Educational Psychology Theory and Practice Behavioral Theories of
Educational Psychology: Theory and Practice Behavioral Theories of Learning
“You often learn when you don’t intend to learn, and you often teach when you don’t intend to teach”
What is Learning? n n n A Change in Behavior as a Result of Experience Examples of Learned Behaviors Non-Examples (Unlearned Behaviors) Intentional Learning Unintentional Learning Behavioral Theories of Learning Emphasize Observable Behavior
Pavlov: Classical Conditioning Unconditioned Stimulus Unconditioned Response Neutral Stimulus Conditioned Response
Give an Example of Classical Conditioning in a Classroom Setting
Can You Identify the Components in Classical Conditioning Examples? n n Unconditioned Stimulus Unconditioned Response Conditioned Stimulus Conditioned Response
Sigmund Freud: The Unconscious Mind n n n In this model the conscious mind (everything we are aware of) is seen as the tip of the iceberg, with the unconscious mind a repository of a ‘cauldron’ of primitive wishes and impulse kept at bay and mediated by the preconscious area. However, Freud found that some events and desires were often too frightening or painful for his patients to acknowledge. Freud believed such information was locked away in a region he called the unconscious mind. This happens through the process of repression. Sigmund Freud emphasized the importance of the unconscious mind, and a primary assumption of Freudian theory is that the unconscious mind governs behavior to a greater degree than people suspect. Indeed, the goal of psychoanalysis is to make the unconscious.
Freud believed that children are born with a libido – a sexual (pleasure) urge. There a number of stages of childhood, during which the child seeks pleasure from a different ‘object’.
B. F. Skinner https: //www. youtube. com/watch? v =YIEt 6 Trj. JXw
Skinner: Operant Conditioning Stimulus Response Reinforcement
Principles: Reinforcement A Consequence That Strengthens a Behavior n Repeat: Reinforcement Strengthens a Behavior n If the Frequency of a Behavior Increases After a Consequence, the Consequence is a Reinforcer n There Are Several Types of Reinforcers n
Principles: Reinforcers Primary and Secondary n Positive and Negative n Free and Contingent (Premack Principle) n Intrinsic and Extrinsic n Continuous and Intermittent (Schedules) n
Principles: Punishment A Consequence That Weakens a Behavior n Repeat: Punishment Weakens a Behavior n If the Frequency of a Behavior Decreases After a Consequence, the Consequence is a Punisher n There Are Several Types of Punishers n
Principles: Punishers Presentation and Removal n Time Out n Effectiveness of Punishment n
Can You Distinguish Between the Different Types of Behavioral Consequences? n n n Positive Reinforcement Negative Reinforcement Punishment
Principles: Shaping Reinforcing Approaching Final Behavior n Breaking Task into Parts n Using in Classroom n
Principles: Extinction Behavior That Is Not Reinforced Will Weaken n Extinction Burst n Considerations In Classroom Management n
Social Learning Theory: Bandura Modeling n Phases of Observational Learning n
Behavioral Principles in the Classroom Avoid Overjustification Effect - Zimbardo n Guidelines on the use of Rewards - Deci n u Give Rewards to Inform u Rewards Should Not Be Used to Manipulate u Reward for Academic Performance u Reward Incentives Should Be Inconspicuous u Bribes Weaken Intrinsic Motivation
Jean Piaget https: //www. youtube. com/watch? v=QX 6 Jx. Lw MJe. Q Stage of Development Key Feature Sensorimotor 0 - 2 yrs. Object Permanence Preoperational 2 - 7 yrs. Egocentrism Concrete Operational 7 – 11 yrs. Conservation Formal Operational 11 yrs + Manipulate ideas in head, e. g. Abstract Reasoning
- Slides: 25