Behaviorism Martin Valcke Martin ValckeUGent be http users
Behaviorism Martin Valcke Martin. Valcke@UGent. be http: //users. ugent. be/~mvalcke/CV/CVMVA. htm
Structure • Exercise: Activity 1 • Overview precursors and typical behaviorists: activity 2 (Thorndike) • Pairwise discussion: activity 3 • Feedback ~ feedback model • Applying feedback model: activity 4
Activity 1 Black Britney Stetos Bed Zoötrope Christmas
Precursors: associationists • Associations: a connection between ‘psychological’ contents. These can be feelings, perceptions or representations – Philosophy! Aristoteles, Locke, Berkeley, Hume – But developed into a complete theory (e. g. , David Hartley, Thomas Brown, James Mill, John Stuart Mill, enz. )
Associationism • Associationist laws: – Contiguity principle (time/space) – Similarity principle – Contrast principle
Precursor: Thorndike • Connectionism (Stimulus-Response) • Four laws – Law of effect: reinforce behavior – Law of readiness: when learner is ready, faster connections between S-R – Law of exercise: repeat connection S–R – Associative shifting: R is applicable to new S that is slightly different from initial S
Associative shifting
Apply Thorndike: activity 2 • Group 1 & 2: Basic knowledge course • Group 3 & 4: CPR training
Skinner http: //www. pbs. org/wgbh/aso/databank/entries/bhskin. html
‘Learning’ according to Skinner • Learning: observable change in behavior • Not the stimulus, nor the response is important. It is the way we manipulate the reinforcement that is important.
Reinforcement = Immediate feedback
‘Learning’ according to Skinner • ‘Operant learning‘: manipulate reinforcer to influence frequency of behavior. • ‘Contingency principle’: reinforcer in time and space sufficiently connected to the behavior • Positive reinforcement! • ‘Shaping' - 'successive approximation
Shaping • ‘Shaping' - 'successive approximation’ • Reinforcement schemas • Open tasks/questions (active production instead of recognizing)
Design “Skinnerian” education: • • Describe final desired behavior Describe initial behavior Task analysis Lead learner through sequens: reinforce step by step • Contingent feedback • Continuous evaluation • Individual tempo!
Feedback • Activity 3 – Two preparatory question about “feedback” • Kind of feedback during task execution • Kind of feedback after task execution – Develop short integrated answer on flipboard. – Discussion of answers
The “feedback scene” Timperly & Hattie, 2007, p. 83
The “feedback scene” • Towards a “model” for giving feedback Timperly & Hattie, 2007, p. 84
• Towards a “model” for giving feedback
Activity 4 • Choose one of the observed “feedback” appraoches • Re-engineer according to the “feedback model” • Apply as much as possible elements of the feedback model.
Behaviorism Martin Valcke Martin. Valcke@UGent. be http: //users. ugent. be/~mvalcke/CV/CVMVA. htm
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