Behavioral and Social Learning Theories

(a)   is defined as a change in an individual caused by experience.

Answer explanation

Learning is a change in knowledge based on experiences. Changes caused by development, as well as characteristics we are born with, do not qualify as learning.

If a student's behavior is immediately followed by pleasurable consequences, the student will engage in that behavior _________.

• less often

• more frequently

• never again

• the same amount

Answer explanation

Perhaps the most important principle of behavioral learning theories is that behavior changes according to its immediate consequences. Pleasurable consequences strengthen behavior; unpleasant consequences weaken it. In other words, pleasurable consequences increase the frequency with which an individual engages in a behavior, whereas unpleasant consequences reduce the frequency of a behavior.

Ivan Pavlov and B.F. Skinner developed important behavioral theories that can be applied in the classroom.

• True

• False

Answer explanation

The systematic study of learning is relatively new. Not until the late 19th century was learning studied in a scientific manner. Using techniques borrowed from the physical sciences, researchers began conducting experiments to understand how people and animals learn. One of the most important early researchers was Ivan Pavlov (1849–1936). Among later researchers, B. F. Skinner (1904–1990) was important for his studies of the relationship between behavior and consequences.

In Pavlov's experiments, an automatic response that occurs without any prior training is a(n) ________.

• operant condition

• unconditioned response

• neutral stimulus

• observation

Answer explanation

Unconditioned response is a behavior that is prompted automatically by a stimulus.

Reorder the four phases of Bandura's analysis of observational learning

• Retention phase

• Motivational phases

• Attentional phase

• Reproduction phase

Answer explanation

Bandura’s (1997) analysis of observational learning involves four phases: the attentional, retention, reproduction, and motivational phases.

Attentional phase. The first phase in observational learning is paying attention to a model.

1. Retention phase. Once teachers have students’ attention, it is time to model the behavior they want students to imitate and then give students a chance to practice or rehearse.

2. Reproduction phase. During the reproduction phase, students try to match their behavior to the model’s.

3. Motivational phase. The final stage in the observational learning process is motivation. Students will imitate a model because they believe that doing so will increase their own chances to be reinforced. In the classroom the motivational phase of observational learning often entails praise or grades given for matching your model.

Give an example of using positive reinforcement in the classroom.

Answer explanation

In a classroom, a teacher may use positive reinforcement to motivate and encourage students to actively participate in class discussions. Here's an example:

1. 1. The teacher introduces a participation reward system where students earn points or tokens for actively contributing to class discussions.

2. 2. Whenever a student raises their hand, shares an insightful comment, or asks a thoughtful question, the teacher immediately acknowledges and praises their contribution.

3. 3. The teacher keeps a visible chart or jar in the classroom to track the points or tokens earned by each student.

4. 4. At the end of the week or month, depending on the teacher's preference, students with a certain number of points or tokens are rewarded with a small prize, privilege, or recognition. For example, they may receive a certificate, extra free time, a homework pass, or a special classroom role.

5. The teacher consistently reinforces and acknowledges students' positive contributions throughout the learning process, ensuring that the reinforcement is timely, specific, and meaningful.

By using positive reinforcement, the teacher encourages and reinforces desired behaviors (active participation in class discussions) to increase their frequency. This creates a positive learning environment and motivates students to engage actively, express their ideas, and contribute to the learning community.

You should try all possible reinforcement strategies before considering using punishment.

• True

• False

Answer explanation

Do not hesitate to use whatever practical reinforcer is necessary to motivate children to do important tasks. In particular, try all possible reinforcement strategies before even thinking of punishment

_________ are examples of practical reinforcers teachers can use in the classroom.

• Praise and attention

• Grades and recognition

• Privileges and activity reinforcers

• Tangible reinforcers like toys or stickers

• All of the above

Answer explanation

Anything that children like can be an effective reinforcer, but there are obvious practical limitations on what should be used in classrooms. One general principle of positive reinforcement is that it is best to use the least elaborate or tangible reinforcer that will work.

How important is it to administer consequences quickly after a behavior?

Answer explanation

Consequences that follow behavior closely in time affect behavior far more than delayed consequences. It is more effective to deliver consequences right away.

Match the example to the appropriate term

• Food

• Classical Conditioning

• Salivation

• Unconditioned response

• Bell

• Unconditional Stimulus

• Bell rings at the same time as food is presented

• Neutral Stimuli

• Salivation when hearing the bell

• Conditioned Stimuli

Answer explanation

In this example Pavlov wants to condition a dog to associate the sound of a bell with the anticipation of receiving food. Here's how the process unfolds:

1. Before any conditioning, the smell and presentation of food naturally elicit salivation in the dog. In this case, the unconditioned stimulus (UCS) is the food, and the unconditioned response (UCR) is the salivation.

2. Initially, the sound of a bell has no specific response from the dog. The bell is a neutral stimulus (NS) because it doesn't naturally elicit salivation.

3. During the conditioning process, the researcher pairs the neutral stimulus (bell) with the unconditioned stimulus (food). Every time the food is presented, the bell is rung.

4. After repeated pairings of the bell (NS) with the food (UCS), the dog starts to associate the sound of the bell with the imminent arrival of food. The bell becomes the conditioned stimulus (CS) because it now elicits a response (salivation) after being repeatedly paired with the food.

5. Eventually, the dog starts to salivate at the sound of the bell alone, without the presence of the food. The salivation in response to the bell alone is the conditioned response (CR).

Through classical conditioning, the dog has learned to associate the sound of the bell with the food, and now the bell alone can trigger a response (salivation) that was initially only elicited by the food.