Ch. 6 - Behaviorism and Social Cognitive Theory

Self-Regulated Learning Includes the Following Components

1) Goal Setting 2) Self-Monitoring 3) Self-Assessment 4) Strategy Use

Classical Conditioning

A component of behaviorism that explains how we learn involuntary emotional or physiological responses that are similar to instinctive or reflexive responses

Behaviorism

A theory that explains learning in terms of observable behaviors and how they're influenced by stimuli

Punishers

Decreases the likelihood of the behavior recurring

Response Cost

Involves the removal of reinforcers already given

Vicarious Learning

Observing the consequence of another's decision and adjusting your own behavior accordingly

Synthesized Modeling

People combine behaviors observed in different acts

Symbolic Modeling

People imitate behaviors and thinking displayed by characters in books, plays, movies, television, or the Internet.

Applied Behavior Analysis (ABA)

Process of systematically implementing the principles of operant conditioning to improve students' behavior

Intermittent Schedule

Some, but not all, of the desired behaviors are reinforced

Reinforcement

The process of applying reinforcers to increase behavior

Discrimination

The process of giving different responses to related but not identical stimuli. Opposite of generalization.

Positive Reinforcement

The process of increasing the frequency or duration of a behavior as the result of presenting a reinforcer

Satiation

The process of using a reinforcer so frequently that it loses its ability to strengthen behaviors

Ratio Schedules

Type of intermittent schedule which depends on the number of individuals

Removal Punishment

Occurs when a behavior decreases as a result of removing a stimulus

Generalization

Occurs when stimuli similar to a conditioned stimulus elicit conditioned responses by themselves

Reinforcement Schedules

Patterns in the frequency and predictability of reinforcers

Negative Reinforcement

Process of increasing behavior by removing or avoiding an aversive stimulus

Antecedents

Stimuli that precede and induce behaviors

Reciprocal Causation

Suggesting that behavior, the environment, and personal factors are interdependent.

Interval Schedules

Type of intermittent schedule which depends on time

Desists

Verbal or nonverbal communications that teachers use to stop a behavior

Four Processes are involved in learning from models

1) Attention 2) Retention 3) Reproduction 4) Motivation

Suggestions for applying cognitive theory to increase students' learning

1) Capitalize on modeling 2) Use vicarious reinforcement and punishment as learning and management tools 3) Follow through on all aspects of instruction and classroom management 4) Promote self-regulation

Three guidelines to promote positive emotions in our students through classical conditioning

1) Consistently treat students with warmth and respect 2) Personalize our classrooms to create an emotionally secure environment 3) Require that students treat each other with courtesy and respect

Similarities between Social Cognitive Theory and Behaviorism

1) Focus on experience as an important cause of learning 2) Include the concepts of reinforcement and punishment in their explanations of learning 3) Emphasize that feedback is an important aspect of the learning process

Steps in ABA

1) Identify target behaviors 2) Establish a baseline for the target behaviors 3) Choose reinforcers and punishers 4) Measure Changes in the target behaviors 5) Gradually reduce the frequency of reinforcers as behavior improves

Guidelines to Using Behaviorism

1) Use antecedents to elicit desired behaviors which can then be reinforced 2) Reinforce students for genuine accomplishments and good behavior 3) Use reinforcers and punishers appropriately to help maintain an orderly classroom 4) employ drill-and-practice technologies to help your students develop basic skills

Reinforcer

A consequence that increases the likelihood of a behavior recuring

Modeling

A general term that refers to behavioral, cognitive, and affective changes deriving from observing the actions of others

Cognitive Behavior Modification

A procedure that promotes behavioral change and self-regulation in students through self-talk and self-instruction. A tool to help develop self-regulated learning

Learning

A relatively enduring change in observable behavior that occurs as a result of experience

Inhibition

A self-imposed restriction on our behavior, and observing a model and the consequences of the model's behavior can either strengthen or weaken it

Social Cognitive Theory

A theory of learning that focuses on changes in behavior, thinking, and affect that result from observing others

Direct Modeling

An individual attempts to imitate the behavior or thinking of a live model

Unconditioned Stimulus

An object or event that causes an unconditioned response

Cognitive Modeling

Cognitive changes which occur in individuals when they observe models articulate their thinking as they demonstrate skills

Secondary Reinforcers

Consequences that become reinforcing over time through their association with other reinforcers

Primary Reinforcers

Consequences that satisfy basic biological needs such as food, water, air, sleep, and sex.

Types of Reinforcement Schedules

Continuous, Fixed-Ratio, Variable-Ratio, Fixed-Interval, Variable-Interval

Two most common types of antecedents

Environmental Conditions and Prompts & Cues

Consequences

Events that occur following behaviors

Continuous Schedule

Every desired behavior is reinforced

Nonexclusion Time-Out

Involves seating a student near the teacher or on the edge of the classroom

Operant Conditioning

Learning in terms of observable responses that change in frequency or duration as the result of consequences

Premack Principle

More-desired activity can serve as a positive reinforcer for a less-desired activity

Presentation Punishment

Occurs when a learners behavior decreases as a result of being presented with a punisher

Extinction

Results when the conditioned stimulus occurs often enough in the absence of the unconditioned stimulus that it no longer elicits the conditioned response

Types of Positive Reinforcers

Social Reinforcers (Comments, signs, or geaustures), Concrete Reinforcers (Objects that can be touched or held), Activity Reinforcers (Privileges or desired actions)

Self-Regulation

The ability to direct and control one's own actions, thoughts, and emotions toward meeting goals

Delay of Gratification

The ability to forgo an immediate pleasure or reward in order to gain a more substantial one later

Unconditioned Response

The instinctive or reflexive (unlearned) physiological or emotional response caused by the unconditioned stimulus

Shaping

The process of reinforcing successive approximations of a behavior

Self-Regulated Learning

The process of setting personal goals, combined with the motivation, thought processes, strategies, and behaviors that lead to reaching the goals

Positive Behavior Support

The process of using interventions that replace problem behaviors with others serving the same purpose for the student but are more appropriate

Punishment

The process of using punishers