Inge Arnold, Rebecca Grey and Siobhan McCarthy

Chapter 6: Behavioural Views of Learning

Learning Objectives1) Understand the learning theory of

behaviourism2) Identify various techniques for encouraging

desirable behaviours and discouraging undesirable behaviours

3) Participate in an in-class activity to reinforce key behaviourist concepts

4) Be familiar with applied behaviour analysis strategies such as mastery learning, tokens, group consequences and contracts

5) Appreciate the concept of self-regulated learning – its benefits and limitations

Learning Objectives 1 and 2

• What is behaviourism • Understanding Learning and Early

Behaviourism • Encouraging Desirable Behaviour • Discouraging Undesirable Behaviour

BehaviourismBehaviourismAristotle, Pavlov, Thorndike, Skinner, Watson

Cognitivism HumanismPlato, Maslow, Rogers

Learning occurs through the reinforcement of desired responses

Learning occurs through exposure to logically presented information

Learning occurs through reflection on personal experience

Teacher’s objective is to shape behaviour through reinforcement

Teacher’s role is to build up a base of information, concepts and rules

Teacher’s role is to extract lessons from learner’s insight & experience

Techniques: shaping, negative reinforcement, prompting, cuing, simulations, skill drills, tokens

Techniques: diagrams, films, panels, readings, debates, case studies, interviews with subject matter experts

Techniques: inductive discussion, personal or class projects, self-assessment, visualisation, guided reflection

Adapted from Kramlinger, T. & Huberty, T. (1990) "Behaviorism Versus Humanism." Training and Development Journal, (December): 41-45.

Behaviourism Learning Encouraging Behaviours Discouraging Behaviours

Understanding learning• “Learning is a relatively permanent change in

behaviour or behaviour potentiality that results from experience and cannot be attributed to temporary body states” (Hergenbahn & Olson, 2001: 6 – 7).

• Aristotle: Contiguity• Pavlov and Watson: Classical Conditioning• Thorndike and Skinner: Operant Conditioning

Behaviourism Learning Encouraging Behaviours Discouraging Behaviours

Encouraging Desirable Behaviour1) Praise (stickers, stars and snacks)– Contingent on behaviour to be reinforced– Specify clearly the behaviour being reinforced– Be believable (i.e. genuine accomplishments)– Standards based on individual abilities / limitations

2) The Premack principle– Grandma’s rule

3) Shaping– Reinforce each sub-skill– Reinforce improvements in accuracy– Reinforce longer periods of performance of

participation

Behaviourism Learning Encouraging Behaviours Discouraging Behaviours

Discouraging Undesirable Behaviour1) Negative reinforcement

– Describe desired change in a positive way– Don’t bluff (enforce unpleasant or negative

consequences despite complaints)– Insist on action and behavioural changes, not

promises 2) Satiation3) Reprimands4) Punishment– Should occur immediately after the action– Directly relate punishment to the behaviour– Apply consistently

Behaviourism Learning Encouraging Behaviours Discouraging Behaviours

Class Activity

Stopwatch

Applied Behaviour Analysis• Mastery Learning• Tokens• Group Consequences• Contract

Self-regulated learning• Intrinsic behaviour modification –

students must use cognition• Students are involved and

responsible for their learning1. Goal setting 2. Monitoring and evaluating progress3. Self- reinforcement (rewards)

Self-regulated learning... the positives• Students are involved in their learning and

have the opportunity to chose • Students are often more motivated and

engaged• Opportunity to individualise learning which

is a way to manage a classroom of students learning at different rates

• Much of the literature deals with SRL in andragogy rather than pedagogy

• Assess if students are ready for SRL

...and things to keep in mind

Nero’s goals for playtime:

1. Nero will play in the appropriate areas of the lounge room

2. Nero will play in safe places 3. Nero will respect the

property of others

Recapitulating – can you:1) Understand the learning theory of

behaviourism?2) Identify various techniques for encouraging

desirable behaviours and discouraging undesirable behaviours?

3) Draw from your participation in the in-class activity to reinforce key behaviourist concepts?

4) Understand strategies such as mastery learning, tokens, group consequences and contracts?

5) Appreciate the concept of self-regulated learning – its benefits and limitations?

Thank-you