Behaviorism AND OTHER THEORIES OF LEARNING.pptx

Behaviorism AND OTHER THEORIES OF LEARNING.pptx

1. BEHAVIORISM

2. all behaviors are acquired through conditioning, and conditioning occurs through  interaction with the environment . Behaviorism

3. Subtheories of Behaviorism Operant Conditioning Classical Conditioning Social Learning Theory Sociocultural Theory

4. Operant Conditioning BF Skinner

5. learning method that employs rewards and punishments for behavior . Through operant conditioning, an association is made between a behavior and a consequence (whether negative or positive) for that behavior . Skinner Box Positive stimuli increases behavior while negative response decreases behavior. Operant Conditioning

6. Reinforcement is the main component. Operant conditioning theory also includes negative reinforcers — any impulse that leads to the high occurrence of a reaction after its withdrawal. Positive Reinforcement Theory

7. Classical Conditioning Ivan Pavlov

8. Stage 1 Stage 2 Stage 3

9. In this stage, the unconditioned stimulus (UCS) produces an unconditioned response (UCR) in an organism. This means that a stimulus in the environment has produced a behavior/response that is unlearned (i.e., unconditioned) and, therefore, is a natural response that has not been taught. In this respect, no new behavior has been learned yet. This stage also involves another stimulus that has no effect on a person and is called the neutral stimulus Stage 1

10. A stimulus which produces no response (i.e., neutral) is associated with the unconditioned stimulus, at which point it now becomes known as the conditioned stimulus (CS). For classical conditioning to be effective, t he conditioned stimulus should occur before the unconditioned stimulus, rather than after it, or during the same time. Thus, the conditioned stimulus acts as a type of signal or cue for the unconditioned stimulus. Stage 2

11. The conditioned stimulus (CS) has been associated with the unconditioned stimulus (UCS) to create a new conditioned response (CR). Stage 3

12. Classroom Setting Unconditioned stimulus (UCS): The start of class. Unconditioned response (UCR): The natural response to the start of class (e.g., feeling ready to learn). Conditioned stimulus (CS): The sound of the bell. Conditioned response (CR): The anticipation or readiness felt by students when they hear the bell.

13. Social Learning Theory Albert Bandura

14. Bandura (1977) believes humans are active information processors and think about the relationship between their behavior and its consequences. Suggests that people learn new behaviors by observing and imitating others. Emphasizes the importance of observational learning. Observational learning could not occur unless cognitive processes were at work. Social Learning Theory

15. The Bobo Doll Experiment Stage 1: Modeling Stage 2: Aggression Arousal Stage 3: Test for Delayed Imitation

16. PREDICTION RESULTS Bandura and his colleagues had predicted that children in the non-aggressive group would behave less aggressively than those in the control group.  The results indicated that while children of both genders in the non-aggressive group did tend to exhibit less aggression than the control group , boys who had observed a non-aggressive, opposite-sex (female) model were more likely than those in the control group to engage in violence. Children who observed an adult acting aggressively would be likely to act aggressively, even when the adult model was not present. Children exposed to the violent model tended to imitate the exact behavior they had observed when the adult model was no longer present. Boys would  behave more aggressively  than girls. Researchers were correct in their prediction that boys would behave more aggressively than girls. Boys engaged in more than twice as many acts of physical aggression than the girls. There were important gender differences when it came to whether a same-sex or opposite-sex model was observed. Boys who observed adult males behaving violently were more influenced than those who had observed female models behaving aggressively. Interestingly, the experimenters found in same-sex aggressive groups, boys were more likely to imitate physical acts of violence while girls were more likely to imitate verbal aggression.

17. Key Findings and Classroom Applications: 1. Modeling : Children learn by observing and imitating the behavior of others. Positive Role Models: Ensure that students are exposed to positive role models who exhibit desirable behaviors such as cooperation, kindness, and respect. Explicit Instruction: Teach students about appropriate behaviors and provide clear examples . 2. Punishment: While punishment can deter negative behavior , it's important to use it effectively and in conjunction with positive reinforcement. Consistency: Ensure that punishment is applied consistently and fairly. Natural Consequences: Allow students to experience the natural consequences of their actions whenever possible.

18. Sociocultural Theory Lev Vygotsky

19. Sociological and psychological theory. Demonstrates how friends, parents, and others in society develop people’s cognitive , learning, and sociocultural functions . Human development depends on social interactions and can significantly differ between cultures. Human learning is predominantly a social process and that people’s cognitive functions depend upon their interactions Learning is based on interacting with other individuals. After interacting with others, the learning is integrated at the personal level. Sociocultural Theory