1. Chapter 7:Behavioral Views on Learning
Tamar, Samantha N, and Jessica M.

2. What is Learning?
Learning is the process through which experience causes permanent change in knowledge or behavior.

3. What do you think when you hear the word, “learning?”
A baby learns to kick their legs to make the mobile above their cribs move.
Young children learn the lyrics to their favorite songs.
Middle aged people learn to change their diet and exercise patterns.
Every few years we all learn to find a new style of dress attractive (even though we loved the old ones) when the old styles go out of fashion.
The last example shows that learning is not always intentional. We don’t try to like new styles or dislike old ones, it just seems to happen that way. We don’t intend to become nervous when we hear a teacher call our name, yet many of us do.

4. Aristotle ( B.C.)
“ We remember things together; when they are similar, when they contrast, and when they are contiguous.”

5. Behavioral Learning Theories:
Explanations of learning that focus on external events as the cause of changes in observable behaviors.

6. What is Contiguity?
Contiguity states that whenever two or more sensations occur together often enough, they will become associated later. When only one of these sensations (a stimulus) occurs, the other (a response) will be remembered, as well. Contiguity also plays a major role in another learning process known as classical conditioning.

7. What is Classical Conditioning?
Classical Conditioning focuses on the learning of involuntary emotional or physiological responses such as fear, increased muscle tensions, salivation, or sweating.
Ivan Pavlov is a Russian physiologist that discovered classical conditioning. He tried to determine how long it could take a dog to salivate after it had been fed, but the intervals of time kept changing. Dogs salivated when they expected to be fed. They salivated as soon as they saw the food. Because the scientists brought the food, the dogs began to associate food with the scientists. Soon enough, they began to salivate as soon as they heard the scientists walk into the room.

8. Pavlov’s Dog
Pavlov’s first experiment included a tuning fork. He sounded the tuning fork, and recorded the dog’s response, or lack thereof. The sound of the tuning fork is the neutral stimulus because it elicited no salivation.
When Pavlov gave the dog food, the dog salivated. The food is the unconditioned stimulus because no prior training was needed to establish the connection between the food and salivation. The salivation was the unconditioned response because no conditioning was required.
Pavlov paired the sound of the tuning fork with the food. The dog began to salivate when hearing the sound. The sound was the conditioned stimulus, because it could bring forth salivation by itself. The response of salivating after the tone, was the conditioned response.

10. Types of Rewards & Punishments
Concrete rewards (stickers, food, prizes, certificates)
Activity rewards (free time, puzzles, free reading)
“Exemption” rewards (no homework, no weekly tests)
Social Rewards (praise, recognition)
Punishments
Loss of privileges (cannot sit where you want, cannot work in groups)
Fines (Lost points, grades, money)
Extra work (homework, laps, push-ups)

11. What is Operant Conditioning?
Discovered by B.F. Skinner (1953).
People actively operate on their environment. These deliberate actions are called operants. The learning process involved in operant behavior is called operant conditioning because we learn to behave in certain ways as we operate within our environment. Think of behavior as something sandwiched between two sets of environmental influences; those that precede it, antecedents and those that follow it, consequences.
Relationships can be shown as:
ANTECEDENT Behavior CONSEQUENCES
This is also referred to as A-B-C
Operant behavior can be altered by changes in the antecedents, the consequences, or both.

12. What is Reinforcement?
Reinforcement is the use of consequences to strengthen behavior. A reinforcement is any event that follows a behavior and increases the chances
that the behavior will occur again.
BEHAVIOR reinforcer STRENGHTENED/REPEATED BEHAVIOR
CONSEQUENCE EFFECT
Two types of reinforcement:
Positive
Negative
Positive reinforcement occurs when the behavior produces a new stimulus.
Ex. Pigeons are pecking on a red key and the red key produces food.
Negative reinforcement strengthens behavior by removing an averse stimulus when the behavior occurs.
Ex. A car seatbelt buzzes when you rare not buckled. As soon as you buckle up the buzzing sound stops. You are more likely to keep buckled up because the behavior of not buckling up made an aversive buzzing stimulus.

14. What is Punishment? BEHAVIOR Punisher WEAKENED OR DECREASED BEHAVIOR
(consequence) (effect)
Two types of Punishment
Presentation (Type I)
Removal (Type II)
Presentation punishment or Type I occurs when presenting or adding a stimulus following the behavior suppresses or decreases the behavior. Ex. A teacher assigns extra work because of bad behavior.
Removal punishment or Type II involves removing a stimulus. Ex. A parent/teacher takes away a privilege after a young person has behaved inappropriately.
Both types are trying to decrease the behavior that led to the punishment.

15. What are Reinforcement Schedules?
Reinforcement Schedules are when individuals learn a new behavior, faster than usual, because they are reinforced for every correct response. This is a continuous reinforcement schedule, and new behavior has been mastered.
Intermittent Reinforcement Schedule
Two Types:
Interval
Ratio
Both can be predicted or unpredicted.
Interval schedules are base on the amount of time that passes between reinforcements.
Ratio schedule is based on the number of responses learners give between reinforcements.

16. What is extinction?
Extinction is the disappearance of a learned response.
(EID) Effective Instruction Delivery
One important antecedent to increase positive student
responses is the type of instructions you give.
Research on EID found instructions that are concise, clear,
and specific and that communicate an expected result are
more effective than vague directions.
Cueing
Act of providing an antecedent stimulus just before specific
behavior is suppose to take place.
Presenting a nonjudgmental cue can help prevent negative confrontation.
when a student performs the appropriate behavior after a cue,
The teacher can reinforce the students accomplishment instead of
punishing failure.

17. What is Prompting?
Prompting is the reminder that follows cue to make sure the person reacts to the cue. Teachers should fade prompts so students do not depend on it. Teachers should provide students with a checklist or reminder
Ex.
Working in groups would be considered the CUE
The reminder or checklist would be considered the PROMPT
As students learn the procedures, the teacher may stop using the checklist, but may remind students of the steps.

18. How can we use this in the classroom?
Applied Behavior Analysis/ Behavior Modification: the application of behavioral learning principles to change behavior.
Reinforcing with Teacher Attention: Praise and positive recognition
Premack Principle: “Grandma’s Rule.”
Shaping: Reinforcing progress, not perfection.
Positive Practice: Recognizing and correcting mistakes, and practicing the correct behavior.
Contingency Contracts: A negotiation between teacher and student of expected behavior to earn a particular reward or privilege.
Token Reinforcement System: Allows all students to earn tokens through academic effort and positive behavior.
Group Consequences: They work as a team to receive reward, or accept punishment.

19. Handling Undesirable Behavior
Negative Reinforcement: “No recess until supplies are cleaned up, properly, and all students are seated calmly at their desks.
Reprimands: Soft, calm, and private correction of undesirable behavior, accomplished verbally.
Social Isolation: Time Out
Response Cost: Fines