Day 4

• BEHAVIORISM Emphasizes conditioning behavior and altering the environment to elicit selected  responses from the learner.

  • Believes learning is observable through behavior.
• Father of Behaviorism

  John Watson ( 1878-1958).
• John Watson

  He believed in the power of conditioning so much that he said that if he is given a dozen healthy infants, he can make them into anything you want them to be through a stimulus-response connections through conditioning.
• Experiment on Albert Watson applied classical conditioning in his experiment concerning Albert, a young child, and a white rat.
• FOUNDER OF BEHAVIOR PSYCHOLOGY

  Edward Lee Thorndike
• CONNECTIONISM was defined by Edward Lee Thorndike
• CONNECTIONISM

  • Defined teaching as arranging the classroom to enhance desirable connections and associations
  •  Focused on testing the relationship between a stimulus and a response (classical conditioning)
• Thorndike's Laws of Learning

  • Law of Readiness
  • Law of exercise
  • Law of effect
• CLASSICAL CONDITIONING Also known as respondent conditioning refers to a form of learning that occurs through the repeated association of 2 or more different stimuli.
• Proponent of classical conditioning

  Ivan Pavlov (1849-1936)
• Unconditioned Stimulus Is any stimulus that consistently produces a particular, naturally occurring, automatic response.
• Unconditioned Response Is the response that occurs automatically when the UCS is presented.

  It is  reflexive, involuntary response that is predictably caused by a UCS.
• Conditioned Stimulus

  • Is the stimulus that is neutral at the start of the conditioning process and does not normally produce the UCR.
  • Yet, through repeated association with the UCS, it triggers a very similar response to that caused by the UCS
• Conditioned Response

  •  is the learned response that is produced by the CS
  •  occurs after the CS has been associated with the UCS.
• Acquisition

   is the overall proces during which the organism learns to associate 2 events.
• Extinction

  • is the gradual decrease in the strength or rate of a CR  that occurs when the UCS is no longer presented
• Spontaneous Recovery

  Is the reappearance of o CR when the CS is presented, following a rest period after the CR appears to have been extinguished.
• Stimulus Generalisation

  The tendency for another stimulus to produce a response that is similar to the CR. The greater the similarity between the stimuli, the greater the possibility that a generalisation will occur
• Stimulus Discrimination

   Occurs when a person or animal responds to the CS only  but not to any other stimulus that is similar to the CS
• The term "operant conditioning" originated by the behaviorist B.F. Skinner.
• Operant conditioning

  One should focus on the external, observable causes of behavior (rather than try to unpack the internal thoughts and motivations).
• Positive Reinforcement Think of it as ADDING something POSITIVE to INCREASE a response.
• Negative Reinforcement

  think of it as TAKING/REMOVING something NEGATIVE away to INCREASE a response
• Positive Punishment involves ADDING a negative consequence after an undesired behavior is emitted to decrease future responses.
• Negative Punishment includes TAKING AWAY/REMOVING a certain desired item after the undesired behavior happens to decrease future responses
• ALBERT BANDURA proposed SOCIAL COGNITIVE THEORY
• Social cognitive theory

   Believes that people acquire behaviours through observation of others, imitate what they have observed
• Vicarious consequences

  (Model and imitate )

  We learn from other people experience.
• Television was a source of behavior modeling.
• Attention

  Mere exposure does not ensure acquisition of behavior. Observer must attend to recognize the distinctive features of the model's response
• Retention

  reproduction of the desired behavior implies that student symbolically retains that observed behavior
• Motor Reproduction

  after observation, physical skills and coordination are needed for reproduction of the behavior learned
• Motivational Process

  although observer acquires and retains ability to perform the modeled  behavior, there will be no overt performance unless conditions are favorable
• Models are classified as: 1. Real Life -  exemplified by teachers, parents and significant others 2. Symbolic  -  presented through oral or written symbols 3. Representational  -  presented through audio-visual measures.
• COGNITIVISM

   The cognitivist paradigm essentially argues that the "black box" of the mind should be opened and understood. The learner is viewed as an information processor (like a computer).
• URIE BRONFENBRENNER proposed  ECOLOGICAL THEORY
• Ecological Theory

  • This theory looks at a child's development within the context of the system of relationships that form his or her environment
  • It defines complex "layers" of environment, each having an effect on a child's development.
  • Renamed as Bioecological Systems Theory
  •  Emphasizes that a child's own biology is a primary environment fueling her development The interaction between factors in the child's maturing biology, his immediate  family/community environment, and the societal landscape fuels and steers his development
• Microsystem

  •  is the layer closest to the child and contains the structures with which the child has direct contact.
  • family, child care services, school, local neighborhood, memberships of organizations or  clubs, or child care environments.
• Mesosystem

  • this layer provides the connection between the structures of the child's microsystem
  • Examples: the connection between the child's teacher and his parents, between his church and his neighborhood, etc.
• Exosystemy

  •  This layer defines the larger social system in which the child does not function directly.
  • The exosystem has an indirect impact on the child's development because of the  connection with the family unit.
  •  The structures in this layer impact the child's development by interacting with some structure in hier microsystem
  • For example, a parent's place of employment, and access to family and community services.