Chapter 2 Behavioral Learning Theory What causes change

Chapter 2: Behavioral Learning Theory What causes change in behavior?

Ch. 2: Behavioral Learning Theory Answer: n Environmental Stimuli n What constitutes “environmental stimuli”? n Answer: n Just about everything outside of us! n n And, something inside of us? (mental associations; intrinsic reinforcement)

Ch. 2: Behavioral Learning Theory n n n Basic Assumptions People’s behaviors are largely the result of experiences in their environment Learning is described in terms of relationships among observable events (stimuli and responses). Learning involves a behavior change. Learning is most likely to take place when stimuli and responses occur close together in time (Contiguity). Many species of animals -including humans- learn in similar ways.

Ch. 2: Behavioral Learning Theory Two Theoretical Models: n Classical Conditioning n n Environmental stimulus or ≠ Response Involuntary Behavior: Limited to 2 categories of responses Operant Conditioning n n A(ntecedent/s) + B(ehavior/s) + C(onsequence/s) “Operants” or Voluntary Behavior

Ch. 2: Classical Conditioning Theory: n Behavior change (new responses) results from the co-occurrence to of 2 stimuli at approximately the same time n n Contiguity Principle: Pairings Learning new behaviors Involuntary behavior: Reflexive; Affective

Ch. 2: Classical Conditioning The Model: US UR: : CS CR n US UR: Environment elicits response n CS/US UR: Pairing stimuli response n CS CR: Removal of US results in neutral stimulus paired with conditioned response n

Ch. 2: Classical Conditioning 2 Principles that explain expanded learning: n Generalization n Responding to stimuli SIMILAR to that involved in learning a new response, not involved in the initial learning Extinction n Repeated absence of association w/ an US resulting in decrease & eventual disappearance of a CR

Ch. 2: Operant Conditioning Basic Principle: n A response followed by a reinforcing stimulus (a reinforcer) is more likely to occur again, under similar circumstances n 2 Necessary Conditions: n Learners must make a response n Reinforces must be “contingent” n

Ch. 2: Operant Conditioning n Reinforcement n n Any consequence following a behavior that increases likelihood that behavior will recur or increase in frequency Punishment Any consequence following a behavior that decreases likelihood that behavior will recur, decreases in frequency or suppresses behavior

Ch. 2: Reinforcement in the Classroom Primary vs Secondary Reinforcers n Positive vs Negative Reinforcement n Timing in Reinforcement n Motivation in Reinforcement n

Ch. 2: Reinforcement in the Classroom Basic needs n Physiological: food; water; warmth; oxygen n n Physical contacts: Affection, etc n n Sustains life; necessary for life Reflects biological needs Secondary Reinforcers in the classroom: n Learned behaviors that must be “crafted”

Ch. 2: Reinforcement in the Classroom n Primary vs Secondary Reinforcers n n Primary: Satisfies basic needs Secondary: Reinforcing through association over time (w/o directly satisfying needs)

Ch. 2: Reinforcement in the Classroom n Positive vs Negative Reinforcement n Probability of behavior increasing as result of reinforcement, period Positive: Stimulus presented AFTER behavior n Negative: Stimulus removed as RESULT of behavior n

Ch. 2: Reinforcement & Punishment Stimulus response is: Pleasant Unpleasant Presented after the POSITIVE REINFORCEMENT (response increases) PRESENTATION PUNISHMENT (response decreases) Removed after the response REMOVAL PUNISHMENT (response decreases) NEGATIVE REINFORCEMENT (response increases)

Ch. 2: Negative Reinforcement vs Presentation Punishment

Ch. 2: Reinforcement in the Classroom n Timing in Reinforcement n n n Strength of potential effect based on immediacy of contingency Potential for gradual development of “gratification delay” ie forego minor immediate reinforcement & wait for long-term large-scale reinforcers Motivation in Reinforcement n Potential for unique individual preferences for specific reinforcers

Ch 2: Effective Reinforcement n n n Initial specification of desired target behavior (terminal) Initial identification of reinforcing consequences Use of group contingencies n n Explicit behavior/consequence contingencies Public reinforcement available to all Consistent administration of reinforcement n n n Reinforcement contingent on all members of a particular group performing desired behavior or level of performance Continuous rapid learning of new behavior Intermittent sustaining learned behavior Progress Monitoring Baseline and changes

Ch 2: Shaping New Behaviors Systematic reinforcement of a series of related responses n Increasingly resemble terminal behavior n Successive approximations of desired target behavior n

Ch 2: Antecedent Stimuli & Responses Preceding stimuli & responses to desired target response influence frequency of that response n 4 factors n n n Cueing Setting Events Generalization Discrimination

Ch 2: Antecedent Stimuli & Responses n 4 factors n Cueing n n Setting Events n n Likelihood of demonstrating learned behavior in new similar circumstances; for reinforcement Discrimination n n Overall “event” or context for desired behavior Generalization n n “Reminder” of expected response/s Demonstrating behavior in reinforcing situations while refraining from responses in non-reinforcing situation Behavioral Momentum n n Increased likelihood of continuing to make desired responses as result of having just made desired responses Suggests that behavior expectations should reflect some form of organized sequence or continuity

Ch 2: Undesirable Behaviors n Extinction n n Cueing inappropriate behavior n n Signaling: Non-verbal Verbal Other Reinforcing in compatible behaviors n n Removal/withholding of reinforcement Supporting more desired responses; “fill” behavior leaving no room for undesirable responses Punishment n Consequences that decrease/suppress undesirable response/s

Ch 2: Undesirable Behaviors n Punishment n n n Presentation: presenting new unpleasant stimulus/consequences Removal: loss of previously/currently existing stimulus/reinforcer Punishment can ONLY be concluded if undesirable responses decrease or are suppressed

Ch 2: Undesirable Behaviors n Effective Punishment in School Settings: n A Hierarchy of Consequences Verbal reprimand n Response cost n Logical consequences n Time-out (from reinforcement) n In-school suspension n

Ch 2: Undesirable Behaviors n Ineffective Punishment in School Settings: n n n Principle of Contiguity: Effects based on association Physical: Result in undesired responses Psychological: Result in undesired responses Added classwork: Negative Generalizations Out-of-school Suspension: Many inappropriate & unproductive outcomes

Ch 2: Undesirable Behaviors n Humane Punishment in School Settings: n n n n Link between behavior and cognition Clearly present expectations, consequences/punishments Follow through with contingencies Punish in private Explain unacceptability of punished behavior/s Focus on BEHAVIOR not PERSON Teach/Reinforce DESIRED behavior/s

Ch 2: Maintaining Desirable Behaviors n Intrinsic Reinforcement n n What could this be? Thoughts, feelings, attitudes related to observed behaviors Assumed to influence the learning and demonstration of any/all behavior Intermittent Reinforcement n n Non-continuous, contingent, occasional Successively larger, longer demonstrations of behavior or longer intervals between reinforcement