Chapter 2:Behavioral Learning

TheoryWhat causes change in behavior?

Ch. 2: Behavioral Learning Theory Answer: Environmental Stimuli

What constitutes “environmental stimuli”? Answer: Just about everything outside of us!

And, something inside of us? (mental associations; intrinsic reinforcement)

Ch. 2: Behavioral Learning Theory Basic Assumptions People’s behaviors are largely the result of experiences in

their environmentenvironment. Learning is described in terms of relationships among

observable events (stimuli and responses). Learning involves a behavior change. Learning is most likely to take place when stimuli and

responses occur close together in timeclose together in time ( (ContiguityContiguity)). Many species of animals -including humans- learn in similar

ways.

Ch. 2: Behavioral Learning Theory Two Theoretical Models: Classical Conditioning

Environmental stimulus or ≠ Response Involuntary Behavior: Limited to 2 categories of

responses

Operant Conditioning A(ntecedent/s) + B(ehavior/s) + C(onsequence/s) “Operants” or Voluntary Behavior

Ch. 2: Classical Conditioning Theory: Behavior change (new responses) results

from the co-occurrence to of 2 stimuli at approximately the same time Contiguity Principle: Pairings Learning new behaviors Involuntary behavior: Reflexive; Affective

Ch. 2: Classical Conditioning The Model: US UR::CS CR US UR: Environment elicits response CS/US UR: Pairing stimuli response CS CR: Removal of US results in neutral

stimulus paired with conditioned response

Ch. 2: Classical Conditioning 2 Principles that explain expanded learning: Generalization

Responding to stimuli SIMILAR to that involved in learning a new response, not involved in the initial learning

Extinction Repeated absence of association w/ an US

resulting in decrease & eventual disappearance of a CR

Ch. 2: Operant Conditioning Basic Principle: A response followed by a reinforcing

stimulus (a reinforcer) is more likely to occur again, under similar circumstances

2 Necessary Conditions: Learners must make a response Reinforces must be “contingent”

Ch. 2: Operant Conditioning Reinforcement

Any consequence following a behavior that increases likelihood that behavior will recur or increase in frequency

PunishmentAny consequence following a behavior that

decreases likelihood that behavior will recur, decreases in frequency or suppresses behavior

Ch. 2: Reinforcement in the Classroom

Primary vs Secondary Reinforcers Positive vs Negative Reinforcement Timing in Reinforcement Motivation in Reinforcement

Ch. 2: Reinforcement in the Classroom Basic needs

Physiological: food; water; warmth; oxygen Sustains life; necessary for life

Physical contacts: Affection, etc Reflects biological needs

Secondary Reinforcers in the classroom: Learned behaviors that must be “crafted”

Ch. 2: Reinforcement in the Classroom

Primary vs Secondary Reinforcers Primary: Satisfies basic needs Secondary: Reinforcing through association over

time (w/o directly satisfying needs)

Ch. 2: Reinforcement in the Classroom

Positive vs Negative Reinforcement Probability of behavior increasing as result of

reinforcement, period

Positive: Stimulus presented AFTER behavior

Negative: Stimulus removed as RESULT of behavior

Ch. 2: Reinforcement & Punishment

Stimulus response

is:

Pleasant Unpleasant

Presented after the POSITIVE

REINFORCEMENT

(response increases)

PRESENTATION PUNISHMENT

(response decreases)

Removed after the response

REMOVAL PUNISHMENT

(response decreases)

NEGATIVE

REINFORCEMENT

(response increases)

Ch. 2: Negative Reinforcement vs Presentation Punishment

Ch. 2: Reinforcement in the Classroom Timing in Reinforcement

Strength of potential effect based on immediacy of contingency

Potential for gradual development of “gratification delay” ie forego minor immediate reinforcement & wait for long-term large-scale reinforcers

Motivation in Reinforcement Potential for unique individual preferences for

specific reinforcers

Ch 2: Effective Reinforcement Initial specification of desired target behavior (terminal) Initial identification of reinforcing consequences Use of group contingencies

Reinforcement contingent on all members of a particular group performing desired behavior or level of performance

Explicit behavior/consequence contingencies Public reinforcement available to all Consistent administration of reinforcement

Continuous rapid learning of new behavior Intermittent sustaining learned behavior

Progress Monitoring Baseline and changes

Ch 2: Shaping New Behaviors Systematic reinforcement of a series of

related responses Increasingly resemble terminal behavior Successive approximations of desired

target behavior

Ch 2: Antecedent Stimuli & Responses

Preceding stimuli & responses to desired target response influence frequency of that response

4 factors Cueing Setting Events Generalization Discrimination

Ch 2: Antecedent Stimuli & Responses 4 factors

Cueing “Reminder” of expected response/s

Setting Events Overall “event” or context for desired behavior

Generalization Likelihood of demonstrating learned behavior in new similar circumstances;

for reinforcement Discrimination

Demonstrating behavior in reinforcing situations while refraining from responses in non-reinforcing situation

Behavioral Momentum Increased likelihood of continuing to make desired responses as result of

having just made desired responses Suggests that behavior expectations should reflect some form of organized

sequence or continuity

Ch 2: Undesirable Behaviors Extinction

Removal/withholding of reinforcement Cueing inappropriate behavior

Signaling: Non-verbal Verbal Other Reinforcing in compatible behaviors

Supporting more desired responses; “fill” behavior leaving no room for undesirable responses

Punishment Consequences that decrease/suppress undesirable

response/s

Ch 2: Undesirable Behaviors Punishment

Presentation: presenting new unpleasant stimulus/consequences

Removal: loss of previously/currently existing stimulus/reinforcer

Punishment can ONLY be concluded if undesirable responses decrease or are suppressed

Ch 2: Undesirable Behaviors Effective Punishment in School Settings:

A Hierarchy of Consequences

Verbal reprimand Response cost Logical consequences Time-out (from reinforcement) In-school suspension

Ch 2: Undesirable Behaviors Ineffective Punishment in School Settings:

Principle of Contiguity: Effects based on association

Physical: Result in undesired responses Psychological: Result in undesired responses Added classwork: Negative Generalizations Out-of-school Suspension: Many inappropriate &

unproductive outcomes

Ch 2: Undesirable Behaviors Humane Punishment in School Settings:

Link between behavior and cognition Clearly present expectations,

consequences/punishments Follow through with contingencies Punish in private Explain unacceptability of punished behavior/s Focus on BEHAVIOR not PERSON Teach/Reinforce DESIRED behavior/s

Ch 2: Maintaining Desirable Behaviors Intrinsic Reinforcement

What could this be? Thoughts, feelings, attitudes related to observed

behaviors Assumed to influence the learning and demonstration of

any/all behavior

Intermittent Reinforcement Non-continuous, contingent, occasional Successively larger, longer demonstrations of behavior or

longer intervals between reinforcement