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CHAPTER 7

Behavioural Approaches, Social Cognitive

Approaches, and Teaching

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Brainteasers - why? when?

You will be presented with a series of paired words. The first word in each expression is a color. The second word, when unscrambled, completes a common term associated with that color.

E.g. WHITE + ESLA = WHITE SALE.

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What are these phrases? BLUE + DOBOL ORANGE + WOBL BLACK + TREAMK GRAY + TAMTER PURPLE + THREA WHITE + GASPE RED + TARCEP YELLOW +REFEV GREEN + BMUTH BROWN + DBAER

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2.5 Operant Conditioning

a form of learning in which consequences of behaviour produce changes in the probability that the behaviour will occur.

Thorndike’s Law of Effect

Behaviour Positive Outcome Behaviour

Strengthened Behaviour Negative Outcome Behaviour

Weakened

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2.6 Skinner’s Operant Conditioning

Skinner’s Operant Conditioning

Consequences (rewards and punishments) are contingent on the organism’s behaviour.

Reinforcement (reward) increases the probability that a behaviour will occur.

Punishment decreases the probability

that a behaviour will occur.

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2.7 Mechanisms of Operant Conditioning

Positive reinforcement:

the frequency of a response increases because it is followed by a stimulus

Negative reinforcement:

the frequency of a response increases because the response either removes a stimulus or involves avoiding a stimulus

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2.8 Mechanisms of Operant Conditioning

Positive punishment:

the administration of an unwelcome consequence (i.e. AFTER the behaviour occurs)

Negative punishment:

the removal of a valued item (i.e. AFTER the behaviour occurs)

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2.9 Reinforcement & PunishmentStimulus Behaviour +

encouraged-

suppressed

+

pre

se

nte

d

Goal:

increase desiredbehaviour

Positive Reinforcement

Desired Behaviour Reward

Negative ReinforcementAbsence of negative stimulidesired behaviour

- rem

ov

ed

Goal:

decreaseundesiredbehaviour

Positive Punishment

Undesired Behaviour Punishment

Negative Punishment

Undesired behaviour something of value taken away

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3.1 Applied Behaviour Analysis

Specific and comprehensive use of principles of operant conditioning to the development of abilities and self-direction skills of learners

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3.2 Schedules of Reinforcement

Fixed-Ratio Reinforce after a set number of responses

Variable-RatioReinforce after an average but unpredictable # of responses

Fixed-Interval Reinforce appropriate response after a fixed amount of time

Variable-IntervalReinforce appropriate response after a variable amt of time

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3.3 Increasing Desired Behaviours

1. Choose effective reinforcers

* Premack principle (grandma’s rule)

2. Make reinforcement contingent & timely

3. Use the best schedule of reinforcement

4. Consider a “contract”

5. Use negative reinforcement effectively

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3.4 Prompts & ShapingPrompts: Added stimuli given just before the

likelihood that the behaviour will occur.

1.Get behaviour going.2.Once desired behaviour is consistent, remove

prompts.

Shaping: Teach new behaviours by reinforcing successive approximations of desired behaviour.

1. reward any response2. reward responses that resemble the desired behaviour3. reward only target behaviour.

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3.5 Decreasing Undesirable Behaviours

1. Use Differential Reinforcement

2. Terminate reinforcement (extinction)

3. Remove desirable stimuli• Time-out

• Response-cost

4. Present aversive stimuli (punishment)

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4.1 Social-Cognitive Approaches to Learning

Social Cognitive Theory: Social and cognitive factors, as well as behaviour, play important roles in learning

Reciprocal Determinism Model:

B: behaviour

P/C:Person and Cognitive Factors

E: environment

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4.2 Bandura’s Contemporary Model of Observational Learning

Specific Processes involved in observational learning:

1. Attention

2. Retention

3. Motor reproduction

4. Reinforcement or incentive conditions

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4.3 Teaching Strategies Involving Observational Learning

Remember you are a model for students Demonstrate and teach new behaviours Use peers as models when appropriate Use mentors as models Be aware of media models

• As a violence prevention strategy, make students aware of violence in the media

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4.4 Diversity and EducationAboriginal Role Models, Mentors and Programs

• Teachers who are cultural and educational role models can play an important part in encouraging children to stay in school

• Education programs have been established across Canada to provide Aboriginal students with cultural role models and links to philosophy and traditions:

• Saskatchewan’s Aboriginal Elder/Outreach Program

• Dene Kede Program in the Northwest Territories

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4.5 Cognitive Behaviour Approaches and Self-Regulation

Cognitive Behaviour Modification: The emphasis is on getting students to monitor,

manage and regulate their own behaviour rather than let it be controlled by external factors.

Self-Instructional Methods:Cognitive behaviour techniques aimed at teaching individuals to modify their own behaviour

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4.6 Self-Regulatory Learning

Self-regulation means the self-generation and self-monitoring of thoughts, feelings, and behaviours in order to reach a goal.

Characteristics of self-regulated learners:Set goals for extending their knowledgeAre aware of emotional makeup and manage emotions with strategiesMonitor progress toward goalsRevise strategies based on progress, evaluate obstacles, adapt