Ism Lecture Notes
http://slidepdf.com/reader/full/behaviour-ism-lecture-notes 29/52
Inhibitory –
disinhibitoryeffect starting or
stopping a
behaviour
because of what
has happened toothers.
(Vicarious
reinforcement).
8/6/2019 Behaviour Ism Lecture Notes
http://slidepdf.com/reader/full/behaviour-ism-lecture-notes 30/52
Eliciting effect –
starting to copy amodel directly
Facilitation effect
– model jumping
off diving boardallows the
observer to feel
that they may beable to do the
same.
8/6/2019 Behaviour Ism Lecture Notes
http://slidepdf.com/reader/full/behaviour-ism-lecture-notes 31/52
Evaluation of operant
conditioning
• Built upon
laboratory
experiments withanimals
• Mechanistic
view of humanity
– robotic slaves
to the
8/6/2019 Behaviour Ism Lecture Notes
http://slidepdf.com/reader/full/behaviour-ism-lecture-notes 32/52
consequences of
their environment• Tangible and
observablerewards not
always necessary
for learning totake place
• Learning
theory does nottake into account
hidden,
8/6/2019 Behaviour Ism Lecture Notes
http://slidepdf.com/reader/full/behaviour-ism-lecture-notes 33/52
unobservable
cognitive andemotional factors
•
But sometimesit is not possible
to ask people
directly andobserving
behaviour then
becomes a morereliable measure
8/6/2019 Behaviour Ism Lecture Notes
http://slidepdf.com/reader/full/behaviour-ism-lecture-notes 34/52
of learnt
behaviour • Aversive
methods
(punishment) not
always effective
as it tells a childwhat he should
not do, not what
he should do.
8/6/2019 Behaviour Ism Lecture Notes
http://slidepdf.com/reader/full/behaviour-ism-lecture-notes 35/52
Applications of
behaviourism
• Stickers, stars,
merit points• Detention,
standing outside
the head’s office,suspension and
exclusion,
reprimands,
unpleasant
activities,
8/6/2019 Behaviour Ism Lecture Notes
http://slidepdf.com/reader/full/behaviour-ism-lecture-notes 36/52
withdrawal of
benefits, corporal punishment (now
against the law in
the UK).
• Analysing
disruptive behaviour
o Antecedents
o Behaviour
o Consequences
8/6/2019 Behaviour Ism Lecture Notes
http://slidepdf.com/reader/full/behaviour-ism-lecture-notes 37/52
• E.g. child is
ignored, startsdisruptive
behaviour, and isrewarded by
attention from class
and teacher. Childneeds to be
rewarded for on-
task behaviour by being given
attention
8/6/2019 Behaviour Ism Lecture Notes
http://slidepdf.com/reader/full/behaviour-ism-lecture-notes 38/52
• Shaping involves
praising a child for displaying a
component of therequired behaviour
(e.g. sitting at desk
for a short while),then demanding
behaviour that is
closer to thedesired outcome
before giving
8/6/2019 Behaviour Ism Lecture Notes
http://slidepdf.com/reader/full/behaviour-ism-lecture-notes 39/52
praise (e.g. sitting
longer at the desk,working for a short
while, working
longer)
• Whole class
teaching does notsuit slow or fast
learners, just the
average pacedlearners. Better to
have teaching
8/6/2019 Behaviour Ism Lecture Notes
http://slidepdf.com/reader/full/behaviour-ism-lecture-notes 40/52
machines.
Machines deal withthe basics and
allow the teacher to
have the time to
give meaningful
exchanges.Student works at
own pace.
• Teachers must beconsistent. Moody
teachers can cause
8/6/2019 Behaviour Ism Lecture Notes
http://slidepdf.com/reader/full/behaviour-ism-lecture-notes 41/52
students to be
sullen and passivein lessons,
frightened to
contribute in case
they get into
trouble. Haney,Banks and
Zimbardo (1973)
report mock guardsusing arbitrary
control on the
8/6/2019 Behaviour Ism Lecture Notes
http://slidepdf.com/reader/full/behaviour-ism-lecture-notes 42/52
mock prisoners
(e.g. punishing a prisoner for
smiling at a joke
and later punishing
a prisoner for not
smiling at a joke).• Observational
learning requires
attention to be paidto the model
(teacher) and for
8/6/2019 Behaviour Ism Lecture Notes
http://slidepdf.com/reader/full/behaviour-ism-lecture-notes 43/52
the student to use
mental rehearsal inorder to remember
the complex
actions. This is
followed by
performance and practice.
Evaluation
8/6/2019 Behaviour Ism Lecture Notes
http://slidepdf.com/reader/full/behaviour-ism-lecture-notes 44/52
• Analysis of a
child’s behaviour takes time and
involves carefulobservation and
record keeping.
• Teacher cannotgive constant
reinforcement;
there are too manyother students.
8/6/2019 Behaviour Ism Lecture Notes
http://slidepdf.com/reader/full/behaviour-ism-lecture-notes 45/52
• Initially teaching
machines werecrude and
cumbersome, butnow programmes
can be run on
personalcomputers.
• Teachers do not
have control over the most powerful
reinforcers that
8/6/2019 Behaviour Ism Lecture Notes
http://slidepdf.com/reader/full/behaviour-ism-lecture-notes 46/52
affect student
behaviour.E.g. peer
acceptance and
praise, parental
approval, etc.
•Teachers do not
reward specific
responses, or do
not set about bringing such
responses.
8/6/2019 Behaviour Ism Lecture Notes
http://slidepdf.com/reader/full/behaviour-ism-lecture-notes 47/52
Teachers do not
wait for a responseto reinforce, as in
the Skinner box.
• Palardy 1991,
behaviour
modificationtechniques ignore
the causes of
behaviour.• Once extrinsic
rewards stop the
8/6/2019 Behaviour Ism Lecture Notes
http://slidepdf.com/reader/full/behaviour-ism-lecture-notes 48/52
8/6/2019 Behaviour Ism Lecture Notes
http://slidepdf.com/reader/full/behaviour-ism-lecture-notes 49/52
• Negative
reinforcementrequires there to be
a disliked activityin place in order
for the child to be
excused from it.The disliked
activity might have
negative effectsupon the child, just
8/6/2019 Behaviour Ism Lecture Notes
http://slidepdf.com/reader/full/behaviour-ism-lecture-notes 50/52
8/6/2019 Behaviour Ism Lecture Notes
http://slidepdf.com/reader/full/behaviour-ism-lecture-notes 51/52
the interests of the
child: it is anunequal
relationship
between teacher
and pupil; this
contrasts with theHumanist
approach.
Task