1. Is astrology a science?

2. Behaviorism  Arose out of an attempt to make psychology a science.  Focuses on what is observable and measurable -- namely, behavior.

3. Why do they act like that?  Test anxiety  Pencil tap  Overly competitive  Class clown  Use pencil sharpener  Boys mean to girls they like (visaversa)  Shy/withdrawn  Acting tough  Cough during silence  Copy cat behavior/group think  Teacher’s pet  Talk without raising hand Dealing with CC Dealing with CC Dealing with OCDealing with OC

4.  Go to same seat  Cheating  Excuse for leaving class  Can’t leave other kids alone  Class clown  Sleeping  Answer every question/talk a lot  Refusal to participate  Can’t stay still  Trouble maker  Doesn’t write down anything.  Get up and down all the time.  PDA

5.  Bad behavior for student teacher  Reactive student  Passing notes  Teacher’s pet  Talker  Shy  Inappropriate behavior/PDA

6. Classical Conditioning  A useful principle of learning for understanding how reflexive (i.e., automatic, unreflective) learning occurs.  But not so useful for understanding intentional learning or complex learning.

7. Pavlov's Experiments (1)

8. Pavlov's Experiments (2)

9. Pavlov's Experiments (3)

10. UCSUCR  Meat  Salivate CSCR  Bell  Salivate Examples of CC in education?

11. Example of CC  Bud Light Commercial Bud Light Commercial

12. Dealing with classically conditioned behaviors  How could you understand test anxiety in terms of classical conditioning?  Are there behaviors on our list that can be explained by classical conditioning?behaviors on our list  How could you change the conditioning pattern?

13. Eliminating Classically Conditioned Behaviors  Extinction  Counterconditioning  Systematic desensitization.

14. Operant Conditioning  A useful principle of learning for understanding observable, behavioral forms of learning.  But not so useful for understanding such things a complex, mental processes.

15. Operant Conditioning  Operant conditioning is basic common sense:  If a behavior is reinforced (i.e., rewarded in some way), it is more likely to be repeated (its occurrence will increase).  If a behavior is punished in some way, it is less likely to be repeated (its occurrence will decrease).  The problem is, we always mess up by reinforcing behaviors we DON’T want and punishing behaviors we DO want.

16. Conditions needed for Operant Conditioning  Individual must make a response.  Reinforcer must follow the response.  Reinforcer must be contingent on the response.

17. Types of Consequences

18. Operant Conditioning at Work!

19.  Are there behaviors on our list that could be explained in terms of operant conditioning?behaviors on our list

20. Eliminating unwanted behavior  Extinction  Stop rewarding the behavior!  Reinforce an incompatible behavior  Ex. To eliminate speaking out of turn, reinforce hand raising.

21. Shaping  Reinforce a series of behaviors that increasingly resemble the terminal (desired) behavior.

22. Applied Behavior Analysis  Basic assumption of Applied Behavior Analysis:  All deviant behavior is the result of environmental conditions - we are who are we are because we’ve been conditioned to be that way.  With enough effort, we can identify the cause of the deviant behavior and change the environment so that the deviant behavior is eliminated.

23. Applied Behavior Analysis  Identify current and target behaviors in observable, measurable form.  Identify environmental causes for the problem.  Develop and implement an intervention plan that:  Changes the problematic setting events.  Eliminates reinforcement of problem behavior.  Shapes and reinforces appropriate behavior.  Measure before, during, and after to monitor progress. Revise as necessary.  Fade out the intervention.

24. Direct Instruction (DI)

25.  What are the defining qualities of DI?  How does it relate to the principles of CC and OC?  What kind of learning does DI address?  What is your opinion of DI?

26. Classical vs. Operant Cond. Classical ConditioningOperant Conditioning  Stimulus precedes response.  Involuntary  Response precedes stimulus.  Voluntary (sort of) Both can be taking place at the same time.

27. Critique of Behaviorism  What are the strengths/weaknesses of this perspective?  What happens when rewards stop?  Is it problematic that other people and the environment are seen as the cause of behavior?  Do humans operate according to natural laws in the same way that physical world operates according to natural laws (e.g., laws of physics)?