chapter 7 behavioral and social learning theories viewing recommendations for windows: use the arial...

Chapter 7

Behavioral and Social Learning Theories

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Overview

• Operant conditioning

• Educational applications of operant conditioning principles

• Social learning theory

• Using computer-assisted instruction in your classroom


Operant conditioning

• Theorist– B. F. Skinner

• Basic assumption– Voluntary responses are strengthened

or weakened as a result of their consequences

• Original research– Rats in Skinner boxes


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



• 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



• 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


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



• 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



• Shaping– Reducing complex behaviors into several

more simple behaviors– Reinforcing successive approximations to

the complex behavior


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


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


Educational applications of operant conditioning principles

• Programmed instruction

• Computer-assisted instruction (CAI)– Drill-and-practice programs– Simulation programs– Tutorial programs

• Integrated learning systems (ILS)


Educational applications of operant conditioning principles

• Behavior modification– Shaping– Token economies– Contingency contracts– Extinction, time-out, and response cost– Punishment


Steps in shaping

• Select the target behavior• Obtain realistic baseline data• Select potential reinforcers• Reinforce successive approximations for the

target behavior each time they occur• Reinforce the newly established target

behavior each time it occurs• Reinforce the target behavior on a variable

reinforcement schedule


Social learning theory

• Theorist– Albert Bandura

• Basic assumption– Observation and imitation of a model lead

to changes in behavior

• Original research– Imitation of aggression by young children


Types of observational learning effects

• Inhibition– Learn not to do something we already know how

to do because a model has refrained from behaving in that way, has been punished for behaving that way, or does something different than we intended

• Disinhibition– Learn to exhibit something not approved

of because a model has done the same thing without being punished


Types of observational learning effects

• Facilitation– Prompted to do something that we do not

ordinarily do because of insufficient motivation because a model has done the same thing

• True observational learning– Learn a new behavior pattern by watching

and imitating the performance of someone else


Processes in observational learning

• Attention– Paying attention to a model’s behavior

• Retention– Encoding behavior into memory

• Production– Performance of behavior

• Motivation– Reinforcement of behavior


Motivation and reinforcement

• Direct reinforcement– Individual watches a model perform,

imitates the behavior, and is reinforced by the model

• Vicarious reinforcement– Observer anticipates receiving a reward for

behaving in a given way because someone else has been so rewarded


Motivation and reinforcement (cont’d)

• Self-reinforcement– Individual strives to meet personal

standards and does not depend on or care about the reactions of others


Factors that affect self-efficacy

• Self-assessment of past performance

• Verbal persuasion from someone else

• Emotional reaction to task

• Vicarious experience of others


Behaviors affected by self-efficacy

• The goals and activities in which a person chooses to engage

• The kind of thought processes a person uses• How hard and long a person strives to

achieve a goal

• The kinds of emotional reactions a person experiences during tasks


Research on social learning theory

• Effects of modeling on aggression

• Effects of modeling on the learning of cognitive skills

• Effects of modeling on self-efficacy


Type of Program Purpose

Drill and Practice Practice knowledge and skills learned earlier to produce fast and accurate responses

Tutorial Teach new information (e.g., facts, definitions, concepts) and skills

Problems-Solving Programs: Simulations and Games

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

Major types of CAI programs(Grabe & Grabe, 2001; Neill & Neill, 1993)

End ofChapter 7

Behavioral and Social Learning Theories