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

Erikson’s Eight Stages of Human Development 8 - Integrity vs. despair 7 - Generativity vs. stagnation 6 - Intimacy vs. isolation 5 - Identity vs. identity confusion 4 - Industry vs. inferiority 3 - Initiative vs. guilt 2 - Autonomy vs. shame and doubt 1 - Trust vs. mistrust

Erikson’s Human Development Stages 1 - Trust vs. Mistrust 0– 1 years 2 - Autonomy vs. Shame and Doubt 1– 3 years 3 - Initiative vs. Guilt 3– 5 years Developed through consistent love and support Independence fostered by support and encouragement Developed by exploring and accepting challenges

Erikson’s Human Development Stages 4 - Industry vs. Inferiority 6 years–puberty Mastery comes from success and recognition 5 - Identity vs. Role Confusion Adolescence Exploration of different paths to attain a healthy identity 6 - Intimacy vs. Isolation Early adult years Form positive, close relationships with others

Erikson’s Human Development Stages 7 - Generativity vs. Stagnation Middle Adulthood Transmitting something positive to the next generation 8 - Integrity vs. Despair Late Adulthood Life review and retrospective evaluation of one’s past

Strategies for Erikson’s Stages of Development Initiative ü Encourage social play ü Have children assume responsibility ü Structure assignments for success Industry ü Nourish motivation for mastery ü Be tolerant of honest mistakes Identity ü Recognize that identity is multidimensional ü Encourage independent thinking ü Stimulate students to examine different perspectives

Social Contexts and Socioemotional Development Social Contexts of Development Families Peers Schools

Vygotsky’s Theory of Cognitive Development

Lev Vygotsky (1896– 1934) • Russian psychologist • Worked in post-revolutionary Soviet Union to rebuild psychology along Marxist lines • Applied psych. to problems confronting the new state, especially in the field of ed psych. • Worked to create theories of cognitive development

…. more Vygotsky Conducted research & writing during the same time as Piaget (1920’s & 1930’s) n His writings were banned in the Soviet Union in 1936 & only became available in the west in the 1960’s n He died of tuberculosis at the age of 38. n

Vygotsky & Stalin For 20 years after his death, it was forbidden to discuss, disseminate or reprint any of his writings n His works could be read only in a single library in Moscow by special permission of the secret police n After Stalin’s death, his writings were rediscovered n

Vygotsky Continued n Different than Piaget’s image of the individual constructing understanding alone u Everything is social n Vygotsky saw cognitive development as depending more on interactions with people & tools in the child’s world. u Tools are real: pens, paper, computers; u or Tools are symbols: language, math systems, signs

The Big Ideas… n Vygotsky developed theory of the Zone of proximal development (ZPD) u The distance between where a learner is at developmentally on their own & where a learner could be with the help of a more knowledgeable other. u A more knowledgeable other can be an adult or a peer, helping a learner in this way is to scaffold their learning. Scaffolding occurs through the process of internalization… mediated by language and though (see youtube).

Examples of Guided Participation n A mother sitting with her toddler singing, “Baa, baa black sheep have you any wool, yes sir …. ” at this point the mother pauses and the child sings loudly, “THREE BAGS FULL!”. u How is this guided participation?

Maria Montessori

“Supposing I said there was a planet without schools or teachers, study was unknown, and yet the inhabitants - doing nothing but living and walking about - came to know all things, to carry in their minds the whole of learning: would you not think I was romancing? Well, just this, which seems so fanciful as to be nothing but the invention of a fertile imagination, is a reality. It is the child's way of learning. This is the path he follows. He learns everything without knowing he is learning it, and in doing so passes little from the unconscious to the conscious, treading always in the paths of joy and love. ”

About Dr. Maria Montessori Born in Italy in 1870 n Became the first woman in Italy to earn her medical degree n Had backgrounds in psychiatry, education and anthropology n Worked with both special needs and regular education students n

Early Work in Education n Worked first with special needs children in the psychiatric clinic at the University of Rome u Spent two years working with mentally disabled children who were thought not to have the ability to learn u Had success with these children, who, after the two years, passed an exam given normally to regular education students u Proved that all children have the capacity to learn n Worked with regular education students in the Casi dei Bambini where she was in charge of very poor, disadvantaged students u Learned that these students craved attention and had the natural desire to learn, make discoveries and educate

“Like others I had believed that it was necessary to encourage a child by means of some exterior reward that would flatter his baser sentiments, such as gluttony, vanity, or self-love, in order to foster in him a spirit of work and peace. And I was astonished when I learned that a child who is permitted to educate himself really gives up these lower instincts. I then urged the teachers to cease handing out the ordinary prizes and punishments, which were no longer suited to our children, and to confine themselves to directing them gently in their work. ” ~Maria Montessori

Montessori Theory n n Children are not clean slates that are waiting to be filled with information All children are born with learning potential that needs to be revealed through selfdiscovery and collaboration with others Children learn at their own pace Learning comes from “discovery, concentration, self -discipline, and love of learning”

Montessori Theory n n n Effort and work are evaluated and respected, without using standardized assessments Children are taught to learn how to make improvements Children are taught concepts beyond their years in proper application Learning occurs in non-competitive environment Education in character enables children to learn how to take care of themselves, the environment, and each other

Montessori Schools “Children are grouped in mixed ages and abilities in three to six year spans: 0 -3, 3 -6, 6 -12 (sometimes temporarily 6 -9 and 9 -12), 12 -15, 15 -18. There is constant interaction, problem solving, child to child teaching, and socialization. Children are challenged according to their ability and never bored. ”

Montessori Schools n Teachers don’t teach lessons to entire groups. u They work with a small group or individual, who then in turn help to teach the others. n Environment is organized according to subject u Students may move freely from area to area and focus on the subject of their choice u All subjects are studied every day n n Students work in one to two 3 hour blocks of “uninterrupted” learning time All kinds of learning styles and intelligences are nurtured u Schools use Howard Gardner’s theories of intelligences as their focus

Abraham Maslow (1908 -1970) Humanistic-Existential Paradigm Self-actualization Theory

Maslow’s Assumptions Human nature is basically good, not evil n Normal human development involves the actualization of this inherent goodness n

Maslow’s Hierarchy of Needs NEED SELFACTUALIZATION ESTEEM NEEDS LOVE, AFFECTION, AND BELONGINGNESS NEEDS SAFETY NEEDS PHYSIOLOGICAL OR SURVIVAL NEEDS

Maslow’s Definition of a Self-actualized Person Has no mental illness n Satisfied in basic needs n Fully exploited talents n Motivated by values n

Some Characteristics of Self-actualizing persons n n n Superior perception of reality Increased acceptance of self, of others, and of nature Increased spontaneity Increased detachment and desire for privacy Greater freshness of appreciation and richness of emotional reaction

Some Characteristics of Self-actualizing persons. . . Increased autonomy and resistance to conformity n Higher frequency of peak experiences n Increased identification with the human species n Improved interpersonal experiences n More democratic character structure n High levels of creativity n

A Short Scale Measuring Self-actualization n n n n I do not feel ashamed of any of my emotions. I feel I must do what others expect me to do. (N) I feel that people are essentially good and can be trusted. I feel free to be angry to those I love. It is always necessary that others approve of what I do. (N) I don’t accept my own weaknesses. (N) I can like people without having to approve of them. I fear failure. (N)

A Short Scale Measuring Self-actualization. . n n n n I avoid attempts to analyze and simplify complex domains. (N) It is better to be yourself than to be popular. I have no mission in life to which I feel especially dedicated. (N) I can express my feelings even when they may result in undesirable consequences. I do not feel responsible to help anybody. (N) I am bothered by feelings of being inadequate. (N) I am loved because I give love.