Approaches to Learning



Approaches to Learning

|School of Thought |BEHAVIORAL |SOCIAL COGNITIVE |INFORMATION PROCESSING |COGNITIVE CONSTRUCTIVIST |SOCIAL CONSTRUCTIVIST |

|Emphasis |Emphasis on experiences, |Emphasis on interaction of |Emphasis on how children |Emphasis on the child's cognitive |Emphasis on collaboration with others |

| |especially reinforcement and |behavior, environment and |process information through |construction of knowledge and |to produce knowledge and understanding|

| |punishment as determinants of |person (cognitive) factors as |attention, memory, thinking and|understanding | |

| |learning and behavior |determinants of learning |other cognitive processes | | |

|Major Players |Skinner, Pavlov, Watson |Bandura | |Piaget |Vygotsky |

|Terms |Classical conditioning, |Reciprocal determinism, self |Encoding /storage /retrieval, |Many piagetian terms |ZPD, scaffolding, cultural tools |

| |Operant conditioning |efficacy, Observational |Sensory Memory/ STM /LTM | | |

| | |Learning, imitation |Capacity/ organization/ | | |

| | | |efficiency | | |

| | | |Automaticity, elaboration, | | |

| | | |Schemas | | |

| | | |Metacognition | | |

Before Learning

1. US (unconditioned stimulus) --( UR (unconditioned response)

Smiling --( happiness

2. NS --( Nothing

Teacher--( no response

During Learning

3. NS (neutral stimulus) + UCS (repeat)

Teacher + Smiling

After Learning

4. NS becomes CS

CS (conditioned stimulus) ---( CR (conditioned response)

Teacher ---( happiness

Positive Reinforcement

-behavior becomes more likely because of positive consequences

Ex: Student is praised for being on time, student is more likely to be on time in the future, Study for an A

Negative Reinforcement

-behavior becomes more likely in order to avoid negative consequences

Ex: Student is on time and avoids a detention, student is more likely to be on time in the future to avoid a detention, Study to avoid an F

Punishment

-behavior becomes less likely in order to avoid negative consequences

Ex: Student is late and gets a detention, student is less likely to be late in the future to avoid a detention, Less likely not to study due to previous F

Partial Reinforcement Techniques

Fixed-Ratio Reinforce after a set number of responses

Variable-Ratio Reinforce after an average but unpredictable number of responses

Fixed-Interval Reinforce appropriate response after a fixed amount of time

Variable-Interval Reinforce appropriate response after a variable amount of time

Chapter 9 Review

1. Identify the US, UR, NS/CS and CR in the following scenario:

Billy used to be great at volleyball, but not anymore. One spring day as he was playing volleyball, a ball came straight at his face! This automatically caused a blinking reaction from Billy. The next week it happened again! And again! Now, whenever Billy gets on the volleyball court he starts blinking uncontrollably (no, Billy has not suffered any physical damage from repeated volleyballs to the head). He now refuses to play volleyball after one disastrous game (needless to say he was not very good at it with all the blinking) What has happened to poor Billy? How would you try to fix his problem and what is the term for the process of extinguishing a conditioned response?

-If Billy started refusing to play tennis and blinking uncontrollably on the tennis court, what would that be called?

-If Billy was bribed into playing tennis and afterwards blinked on the volleyball court, but not the tennis court, what would that be called?

2. Generate an example of:

a. Positive Reinforcement (a behavior is followed by a positive consequence and becomes more frequent)

b. Negative Reinforcement (a behavior is followed by the removal of a negative consequence and becomes more frequent)

c. Positive Punishment (a behavior is followed by a negative consequence and becomes less frequent)

d. Negative Punishment (a behavior is followed by the removal of a positive consequence and becomes less frequent).

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