1. Chapter Seven Behavioral Learning Theory: Operant Conditioning

2. Copyright © Houghton Mifflin Company. All rights reserved. 7-2 Overview Operant conditioning Educational applications of operant conditioning principles Using computer-assisted instruction in your classroom

3. Copyright © Houghton Mifflin Company. All rights reserved. 7-3 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

4. Copyright © Houghton Mifflin Company. All rights reserved. 7-4 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

5. Copyright © Houghton Mifflin Company. All rights reserved. 7-5 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

6. Copyright © Houghton Mifflin Company. All rights reserved. 7-6 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

7. Copyright © Houghton Mifflin Company. All rights reserved. 7-7 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

8. Copyright © Houghton Mifflin Company. All rights reserved. 7-8 Operant Conditioning Concepts Shaping –Reducing complex behaviors into several more simple behaviors –Reinforcing successive approximations to the complex behavior

9. Copyright © Houghton Mifflin Company. All rights reserved. 7-9 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 Fixed ratio schedule –Reinforcement occurs after a specific number of responses Variable ratio schedule –Reinforcement occurs after a random number of responses

10. Copyright © Houghton Mifflin Company. All rights reserved. 7-10 Educational Applications of Operant Conditioning Principles Programmed instruction Computer-based instruction (CBI) –Drill-and-practice programs –Simulation programs –Tutorial programs Integrated learning systems (ILS)

11. Copyright © Houghton Mifflin Company. All rights reserved. 7-11 Educational Applications of Operant Conditioning Principles Behavior modification –Shaping –Token economies –Contingency contracts –Extinction, time-out, and response cost –Punishment

12. Copyright © Houghton Mifflin Company. All rights reserved. 7-12 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.

13. Copyright © Houghton Mifflin Company. All rights reserved. 7-13 Criticisms of 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.

14. Copyright © Houghton Mifflin Company. All rights reserved. 7-14 Major Types of CBI Programs (Grabe & Grabe, 2004) 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 Probems-Solving Programs: Simulations and Games Teach new information (e.g., facts, definitions, concepts) and skills Tutorial Practice knowledge and skills learned earlier to produce fast and accurate responses Drill and Practice PurposeType of Program