Applied Learning Theories/ Exam I

comprehensive theory of learning

Connectionism: learning involves the formation of "neural bonds" or "connections"

Puzzle box

operant conditioning - learning from consequences of behavior

Law of effect - behavior that is followed by pleasant consequences will be repeated/ unpleasant consequences will be stopped

Assumptions: trial and error learning automatic incremental not mediated by ideas human and animal learning similar

Major Laws of Learning Law of Readiness Law of Exercise Law of Effect

Contributions: Empirical approach to study of learning reward principal comprehensive theory

classroom - praising and ignoring behaviors

emphasis on consequences as the foundation for what is learned and what is not learned

Believe the environment, climate and other geological factors are responsible for human culture and individual decisions. For example climate has a impact on the psychological outlook of its people. Used by Plato and Aristotle to explain why the Greeks where early ages of society.

a neutral stimulus (CS) comes to "elicit" a response (CR) through the close association with a stimulus (UCS) which naturally "elicits" that same response (UCR).

Elimination of CR through repeated presentation of CS without UCS CR occurs in presences of original CS and other similar stimuli Generalization gradient - the more the similar the stimulus, the great the response

Reflexes and "gut" reactions become unconscious fears and phobias counterconditioning - gradual replacement of undesirable CR Stimulus control - cuing desirable responses

CS comes to "elicit" CR Any neutral stimulus can become a CS Classical conditioning is a explanation for many unconscious responses

All definitions include: CHANGE EXPERINECE TIME

Nature vs. Nuture

reaction time, faculty psychology, phrenology

reaction of introspective methods, focus on stimulus and response, american phenomenon for 50 years

Assumptions: environmental determinism influences by Pavlov all human behavior explained via conditioned responses inherited emotions: rage, fear, love

Little Albert and the white rat

all human behavior can be explained by the association of one more of the 3 inherited emotions (CR) to environmental stimuli (CS)

Skinner and Operant Conditioning

based on law of effect, behavior is modified by consequences, behavior is emitted rather than elicited

reinforcement and punishment

Types of Reinforcers Primary - meets basic needs Secondary - Previous neutral stimulus association with primary Generalized - secondary reinforcer which is effective in many situations

Affected Factors: Contingency, timing, magnitude and appeal, consistency

In the classroom - add positive reinforcement and positive punishment subtract negative reinforcement and negative punishment

in the classroom -Discipline is important for a child's success and development - most teaching staff would vouch for that. It's easy to think that discipline is always a form of punishment, but in truth, this doesn't have to be the case. Operant conditioning encourages positive reinforcement, which can be applied in the classroom environment to get the good behavior you want - and need - from your pupils. Skinner's theory of operant conditioning uses both positive and negative reinforcements to encourage good and wanted behavior whilst deterring bad and unwanted behavior. Psychologists have observed that we every action has a consequence, and if this is good, the person is more likely to do it again in the future.

However, if the consequence isn't so great, it is likely the individual will avoid doing it in a similar situation next time round. It is through this process that we develop our behaviors and begin to understand what is appropriate and useful, and what isn't. Used in a variety of situations, operant conditioning has been found to be particularly effective in the classroom environment. One of the main ways of reinforcing a behavior is through praise, as the following example illustrates.

example During 'listening time' on the carpet, pupils are required to remain quiet and put their hand up when they want to make a vocal contribution to the class. When a child manages to sit and behave in the exemplary way, the teacher may say, 'Great effort, Jamie' or, 'Well done, Louise - just like I asked'.

Undoubtedly, the student will feel pleased with themselves after getting such a positive response. The feeling of pride and self-satisfaction is one they are going to want to emulate in the future, and so they are likely to behave well during 'listening time' from here onwards.

don't overuse rewards use symbols

increasing frequency of desirable behaviors/ decrease frequency of undesirable behaviors

positive, consistent and patient

increase desirable behaviors - stimulus control positive reinforcement successive approximations contingency contracting toke reinforcement

make sure reinforcer is actually reinforcing, use smallest reinforcer that works quickly move to variable schedule

establish sequence of terminal behavior, gradual but continuous, reinforce each approximation

contingency contracts start with frequent payoff start with small behavior change specific and task oriented make sure reward is reinforcing pair with social reinforcers positive rather than aversive work toward intrinsic reinforcement

menu of goods and activities monitor rate of exchange start with frequent reinforcers pair with social reinforcers move from goods to activities

extinction/ time out satiation reinforce incompatible behaviors response cost punishment

emotional by products indicates what person should not do justifies inflicting pain may elicit aggression symptom substitution

must be perceived as severe must be immediate must be perceived as being inescapable must point out correct alternative must be consistent Use as last resort, only when exhausted all other positive alternatives, only use when behavior must be stopped immediately.

Albert Bandura learning takes place within a social context - we learn from observing and interacting with others

reciprocal determination, vicarious reinforcement/ punishment, modeling and imitation, self regulation of behavior and self efficacy beliefs

learning process: modeling stimulus attention motor productions/ retention reinforcement/ punishment

goal setting self evaluation self reinforcement involves social comparison

in general, réponse X will produce outcome Y I can make responses necessary to produce desired outcomes

efficacy expectations: performance accomplishments vicarious experience verbal persuasion emotional arousal

clear logical consequences work toward healthy self-efficacy beliefs provide occasions for modeling teach self-regulation of behavior (goal setting, self evaluation, and self reward)