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Chapter 7
Behavioral and Social Learning Theories
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Overview
• Operant conditioning
• Educational applications of operant conditioning principles
• Social learning theory
• Using computer-assisted instruction in your classroom
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Operant conditioning
• Theorist– B. F. Skinner
• Basic assumption– Voluntary responses are strengthened
or weakened as a result of their consequences
• Original research– Rats in Skinner boxes
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Operant conditioning concepts
• Positive reinforcement– Strengthening (increasing) a behavior by
presenting a positive stimulus immediately after the behavior has occurred
• Negative reinforcement– Strengthening (increasing) a behavior by
removing a negative stimulus immediately after the behavior has occurred
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Operant conditioning concepts
• Presentation punishment (Type I)– Weakening (decreasing) a behavior by
presenting an aversive stimulus immediately after the behavior has occurred
• Removal punishment (Type II, time-out)– Weakening (decreasing) a behavior by
removing a positive stimulus immediately after the behavior has occurred
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Operant conditioning concepts
• Extinction– When a previously reinforced behavior
decreases in frequency and eventually ceases altogether because reinforcement is withheld
• Spontaneous recovery– When an extinguished behavior reappears
without having been reinforced
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Type of + Stimulus
Action + Effect on Behavior
= Result
Desirable Present Strengthen Positive reinforcement
Aversive Remove Strengthen Negative reinforcement
Aversive Present Weaken Type I (presentation) punishment
Desirable Remove Weaken Type II (removal) punishment
Desirable Withhold Weaken Extinction
Conditions that define reinforcement, punishment, and extinction
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Operant conditioning concepts
• Generalization– When an individual learns to make a particular
response to a particular stimulus and then makes the same or a similar response in a slightly different situation
• Discrimination– When an individual learns to notice the unique
aspects of seemingly similar situations and thus different ways of responding
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Operant conditioning concepts
• Shaping– Reducing complex behaviors into several
more simple behaviors– Reinforcing successive approximations to
the complex behavior
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Schedules of reinforcement
• Fixed interval schedule– Reinforcement occurs after a specific
amount of time
• Variable interval schedule– Reinforcement occurs after a random
amount of time
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Schedules of reinforcement
• Fixed ratio schedule– Reinforcement occurs after a specific
number of responses
• Variable ratio schedule– Reinforcement occurs after a random
number of responses
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Educational applications of operant conditioning principles
• Programmed instruction
• Computer-assisted instruction (CAI)– Drill-and-practice programs– Simulation programs– Tutorial programs
• Integrated learning systems (ILS)
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Educational applications of operant conditioning principles
• Behavior modification– Shaping– Token economies– Contingency contracts– Extinction, time-out, and response cost– Punishment
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Steps in shaping
• Select the target behavior• Obtain realistic baseline data• Select potential reinforcers• Reinforce successive approximations for the
target behavior each time they occur• Reinforce the newly established target
behavior each time it occurs• Reinforce the target behavior on a variable
reinforcement schedule
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Social learning theory
• Theorist– Albert Bandura
• Basic assumption– Observation and imitation of a model lead
to changes in behavior
• Original research– Imitation of aggression by young children
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Types of observational learning effects
• Inhibition– Learn not to do something we already know how
to do because a model has refrained from behaving in that way, has been punished for behaving that way, or does something different than we intended
• Disinhibition– Learn to exhibit something not approved
of because a model has done the same thing without being punished
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Types of observational learning effects
• Facilitation– Prompted to do something that we do not
ordinarily do because of insufficient motivation because a model has done the same thing
• True observational learning– Learn a new behavior pattern by watching
and imitating the performance of someone else
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Processes in observational learning
• Attention– Paying attention to a model’s behavior
• Retention– Encoding behavior into memory
• Production– Performance of behavior
• Motivation– Reinforcement of behavior
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Motivation and reinforcement
• Direct reinforcement– Individual watches a model perform,
imitates the behavior, and is reinforced by the model
• Vicarious reinforcement– Observer anticipates receiving a reward for
behaving in a given way because someone else has been so rewarded
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Motivation and reinforcement (cont’d)
• Self-reinforcement– Individual strives to meet personal
standards and does not depend on or care about the reactions of others
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Factors that affect self-efficacy
• Self-assessment of past performance
• Verbal persuasion from someone else
• Emotional reaction to task
• Vicarious experience of others
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Behaviors affected by self-efficacy
• The goals and activities in which a person chooses to engage
• The kind of thought processes a person uses• How hard and long a person strives to
achieve a goal
• The kinds of emotional reactions a person experiences during tasks
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Research on social learning theory
• Effects of modeling on aggression
• Effects of modeling on the learning of cognitive skills
• Effects of modeling on self-efficacy
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Type of Program Purpose
Drill and Practice Practice knowledge and skills learned earlier to produce fast and accurate responses
Tutorial Teach new information (e.g., facts, definitions, concepts) and skills
Problems-Solving Programs: Simulations and Games
Teach new information and skills and provide an opportunity to apply what was learned in a meaningful context that would otherwise be unavailable because of cost, physical danger, and time constraints
Major types of CAI programs(Grabe & Grabe, 2001; Neill & Neill, 1993)
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End ofChapter 7
Behavioral and Social Learning Theories