1. Week 8
EDS 220
Behavioral Approach to
EDS-220
Learning
Week
Dr. EvrimEvrim Baran
Dr. Baran

2. MidtermResults
• Section 5 Average: 34.5
• Section 8 Average: 30.5
There is a positivecorrelationbetweenthenumber of
assignmentscompletedandthemidtermscore.
There is a positivecorrelationbetweenthenumber of
sessionseachstudentattendandthemidtermscore.

3. Learning is like?

4. Metaphors of Learning
Learning is The learner is a The teacher is Typical
a instructional
methods
Response Passive recipient of Dispenser of rewards Drill and practice on
strengthening rewards and and punishments basic skills
punishments
Knowledge Information Dispenser of Textbooks,
acquisition processor information workbooks, and
lectures
Knowledge Sense maker Guide for Discussion, guided
construction understanding discovery, and
academic tasks supervised
participation in
meaningful tasks

5. What is learning?
• A relatively permanent change in behavior
and knowledge (Woolfolk, 1993, p. 196).
• Behavioral approachbehavior that is
observable and measurable to a certain
degree
• Cognitiveapproachknowledgewhich is not
observableanddifficulttomeasure.

6. BehavioralView CognitiveView HumanistView
• Behaviorthat is • Knowledge which is • Highlightsthe role
observableandm not of
easurableto a
certaindegree observableanddiffic emotionsandfeelin
• Exploreunderlyin ulttomeasure. gs in learning.
gprocesses in • Learning is an • Humansareemotio
whichwelearnan internalprocessthatc nalbeings,
dmaintainbehavi andemotionsinflue
ors annot be
• Learning is a observeddirectly, nce how
change in changes in theyrecieveandrea
observablebehav behaviorare a cttoinformationfro
ior. reflection of mtheenvironment.
internalchange.

7. BehavioralApproachto
Learning

8. Songs and Feelings
• Think bout some songs you like and how they
make you feel. Why do you feel that way when
you hear a particular song? Can you trace those
feelings to significant occasions in your life when
each song was playing?
Feeling Song
– Anxiety ______
– Sadness ______
– Happiness ______
– Relazation _____

9. Songs and Feelings
• Songs may make you feel the way you do
because you associate it with particular
events.
– At school dance Brenda has a dance with Joe, a
boy on whom she has a tremendous crush. They
dance to “Michelle”’ an old Beatles song. Later’
whenever Brenda hears “Michelle”’ she feels
happy.
– UCS: Joe, UCR: Happy reaction to Joe
– CS: “Michelle”, CR: Happy reaction to “Michelle”

10. ClassicalConditio
ning

11. ClassicalConditionin
• Learning process in which an originally neutral
stimulus becomes associated with a particular
physiological or emotional response that the
stimulus did not originally produce.
– Unconditioned: Unlearned, untaught, preexisting,
already-present-before-we-got-there.
– "Conditioning”: We try to associate, connect,
bond, link something new with the old
relationship.

12. • Thekey element in classical conditioning
isassociation.
• It means that if two stimuli repeatedly
experienced together, they will become
associated.
• For example, if a student frequently encounters
unpleasant stimuli in Psychologyclass such as
unfriendly teachers, difficult questions, and a lot
of homework, he may learn to dislike Psychology.

13. Pavlov’s apparatus for classically
conditioning a dog to salivate

19. Example
• Duringmusicclass, Lisa
enthusiasticallysingsaloudwith her class, but
theteachercomments, “Lisa, please…
yousoundlike an owl in a torturechamber.” Lisa
turnsbrightred. Thenextweek, shefeelsillwhen it
is time togotomusicclassagain. Feelingill at
theprospect of musicclassserve as the …
• (A) conditionedresponse
• (B) conditionedstimulus
• (C) unconditionedresponse
• (D) unconditionedstimulus

20. Classical Conditioning in Everyday Life
• Phobias
• Medical Treatments
• Advertising

21. Example: I love my mother and she loves me. This loving bond makes me feel
good and relaxed. My mother wears Miracle perfume. Now because I associate
the smell of miracle perfume with my mom, whenever I smell it, I feel good.
Unconditioned stimulus The loving relationship between my mom and
me
Unconditioned Feeling good and relaxed
response
Neutral stimulus The smell of Miracle perfume before I
associated.
Conditioned stimulus The smell of Miracle perfume
Conditioned response Feeling good and relaxed after smelling
perfume.
Extinction Ifmymomstarts not
towearthatperfumeregularly,
aftersometimethisassociationwillweaken
Discrimination I do not feelgoodandrelaxedwhen I
smellotherbrandsorperfume.

22. Classicalconditioning in theclassroom

23. Applying Classical Conditioning in the
Classroom
The key element in classical conditioning is association.
Therefore, teachers areencouraged to associate variety of
positive and pleasant events with learning andclassroom
activities. For example, a teacher may:

24. OperantConditioning

25. Operant Conditioning
• Consequencesof behaviourlead to changes in
the probability that the behavior will occur
• Students often learn and demonstrate new
behaviors for the consequences that those
behaviors bring.
• Example: Sandy studies hard for her Accounting test.
She gets an A on the test.

26. OperantConditioning
• Mostlearningexperiencesareintentionalandgoalor
iented.
• Human beingsareconsciouslyinvolved in
theirownlearningmost of the time.
1. Operants: Deliberate actions influenced by the
consequences that follow them
2. Operant conditioning: Effort to influence learning
control of the consequences of behavior
3. Basic elements of operant conditioning: Antecedents,
Behavior, Consequence (ABC)

27. Types of ReinforcementandPunishment
Reinforcement:A consequence that increases the
probability that a behaviour will occur.
Punishment: A consequence that decreasesthe probability
a behaviour will occur
Reinforcementwill strengthen a behaviour
while punishment will weakena behaviour.

28. Take note that when something is added or
presented, the process of learning is called
positiveand when something is removed or
taken away, the process of learning is
called negative.

30. Types of Consequences
• Something Good can start or be presented, so behavior
increases = Positive Reinforcement (R+)
• Something Good can end or be taken away, so behavior
decreases = Negative Punishment (P-)
• Something Bad can start or be presented, so behavior
decreases = Positive Punishment (P+)
• Something Bad can end or be taken away, so behavior
increases = Negative Reinforcement (R-)

32. Schedules of Reinforcement
• Reinforces are more effective when they are
given as soon as possible after a student
performs the target behaviour.
• In continuous reinforcement like this, a student
learns very rapidly but when the reinforcement
stops, the behaviour decreases rapidly too.
• Therefore, the schedule of reinforcement was
developed.
The schedule will determine when a behaviourwill
be reinforced.

33. Reinforcement Schedules
Reinforcingbehavio
revery time it Reinforcingbehaviorp
occurstoteach a eriodically (not every
newbehaviorfaster. time) tomaintain an
establishedbehavior.

34. RATIO
INTERVAL

35. Antecedents and Behavior Change
• Antecedents (events preceding a behavior):
Provide information about which behaviors
will lead to positive and negative behavior
• Cueing: Providing an antecedent stimulus just
before a certain behavior is to occur
• Prompting: Providing students help in
responding to cues

36. Applied Behavioral Analysis
• Strengthen desirable behaviors and to
decrease undesirable behaviors by using the
principles of the behavioral approach.
1. Specify the behavior to be changed
2. Plan a specific intervention
3. Track the results and modify the plan if
necessary

37. Methods to Encourage Positive
Behavior
• Reinforcing with teacher attention

38. Methods to Encourage Positive
Behavior
• Premack principle: Select desirable behaviors
and use them as reinforces for other desirable
behaviors.
– Grandma’s rule: First eat your meal, and then you
can have desert.

39. Methods to Encourage Positive
Behavior
• Token reinforcement: Provide reinforcement
in small pieces (e.g. stickers, points, minuses,
plusses).

40. Methods to Encourage Positive
Behavior
• Shaping: Reinforcing progress in successive
approximations (e.g. divide skills into subskills
and reinforce each of them).

41. Methods to Encourage Positive
Behavior
• Positive practice: When students make
academic errors, have them practice correct
responses.
– E.g. When a student writes on his/her desk…

42. Coping with undesirable behavior
• Satiation: Require student to continue
inappropriate behavior until they are tired of
it.

43. Coping with undesirable behavior
• Reprimand: Criticism for student misbehavior

44. Coping with undesirable behavior
• Response Cost: Loss of reinforcer after certain
time.
– E.g. Assess students with a point for each
misbehavior. An accumulation of these points may
cost them the loss of certain privilages.
– E.g. Offending traffic rules and losing points from
the driver’s license.

45. Coping with undesirable behavior
• Social Isolation/Time out: Removal of
reinforcement resulting from being in a social
group.
– E.g. sit separate from their friends distance from
classmates.
– E.g. Jail time

46. AssignmentforNextWeek
• Bring a picture that illustrates a behavioristic
teacher, classroomor an educationalsetting.
• Comment on whythispictureillustrates a
behavioralapproachtolearning.