1. Behavioural Approaches, Social Cognitive Approaches, and Teaching
CHAPTER 7
Behavioural Approaches, Social Cognitive Approaches, and Teaching

2. Brainteasers - why? when?
You will be presented with a series of paired words. The first word in each expression is a color. The second word, when unscrambled, completes a common term associated with that color.
E.g. WHITE + ESLA = WHITE SALE.

3. What are these phrases? BLUE + DOBOL ORANGE + WOBL BLACK + TREAMK
GRAY + TAMTER
PURPLE + THREA
WHITE + GASPE
RED + TARCEP
YELLOW +REFEV
GREEN + BMUTH
BROWN + DBAER

4. Thorndike’s Law of Effect
2.5 Operant Conditioning
a form of learning in which consequences of behaviour produce changes in the probability that the behaviour will occur.
Thorndike’s Law of Effect
Behaviour Positive Outcome Behaviour
Strengthened
Behaviour Negative Outcome Behaviour
Weakened

5. 2.6 Skinner’s Operant Conditioning
Consequences (rewards and punishments) are contingent on the organism’s behaviour.
Reinforcement (reward) increases
the probability that a behaviour will occur.
Punishment decreases the probability
that a behaviour will occur.

6. 2.7 Mechanisms of Operant Conditioning
Positive reinforcement:
the frequency of a response increases because it is followed by a stimulus
Negative reinforcement:
the frequency of a response increases because the response either removes a stimulus or involves avoiding a stimulus

7. 2.8 Mechanisms of Operant Conditioning
Positive punishment:
the administration of an unwelcome consequence (i.e. AFTER the behaviour occurs)
Negative punishment:
the removal of a valued item (i.e. AFTER the behaviour occurs)

8. 2.9 Reinforcement & Punishment
Stimulus
Behaviour +
encouraged -
suppressed
+ presented
Goal:
increase desired
behaviour
Positive Reinforcement
Desired Behaviour Reward
Negative Reinforcement
Absence of negative stimulidesired behaviour
removed
decrease
undesired
Positive Punishment
Undesired Behaviour Punishment
Negative Punishment
Undesired behaviour something of value taken away

9. 3.1 Applied Behaviour Analysis
Specific and comprehensive use of principles of operant conditioning to the development of abilities and self-direction skills of learners

10. 3.2 Schedules of Reinforcement
Fixed-Ratio
Reinforce after a set number of responses
Variable-Ratio
Reinforce after an average but unpredictable # of responses
Fixed-Interval
Reinforce appropriate response after a fixed amount of time
Variable-Interval
Reinforce appropriate response after a variable amt of time

11. 3.3 Increasing Desired Behaviours
1. Choose effective reinforcers
* Premack principle (grandma’s rule)
2. Make reinforcement contingent & timely
3. Use the best schedule of reinforcement
4. Consider a “contract”
5. Use negative reinforcement effectively

12. 3.4 Prompts & Shaping
Prompts: Added stimuli given just before the likelihood that the behaviour will occur.
Get behaviour going.
Once desired behaviour is consistent, remove prompts.
Shaping: Teach new behaviours by reinforcing successive approximations of desired behaviour.
reward any response
reward responses that resemble the desired behaviour
reward only target behaviour.

13. 3.5 Decreasing Undesirable Behaviours
Use Differential Reinforcement
Terminate reinforcement (extinction)
Remove desirable stimuli
Time-out
Response-cost
Present aversive stimuli (punishment)

14. 4.1 Social-Cognitive Approaches to Learning
Social Cognitive Theory: Social and cognitive factors, as well as behaviour, play important roles in learning
Reciprocal Determinism Model:
B: behaviour
P/C:
Person and Cognitive Factors
E: environment

15. 4.2 Bandura’s Contemporary Model of Observational Learning
Specific Processes involved in observational learning:
Attention
Retention
Motor reproduction
Reinforcement or incentive conditions

16. 4.3 Teaching Strategies Involving Observational Learning
Remember you are a model for students
Demonstrate and teach new behaviours
Use peers as models when appropriate
Use mentors as models
Be aware of media models
As a violence prevention strategy, make students aware of violence in the media

17. 4.4 Diversity and Education
Aboriginal Role Models, Mentors and Programs
Teachers who are cultural and educational role models can play an important part in encouraging children to stay in school
Education programs have been established across Canada to provide Aboriginal students with cultural role models and links to philosophy and traditions:
Saskatchewan’s Aboriginal Elder/Outreach Program
Dene Kede Program in the Northwest Territories

18. 4.5 Cognitive Behaviour Approaches and Self-Regulation
Cognitive Behaviour Modification:
The emphasis is on getting students to monitor, manage and regulate their own behaviour rather than let it be controlled by external factors.
Self-Instructional Methods:
Cognitive behaviour techniques aimed at teaching individuals to modify their own behaviour

19. 4.6 Self-Regulatory Learning
Self-regulation means the self-generation and self-monitoring of thoughts, feelings, and behaviours in order to reach a goal.
Characteristics of self-regulated learners:
Set goals for extending their knowledge
Are aware of emotional makeup and manage emotions with strategies
Monitor progress toward goals
Revise strategies based on progress, evaluate obstacles, adapt