Jeanne Ormrod Eighth Edition © 2014, 2011, 2008, 2006, 2003 Pearson Education, Inc. All rights reserved. Educational Psychology Developing Learners

9-1 Ormrod Educational Psychology: Developing Learners, 8e © 2014 Pearson Education, Inc. All rights reserved. Chapter 9 Behaviorist Views of Learning

9-2 Ormrod Educational Psychology: Developing Learners, 8e © 2014 Pearson Education, Inc. All rights reserved. Basic Assumptions of Behaviorism

9-3 Ormrod Educational Psychology: Developing Learners, 8e © 2014 Pearson Education, Inc. All rights reserved. Basic Assumptions Behaviors are the result of experiences with environmental stimuli. conditioning Learning involves behavior change. Learning involves associations among stimuli & responses. Learning occurs when stimuli and responses occur close together in time. Most species learn in a similar manner.

9-4 Ormrod Educational Psychology: Developing Learners, 8e © 2014 Pearson Education, Inc. All rights reserved. Building on Existing Stimulus–Response Associations: Classical Conditioning

9-5 Ormrod Educational Psychology: Developing Learners, 8e © 2014 Pearson Education, Inc. All rights reserved. Classical Conditioning Learned response, resulting from paired stimulus presentation Pavlov ’ s dogs

9-6 Ormrod Educational Psychology: Developing Learners, 8e © 2014 Pearson Education, Inc. All rights reserved. Classical Conditioning Certain stimulus elicits reflexive response. (unconditioned) response = UCR, innate and unlearned (unconditioned) stimulus = UCS air puff (UCS) produces eye blink (UCR) Neutral stimulus (NS) repeatedly paired with UCS. Eventually, NS elicits response similar to UCR. NS becomes conditioned stimulus (CS) response is conditioned response (CR)

9-7 Ormrod Educational Psychology: Developing Learners, 8e © 2014 Pearson Education, Inc. All rights reserved. Common Phenomena Generalization stimulus similar to CS elicits response Extinction CR gradually disappears

9-8 Ormrod Educational Psychology: Developing Learners, 8e © 2014 Pearson Education, Inc. All rights reserved. Learning from Consequences: Instrumental Conditioning

9-9 Ormrod Educational Psychology: Developing Learners, 8e © 2014 Pearson Education, Inc. All rights reserved. Instrumental Conditioning Behaviors increase or decrease as a result of consequences of those behaviors. consequences desirable, behavior repeated (also known as operant conditioning) behavior repeated = reinforcement consequences undesirable, behavior not repeated behavior not repeated = punishment

9-10 Ormrod Educational Psychology: Developing Learners, 8e © 2014 Pearson Education, Inc. All rights reserved. Forms of Reinforcement Primary basic biological need Secondary become reinforcing over time through association with other reinforcers

9-11 Ormrod Educational Psychology: Developing Learners, 8e © 2014 Pearson Education, Inc. All rights reserved. Forms of Reinforcement Positive particular stimulus is presented after a behavior, and behavior is repeated as a result extrinsic, intrinsic concrete, social, activity Negative (aversive) stimulus is removed after a behavior, and behavior is repeated as a result

9-12 Ormrod Educational Psychology: Developing Learners, 8e © 2014 Pearson Education, Inc. All rights reserved. Forms of Punishment Presentation punishment presenting new stimulus following behavior leads to reduction in the behavior scolding Removal punishment removing (desired) stimulus following behavior leads to reduction in the behavior time out

9-13 Ormrod Educational Psychology: Developing Learners, 8e © 2014 Pearson Education, Inc. All rights reserved. Effective Punishments Verbal reprimands (scolding) Response cost Logical consequences Positive-practice overcorrection Time-out In-school suspension

9-14 Ormrod Educational Psychology: Developing Learners, 8e © 2014 Pearson Education, Inc. All rights reserved. Consequences That May Undermine Behavior Change Physical punishment Psychological punishment Extra classwork Out-of-school suspension

9-15 Ormrod Educational Psychology: Developing Learners, 8e © 2014 Pearson Education, Inc. All rights reserved. Consequences With Mixed Reviews Missing recess After-school detention

9-16 Ormrod Educational Psychology: Developing Learners, 8e © 2014 Pearson Education, Inc. All rights reserved. Strategies for Encouraging Productive Behaviors

9-17 Ormrod Educational Psychology: Developing Learners, 8e © 2014 Pearson Education, Inc. All rights reserved. Using Reinforcement Effectively Specify desired behavior at the beginning Use extrinsic reinforcers only when desired behaviors would not otherwise occur once behavior is well established, wean students from extrinsic reinforcement Identify consequences that are truly reinforcing Make response-consequences contingencies explicit Consider using group contingency Administer reinforcement consistently Continuously monitor student progress

9-18 Ormrod Educational Psychology: Developing Learners, 8e © 2014 Pearson Education, Inc. All rights reserved. Shaping New Behaviors Reinforcing responses that increasingly resemble the desired behavior successive approximations

9-19 Ormrod Educational Psychology: Developing Learners, 8e © 2014 Pearson Education, Inc. All rights reserved. Antecedent Stimuli & Responses Cueing reminders that certain behaviors are expected Setting events overall environment likely to induce desired behaviors Generalization producing learned response in similar situation Discrimination distinguishing when particular behavior will and will not be reinforced Behavioral momentum producing desired response following similar responses

9-20 Ormrod Educational Psychology: Developing Learners, 8e © 2014 Pearson Education, Inc. All rights reserved. Strategies for Discouraging Undesirable Behaviors

9-21 Ormrod Educational Psychology: Developing Learners, 8e © 2014 Pearson Education, Inc. All rights reserved. Discouraging Undesirable Behaviors Create conditions for extinction do not reinforce undesirable behaviors Cue students when they engage in inappropriate behaviors Reinforce incompatible behaviors Use punishment wisely, appropriately, and humanely

9-22 Ormrod Educational Psychology: Developing Learners, 8e © 2014 Pearson Education, Inc. All rights reserved. Using Punishment Effectively Choose consequences that are punishing but not overly severe. Inform students that certain behaviors will be punished & explain how. Follow through with consequences. Administer punishment privately. Emphasize and explain why the behavior—not the student—is unacceptable. Administer punishment in a supportive environment. Teach and reinforce desirable alternative behaviors. Monitor the effectiveness of the punishment.

9-23 Ormrod Educational Psychology: Developing Learners, 8e © 2014 Pearson Education, Inc. All rights reserved. Addressing Difficult Classroom Behaviors

9-24 Ormrod Educational Psychology: Developing Learners, 8e © 2014 Pearson Education, Inc. All rights reserved. Addressing Difficult Classroom Behaviors Applied behavioral analysis Behavior modification through systematic application of principles of behaviorism Functional analysis changing response-reinforcement contingencies Positive behavioral support identifying purposes of undesirable behaviors and providing alternative behaviors Schoolwide positive behavior support

9-25 Ormrod Educational Psychology: Developing Learners, 8e © 2014 Pearson Education, Inc. All rights reserved. Positive Behavioral Support Teach behaviors that can serve the same purpose as—and can therefore replace— inappropriate behaviors. Modify the classroom environment to minimize conditions that might trigger inappropriate behaviors. Establish a predictable daily routine as a way of minimizing anxiety and making the student feel more comfortable and secure.

9-26 Ormrod Educational Psychology: Developing Learners, 8e © 2014 Pearson Education, Inc. All rights reserved. Positive Behavioral Support Give the student opportunities to make choices. Make adaptations in the curriculum, instruction, or both to maximize the likelihood of academic success. Monitor the frequency of various behaviors to determine whether the intervention is working or, instead, requires modification.

9-27 Ormrod Educational Psychology: Developing Learners, 8e © 2014 Pearson Education, Inc. All rights reserved. Schoolwide Positive Behavioral Support Explicitly defining and teaching appropriate behaviors, including productive ways of getting desired outcomes. Designing a curriculum and implementing instructional practices tailored to students’ needs and abilities. Giving students opportunities to make choices. Regularly reinforcing students for appropriate behavior. Providing considerable guidance and support for students who need them. Continually monitoring the program’s effectiveness by examining office referrals, disciplinary actions, and other relevant data.

9-28 Ormrod Educational Psychology: Developing Learners, 8e © 2014 Pearson Education, Inc. All rights reserved. Diversity in Student Behaviors and Reactions to Consequences

9-29 Ormrod Educational Psychology: Developing Learners, 8e © 2014 Pearson Education, Inc. All rights reserved. Diverse Populations Cultural differences in expectations for behavior Students may have special needs

9-30 Ormrod Educational Psychology: Developing Learners, 8e © 2014 Pearson Education, Inc. All rights reserved. Strengths and Potential Limitations of Behavioral Approaches

9-31 Ormrod Educational Psychology: Developing Learners, 8e © 2014 Pearson Education, Inc. All rights reserved. Limitations of Behavioral Approaches Attempts to change behaviors may ignore cognitive factors interfering with learning. Reinforcement may encourage students to do things quickly rather than well. Extrinsic reinforcement of an activity that students already find intrinsically reinforcing may undermine student interest in the task.

9-32 Ormrod Educational Psychology: Developing Learners, 8e © 2014 Pearson Education, Inc. All rights reserved. The Big Picture

9-33 Ormrod Educational Psychology: Developing Learners, 8e © 2014 Pearson Education, Inc. All rights reserved. The Big Picture Many human behaviors reflect a sequence of stimulus–response associations. An intervention in any part of this sequence can help learners acquire more productive behaviors. Helpful as stimulus–response principles may be, by themselves, they give us an incomplete picture of human learning.