Behavioral Learning Theories and Principles

Pavlov is credited with developing the theory of ____________ conditioning, and Skinner is credited with developing the theory of  __________ conditioning. These are both examples of ___________ learning theories.

Answer explanation

Ivan Pavlov developed the theory of classical conditioning as a result of his experiments on the digestive process in the late 19^th and early 20^th century (Slavin, 2021). This theory puts forth that a neutral stimulus that is connected to an unconditioned stimulus can produce a conditioned response (Slavin, 2021). Later, B.F. Skinner proposed that behaviors can be produced even in the absence of unconditioned stimulus, also known as operant conditioning (Slavin, 2021). In operant conditioning, if the result of a behavior produces a positive experience, the behavior will increase, and if the result produces a negative experience, the behavior will decrease (Slavin, 2021). These are two of the most influential theories in behavioral learning (Slavin, 2021).

A teacher praises a shy student for participating in class discussion. This is an example of a primary reinforcer.

• True

• False

Answer explanation

Primary reinforcers are basic human needs, like food and security, (Slavin, 2021). Secondary reinforcers have value because of their association with primary reinforcers, in this case, social reinforcement (Slavin, 2021).

A student refuses to work on an assignment during class, so the teacher has them miss five minutes of recess. This is an example of a

• Negative reinforcer

• Removal punishment

Answer explanation

When a privilege or desired activity is taken away as a result of unwanted behavior, it is a removal punishment (Slavin, 2021). A negative reinforcer is when an undesirable task is removed in exchange for doing something else, (Slavin, 2021) e.g. a final exam is excused if students received at least 80% on all previous exams.

Which of these statements is an example of using the Premack Principle?

• A. “You may participate in a free choice activity after you finish five math problems.”

• B. “Each finished homework assignment is worth 5 class bucks.”

• C. “Because our class got a red card at lunch, we all need to practice cafeteria behavior during recess today.”

• D. “The table group with the highest score in our discussion today will earn an extra trip to the class store.”

Answer explanation

Choice A uses the Premack Principle. The Premack Principle makes “access to something desirable contingent on something less desirable,” (Slavin, 2021). Choices B and D are incorrect because they are examples of secondary, extrinsic reinforcers (Slavin, 2021). Choice C is incorrect because it does not offer something desirable.

Behavioral learning theories are easily applied to abstract processes like thinking and concept formation, as well as observable behavior.

• True

• False

Answer explanation

Behavioral learning is primarily focused on behavior that can be directly observed (Slavin, 2021). It is better to suited to behavior management than to cognitive processes, which cannot be directly observed (Slavin, 2021).

Order the phases of observational learning in their chronological sequence, using commas to separate phases:

Reproduction phase

Motivational phase

Attentional phase

Retention phase

Answer explanation

Observational learning is learning that is done through observing and imitating others (Slavin, 2021). Some observational learning can seem instantaneous, called “no-trial learning” (Slavin, 2021) but more complex observational learning tends to happen in four phases (Slavin, 2021). The first phase is attentional, that is, students must first pay attention to the model (Slavin, 2021). The second phase is retention, where students copy or practice the behavior that was modeled (Slavin, 2021). The third phase is reproduction, where students replicate the modeled behavior  (Slavin, 2021). The fourth and final phase is motivational, where students independently replicate the modeled behavior due to the belief that it increases their chances for reinforcement (Slavin, 2021).

Write an example of vicarious learning in the classroom and its likely result.

Answer explanation

Vicarious learning is learning that occurs through observing the consequences of another’s actions (Slavin, 2021). If a student observes another student who is rewarded/reinforced for a behavior, they are more likely to do that behavior. If they see a behavior results in a consequence, they are less likely to replicate that behavior, as in the Bandura Bobo doll experiments (Sprouts, 2022).

Select aspects of self-regulation

• A. Thinking and solving problems without the help of others

• B. Observing one’s own behaviors

• C. Ability to ask for and receive feedback

• D. Judging one’s actions against one’s own standards

• E. Giving consequences to oneself for one’s own actions

Answer explanation

A, B, D, and E are all important parts of the self-regulation theory. Self-regulation is a critical concept in social learning theory (Slavin, 2021). In 1997, Bandura proposed that an aspect of social learning is that one is able to analyze one’s own actions and consequence oneself according to one’s own standards of behavior (Slavin, 2021). Choice C is not an aspect of self-regulation because it requires input from others.

Which of the following are examples of self-regulation in the classroom?

• A. Students set SMART goals for math fluency at the beginning of every quarter, then reflect on why they did or did not meet that goal at the end.

• B. Students write a rough draft, then participate in peer-editing.

• C. Students keep a log of how much time they spend on homework each week, and use grades to determine whether they need to spend more or less time on homework the following week.

• D. A student starts a fight with a friend, takes a walk to calm down, then apologizes to the friend.

• E. A student is caught cheating, then apologizes to the teacher and the other student.

Answer explanation

A, C, and D are all examples of self-regulation, because students are reflecting on their own behavior, determining whether it aligns with their expectations of themselves, and using that information to determine whether to reinforce or consequence themselves (Slavin, 2021). In A, students set a goal they believe they can personally achieve, then reflect on why they were or were not successful. In C, students track their own performance and use that to determine what is best for their goals. In D, the student takes to reflect on their previous actions, and decide they are not in line with their own standards.

B is an example of social learning, but it is collaborative, not self-regulated. In E, the student may feel remorse, but because they were caught, there is no reason to assume that the apology is from self-reflection and judgement.

The first step in Meichenbaum’s model of self-regulated learning involves an adult model performing a task while they talk to themselves about it out loud (Slavin, 2021). This is called:

• Overt, external guidance

• Overt self-guidance

• Covert self-instruction

• Cognitive modeling

• Faded, overt self-guidance

Answer explanation

Cognitive modeling is the first step in self-regulated learning (Slavin, 2021). The next step is “overt, external guidance”, where the child does the same task with the adult model giving instructions (Slavin, 2021), then overt self-guidance, where the child talks aloud during the task (Slavin, 2021), which goes into faded, overt self-guidance, where the child whispers instructions through the task, (Slavin, 2021). The last step is covert self-instruction, where the child is able to accomplish the task through internal speech (Slavin, 2021).