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PSY 263 401 CHAPTER 7 SLIDES
1.
Chapter 7 Behavioral Learning Theory: Operant Conditioning
2.
© 2013 Cengage
Learning. All rights reserved. 7 | 2 Overview • Operant Conditioning • Educational Applications of Operant Conditioning Principles
3.
© 2013 Cengage
Learning. All rights reserved. 7 | 3 Operant Conditioning • Major Theorist B. F. Skinner • Basic View Voluntary responses are strengthened or weakened as a result of their consequences • Original Research Rats in Skinner boxes
4.
© 2013 Cengage
Learning. All rights reserved. 7 | 4 Basic Principles of Operant Conditioning • Basic Principles of Operant Conditioning Positive Reinforcement – Strengthening a behavior (increasing the probability that it will reoccur) by presenting a positive stimulus immediately after the behavior has occurred Negative Reinforcement – Strengthening a behavior (increasing the probability that it will reoccur) by removing a negative stimulus immediately after the behavior has occurred
5.
© 2013 Cengage
Learning. All rights reserved. 7 | 5 Basic Principles of Operant Conditioning – Cont. • Basic Principles of Operant Conditioning Presentation Punishment (Type I) – Weakening a behavior (decreasing the probability that it will reoccur) by presenting an aversive stimulus immediately after the behavior has occurred Removal Punishment (Type II, or time-out) – Weakening a behavior (decreasing the probability that it will reoccur) by removing a positive stimulus immediately after the behavior has occurred Extinction – When a previously reinforced behavior decreases in frequency and eventually ceases altogether because reinforcement is withheld
6.
© 2013 Cengage
Learning. All rights reserved. 7 | 6 Operant Conditioning – Generalization and Discrimination • Basic Principles of Operant Conditioning 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 responds differently
7.
© 2013 Cengage
Learning. All rights reserved. 7 | 7 Operant Conditioning Concepts • Basic Principles of Operant Conditioning Shaping – Reducing complex behaviors into a sequence of more simple behaviors – Reinforcing successive approximations to the complex behavior
8.
© 2013 Cengage
Learning. All rights reserved. 7 | 8 Schedules of Reinforcement • Schedules of Reinforcement Fixed Interval Schedule – Reinforcement of a desired behavior occurs only after a specific amount of time has elapsed Variable Interval Schedule – Reinforcement of a desired behavior occurs only after variable intervals of time have elapsed Fixed Ratio Schedule – Reinforcement of a desired behavior occurs only after a specific number of those responses are made Variable Ratio Schedule – Reinforcement of a desired behavior occurs only after variable numbers of responses are made
9.
© 2013 Cengage
Learning. All rights reserved. 7 | 9 Educational Applications of Operant Conditioning Principles • Basic Approach Know exactly what you want students to know and be able to do Teach basic ideas first, then more complex ones Present material in small, logical steps Let students learn at their own pace
10.
© 2013 Cengage
Learning. All rights reserved. 7 | 10 Educational Applications of Operant Conditioning Principles - CBI • Computer-Based Instruction (CBI) Drill-and-practice programs Tutorial programs Problem-solving programs: simulations and games See Online Video Case “Integrating Technology to Improve Student Learning: A High School Science Simulation”
11.
© 2013 Cengage
Learning. All rights reserved. 7 | 11 Educational Applications of Operant Conditioning Principles – Research on CBI • Research on the Effects of CBI CBI can produce higher levels of learning than conventional instruction, but the effect is usually moderate CBI should be used in moderation as very high (as well as low) levels of use are associated with lower achievement CBI should never be seen as a substitute for high-quality teaching
12.
© 2013 Cengage
Learning. All rights reserved. 7 | 12 Behavior Modification • Behavior modification Shaping Token economies Contingency contracts Extinction, time-out, and response cost Punishment See Online Video Case “Classroom Management: Handling a Student with Behavior Problems”
13.
© 2013 Cengage
Learning. All rights reserved. 7 | 13 Shaping • Behavior Modification Shaping – Select the target behavior – Obtain realistic baseline data – Select potential reinforcers (e.g., Premack Principle) – 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
14.
© 2013 Cengage
Learning. All rights reserved. 7 | 14 Token Economies and Contracting • Behavior Modification (cont’d) Token Economies – Use of items that have no intrinsic value but can be redeemed at some future time for valued items or activities to shape and reinforce desired behavior – More flexible than traditional reinforcers Contingency Contracting – A written or oral agreement in which the student agrees to exhibit certain behaviors under particular conditions and the teacher agrees to provide an acceptable form of reinforcement
15.
© 2013 Cengage
Learning. All rights reserved. 7 | 15 Extinction and Punishment • Behavior Modification (cont’d) Extinction, Time-Out, and Response Cost – Extinction involves ignoring an undesired behavior – Time-out involves placing a student in an environment in which he or she cannot obtain reinforcement after an undesired behavior has occurred – Response cost, which is usually used with token economies, involves taking away a certain amount of previously earned tokens after an undesired behavior
16.
© 2013 Cengage
Learning. All rights reserved. 7 | 16 Punishment cont. • Behavior Modification (cont’d) Punishment – Corporal punishment is controversial because: * Parents believe it works but lobbying groups oppose it on moral grounds and because research support is lacking * Researchers disagree about meaning of existing research * Much of the research is correlational, from which cause & effect conclusions cannot be drawn
17.
© 2013 Cengage
Learning. All rights reserved. 7 | 17 Should You Use Behavior Modification? • Behavior Modification (cont’d) Should You Use Behavior Modification? – Many students will eventually catch on to the fact that they get reinforced only when they do what the teacher wants them to do – Behavior modification methods, because of their potential power, may lend themselves to inappropriate or even unethical uses
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