1 learning john h. hummel, ph.d. dept. of psychology, counseling & guidance, vsu
Post on 15-Dec-2015
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2 LearningLearning
Teachers have to know the principles governing learning in order to design lessons and the class structure to MAXIMIZE students’ achievement. Humans learn all the time. The teacher wants to insure that (a) the right stuff gets learned, and (b) that it’s learned efficiently.
3 LearningLearning
Three TYPES of learning– CLASSICAL/RESPONDENT
» EMOTIONS/AFFECT; PAVLOV
– OPERANT/INSTRUMENTAL» “VOLUNTARY “BEHAVIOR”
– SOCIAL LEARNING» OPERANT? MONKEY SEE, MONKEY DO
4 Learning-CLASSICALLearning-CLASSICAL
Basic model:
US-->UR
US + NS-->UR
NS-->CS
CS-->CR
Synonyms: UR=CR; CS=NS
5 Learning-CLASSICALLearning-CLASSICAL
While education is concerned with the affect domain, we are primarily concerned with the COGNITIVE domain because it is most directly related to achievement.
When ever classical learning is occurring, so is operant. Therefore, if we employ operant correctly the affective component will be “covered” too.
6 Learning-OPERANTLearning-OPERANT The principles of operant learning account for
virtually all that humans do! These principles operate at all times whenever one is interacting with the environment (includes other people).
Thus, one cannot “CHOOSE” to use or not use operant processes; one’s “CHOICE” is, instead, limited to using the principles SYSTEMATICALLY or nonsystematically.
7 Learning-OPERANTLearning-OPERANT
Operant Model:
S--> R--> S OR R-->S
That is, an antecedent stimulus may/may not influence whether an R occurs. If the R occurs, IT triggers some type of consequence-a change in the environment that will affect the P of the R occurring again.
8 Learning-OPERANTLearning-OPERANT
Antecedents. If an antecedent does affect the P of an R, it
is called a DISCRIMINATIVE STIMULUS. There are 2 types of dis. stimuli: SD and S². The SD is a signal to do a specific R (the R, in the past, has been rewarded when it occurred in the presence of the SD)
9 Operant-antecedentsOperant-antecedents
The S² is also a signal but it “tells” one NOT to do a R because in the past, the R in the presence of the S² has produced a “negative” consequence.
To be an effective member of a complex society requires that people “learn” to be sensitive to and react appropriately to antecedents. EXAMPLES
10 Operant LearningOperant Learning
The R in operant learning symbolizes a voluntary response--something one can stop once it starts.
When a R occurs, it is the consequence (i.e., the change in the environment) it produces that is critical to learning.
11 Operant-ConsequencesOperant-Consequences
There are several “rules” one should follow for consequences to work effectively:
Contingency & Consistency (if-then; & reliable)
Power (strong enough and is a “reinforcer” for that person)
Immediacy (time between R & consequence)
12 Operant-ConsequencesOperant-Consequences An operant CONSEQUENCE involves (a)
presenting/removing of (b) a reinforcer.
REINFORCERS
Positive Negative
(+) (-)
(+) strengthen Rs they follow (weaken those leading to their removal). (-) weaken Rs they follow, strengthen those leading to their removal.
13 Operant-ConsequencesOperant-Consequences
Not all stimuli used as consequences functions as reinforcers for everyone.– Need for CONTINGENCY ANALYSIS
Reinforcers are “manipulated.” When R occurs it triggers: (a) adding or (b) subtracting of the consequence, or (c) no change in the environment (extinction
14
THE UNIVERSITY OF SOUTH FLORIDA HAS A WONDERFUL TUTORIAL THAT WILL HELP YOU LEARN HOW TO ANALYZE EXAMPLES OF POSITIVE REINFORECEMENT. GO INTO NETSCAPE, CLICK ON THE OPEN BUTTON AND TYPE IN:
http://server.bmod.athabascau.ca/html/prtut/reinpair.htm
On-line Tutorial on Positive Reinforcement
15 Diagraming ConsequencesDiagraming Consequences
Diagrams Use the Multiplicative Rules Each diagram specifies the occurrence of a Response:
R After the response you indicate whether a consequences
was added or subtracted by using either a + or - sign. Then you indicate which type of reinforcer was added or
subtracted: (+) or (-) Multiplying the 2 signs after the R “tells” you the effect
the procedure has on the R. Write the outcome [+ or -] to the right of the equals sign.
16 Basic Operant ProcessesBasic Operant Processes
There are 5 basic operant processes Extinction
Positive Reinforcement Negative Reinforcement
Punishment Response Cost
17 Basic Processes: Diagrams & Definitions
Basic Processes: Diagrams & Definitions
Extinction: No longer reinforcing a previously reinforced response that results in the weakening of the response.
Rs not periodically rewarded stop occurring!
R--> 0 (0) = 0
18 Basic Processes: Diagrams & Definitions
Basic Processes: Diagrams & Definitions
Positive Reinforcement. Reinforcement ALWAYS strengthens a response.
After a response, add a positive reinforcer and the behavior is more likely to reoccur.
R--> + (+) = +
19 Basic Processes: Diagrams & Definitions
Basic Processes: Diagrams & Definitions
Negative Reinforcement: Reinforcement always strengthens a response.
After the response remove a negative reinforcer and the response is more likely to reoccur.
R--> - (-) = +
20 Basic Processes: Diagrams & Definitions
Basic Processes: Diagrams & Definitions
Punishment: After a response, add a negative reinforcer and the response is less likely to reoccur.
R--> + (-) = -
21 Basic Processes: Diagrams & Definitions
Basic Processes: Diagrams & Definitions
Response Cost: Literally, one’s response “costs” the person something of value.
After a response remove a positive reinforcer and the response is less likely to reoccur.
R--> - (+) = -
22 SCHEDULES: When do Rs Trigger Consequences
SCHEDULES: When do Rs Trigger Consequences
Schedules specify WHEN an occurrence of a response will produce, normally, reinforcement.
SCHEDULES
CRF INTERMITTENT EXTINCTION
FR1 Other FRs No Consequence
VR
FI
VI
23 SCHEDULESSCHEDULES
THE CRF SCHEDULE SPECIFIES THAT EACH OCCURRENCE OF THE R TRIGGERS REINFORCEMENT. WHENEVER THE R OCCURS, SO DOES THE CONSEQUENCE. (CRF IS USED TO TEACH NEW Rs AND WHEN ONE IS DECREASING AN EXISTING R.)
24 SchedulesSchedules
Intermittent schedules, as a group, specify that some occurrences of the R produce reinforcement, but not all. Two Classes:
Time-based: the INTERVAL SCHEDULES
Response-based: the RATION Schedules
25 SchedulesSchedules
Both Interval and Ratio schedules are subdivided according to whether the time (or number of Rs) is Fixed or Variable.
Fixed Ratio: A set # of Rs must occur before reinforcement. The # is constant.
Variable Ratio: A set # of Rs must occur before reinforcement but the # required changes after each reinforcement.
26 SchedulesSchedules
Fixed Interval: A set amount of time must pass then the first occurrence of the R triggers reinforcement. The amount of time is constant.
Variable Interval: A set amount of time must pass then the 1st occurrence of the R triggers reinforcement; the amount of time required changes after each reinforcement.
27 Summary Points-LearningSummary Points-Learning Teachers must know the processes associated with
the various types of conditioning in order to effectively transmit information. The laws and principles of learning are intimately interrelated with other topics we’ll be discussing including memory, motivation, classroom management, effective instruction, etc.
A. to arrange situations so students are motivated to study and more easily/rapidly learn academically and socially relevant skills.
28 Summary Points-LearningSummary Points-Learning Too much PASSIVE learning goes on in schools. The
principles of learning tell us, dramatically, that in order for students to learn they must overtly respond frequently. This is incredibly important. It is associated with fluency, affects memory, and is related to how easily content is connected to other learned material.
A. Teachers must use have students make more responses (i.e., do particular behaviors/activities) than they do currently. To do this, teachers need to use the various types of reinforcement more effectively (CIP)
29 Summary Pt.’s-LearningSummary Pt.’s-Learning
Much of the misbehavior in classes results from negative reinforcement produced by instruction that is boring, ineffective, or inappropriate to the students’ background knowledge.
30 Summary Pt.’s-LearningSummary Pt.’s-Learning Some teachers incorrectly believe that they can
teach (and that students can learn) without utilizing conditioning principles. This is simply not true. You cannot not use conditioning processes! The choice educators do have is to utilize conditioning principles in systematic ways or chaotically. All teachers of all subjects across all grade levels can reach more students be systematically incorporating conditioning laws into their instruction.
31 Summary Pt.’s-LearningSummary Pt.’s-LearningThere are too many educators who erroneously believe
that reinforcing student responses (e.g., doing assignments, asking/answering questions, working with others, etc.) once they have acquired/learned the response is wrong. Nothing could be further from the truth. Overt responses that are not rewarded (reinforced) every now and then will extinguish--the student will stop doing them. When this occurs, teachers often, unconsciously, change the tone of the class to a negative one by using aversive procedures to get students to do necessary work.
32 Summary Points-LearningSummary Points-Learning The emphasis should be on positively
reinforcing students responses that are appropriate. Reinforcement that is correctly used is never inappropriate; it is never bribery; it never hurts students in any way. Not reinforcing their appropriate responses (and arranging appropriate contingencies for their inappropriate responses) does harm students.
33 Behavior ModificationBehavior Modification
Managing a classroom involves (a) a high level of ENVIRONMENTAL QUALITY, (b) contingencies, & (c) insuring students know what the “rules-and-consequences” for deportment and academics are. The emphasis is on POSITIVES.
34 Behavior ModificationBehavior Modification
BM programs involve the systematic application of learning principles to change students’ behavior. A BM program can be established to: Teach new skills, increase or maintain existing levels of a behavior, or decrease a behavior.
35 Steps in a BM ProgramSteps in a BM Program
1. First, operationally define the behavior
2. Collect baseline data– (A) Insures that the R warrants intervention– (B) Used as a standard of comparison to evaluate
intervention’s effectiveness
3. Identify & apply intervention. If intervention involves pun., RC, or Ext., you should always have a positive component
36 Steps in a BM ProgramSteps in a BM Program
4. Continue collecting data during intervention. Evaluate effectiveness of program and modify if needed.
5. Once program goals are reached, FADE program so normally occurring contingencies in the class maintain the behavior.
37 Social Learning TheorySocial Learning Theory
Monkey see, Monkey do! In Bandura and Walter’s Theory, the
assumption is that much social (and academic but to a lesser degree) is learned via observing others; other students, significant adults, t.v., etc.
Systematic observational learning has 4 phases.
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