BEHAVIOURAL AND SOCIAL COGNITIVE APPROACHES WHAT IS LEARNING?What is learning is and is not Learning – a relatively permanent influence on behaviour, knowledge and thinking skills that comes about through experience. Approaches to learning Behavioural Emphasis on experiences, especially reinforcement and punishment as determinants of learning and behavior Social cognitive Emphasis on interaction of behaviour, environment and a person( cognitive) factors as determinants of learning. Information processing Emphasis on how children process information through attention, memory, thinking and other cognitive processes. Cognitive constructivist Emphasis on the child’s cognitive construction of knowledge and understanding. Social constructivist Emphasis on collaboration with others to produce knowledge and understanding. Behaviourism is the view that behaviour should be explained by observable experiences not by mental processes. Behaviour is everything that we do, verbal and nonverbal, that directly seen or heard. Mental processes are defined as the thoughts, feelings and motives that cannot be observed by others. Associative learning is learning that two event are connected(associated). BEHAVIORAL APPROACHES TO LEARNING Classical conditioning thereafter she associates tests with anxiety so they then can become a CS for anxiety. Conditioned response (CR) – a learned response to the conditioned stimulus that occurs after UCS-CS pairing. If the child fails and criticized (UCS) which produces anxiety. Unconditioned response (UCR) – unlearned response that automatically elicited by UCS. Classical conditioning involved positive and negative experiences of children in the classroom. classroom is safe and fun place. Extinction The weakening of the conditioned response (CR) in the absence of the unconditioned stimulus (UCS). Exp.CS for fear). positive experience –favorite song.Classical conditioning – a form of associative learning in which a neutral stimulus( such as the sight of a person) becomes associated with a meaningful stimulus(such as food) and acquires the capacity to elicit a similar response. Conditioned stimulus (CS) – neutral stimulus that eventually elicited a conditioned response after being associated with the UCS. Generalization The tendency of a new stimulus similar to the original conditioned stimulus to produce a similar response. Negative experience – fear of the classroom (criticism . Pavlov’s theory of classical conditioning Stimuli Unconditioned stimulus (UCS) Conditioned stimulus (CS) Response Unconditioned response (UCR) Conditioned response (CR) Unconditioned stimulus (UCS) –stimulus that automatically produces a response without any prior learning. Discrimination The organism responds to certain stimuli but not others. . this is a form of learning in which the consequences of behavior produce changes in the probability that the behavior will occur.Systematic Desensitization Systematic Desensitization – method based on classical conditioning that reduces anxiety by getting the individual to associate deep relaxation with successive visualizations of increasingly anxiety provoking situations. Behaviour Positive reinforcement Negative reinforcement Student asks a good question Student turns homework in on time Consequences Teacher praises student Teacher stops criticizing student Future behaviour Student asks more good questions Student increasingly turns homework in on time Punishment Student interrupts teacher Teacher verbally reprimands student Student stops interrupting teacher . Reinforcement (reward) A consequences that increase the probability that a behavior will occur Punishment A consequences that decrease the probability that a behavior will occur Positive reinforcement Reinforcement based on the principle that the frequency of response increase because it is followed by a rewarding stimulus Negative reinforcement Reinforcement based on the principle that the frequency of response increase because an aversive (unpleasant) stimulus is removed. Operant Conditioning Operant Conditioning – also called instrumental conditioning. 2. Increasing Desirable Behaviors Six operant conditioning strategies 1. Select the best reinforcement schedule The teacher must give it only after the child performs the particular behaviour. Consider contracting 5. Premack principle state the principle that a high probability activity can serve as a reinforce for a low-probability activity. 6. Make reinforcers contingent and timely 3. 4.Generalization Giving the same response to similar stimuli. Use “if …then” statement to child. Schedules of reinforcement – partial reinforcement timetables that determine when a response will be reinforced. Discrimination Differentiating among stimuli or environmental events. . Use prompts and shaping Prompt . Use negative reinforcement effectively Putting reinforcement contingencies into writing The frequency of response increases because the response removes an aversive(unpleasant) stimulus. Choose effective reinforcers Teachers find out what reinforces work best with which children-that is individualize the use of particular reinforcers.An added stimulus or cue that is given just before a response thus increasing the likelihood the response will recur. Extinction Previously reinforced response is no longer reinforced and the response decreases APPLIED BEHAVIOR ANALYSIS IN EDUCATION What is applied behaviour analysis? Applied behaviour analysis – application of the principles of operant conditioning to change human behaviour. Shaping – reinforcing successive approximations to a specified target behaviour. Response cost – taking a positive reinfocer away from an individual. 2. 4. Time-out – removing an individual from positive reinforcement. Terminate reinforcement (extinction). Present aversive stimuli (punishment). If it decreases the undesirable behaviour. Reinforcement behaviour that is more desired and different than what the child is doing Withdrawing positive reinforcement from a child’s inappropriate behaviour. cognitive. and behavioral factors play important roles in learning. Use differential reinforcement. Remove desirable stimuli. SOCIAL COGNITIVE APPROACHES TO LEARNING Bandura’s Social Cognitive Theory Social. Decreasing undesirable behaviour s 1. Behaviour Person /cognitive Environment . 3. Models in the classroom The teacher describes and shows student how to solve problems and successfully complete academic tasks. Cognitive Behavior Approaches and Self-regulation Cognitive behavior approaches – changing behaviour by getting individuals to monitor. manage. Children observe and learn from their teacher. and regulate their own behaviour rather than letting it to be controlled by external factors.The person (cognitive) factor given the most emphasis by Bandura in recent years is selfefficacy. Students must be able to reproduce the model’s behavior. parent. Production Motivation Students must be motivated to imitate the modeled behavior. strategies. the belief that one can master a situation and produce positive outcomes. Observational learning Observational learning – learning that involves acquiring skills. Processes in observational learning. and beliefs by observing others. Models in the media Entertainment program that includes many positive observational learning opportunities for young children. Retention Students must code information and keep it in memory so that they can retrieve it. mentor and peers. Attention Students must attend to what a model is doing or saying. . Self – instructional methods – cognitive behaviour techniques aimed at teaching individuals to modify their own behaviour. Self regulatory learners do the following : Set goals for extending their knowledge and sustaining their motivation. Fine-tune or revise their strategies based on the progress they are making. feeling and behaviors in order to reach a goal. Self – evaluation and self monitoring Monitoring outcomes and refining strategies Goal setting and strategic planning Putting a plan into action and monitoring it . Evaluate obstacles that may arise and make the necessary adaptations.Self talk strategies : Prepare for anxiety or stress Confront and handle the anxiety or stress Cope with feelings at critical moments Use reinforcing self-statements Self-Regulatory Learning Self-regulatory learning – the self-generation and self monitoring of thoughts. Are aware of their emotional make up and have strategies for managing their emotions. Periodically monitor their strategies based on the progress toward a goal. The teacher and peers recommend specific strategies that students might use to improve their learning. 4. After several days the teacher begins to have student exchange their homework with their peers. Students may use the recommendations or devise new ones. The teacher helps students summarize their self regulatory methods by reviewing each step of the self regulatory learning cycle. The teacher gives students daily assignments to develop their self monitoring skills and a weekly quiz to assess how well they have learned the methods. Monitoring outcomes and refining strategies The teacher continues to give students opportunities to gauge how effectively they are using their new strategies. 1. The teacher emphasizes the link between learning strategies and learning outcomes.Applying the self –regulatory model to homework. Self – evaluation and self monitoring The teacher distributes forms so that students can monitor specific aspects of their studying. . Goal setting and strategic planning After a week of monitoring and the first graded exercise. 3. the teacher asks students to give their perceptions of the strength and weaknesses of their study strategies. Then the teacher collects the homework for grading and reviews the peer’s suggestion. She also discusses with students the hurdles the students had to overcome and the self confidence they have achieved. The teacher’s role is to make sure that the new learning strategies are openly discussed. The teacher asks students to set specific goals at this point. Putting a plan into action and monitoring it The students monitor the extent to which they actually enact the new strategies. The peers asked to evaluate the accuracy of the homework and how effectively the student engaged in self monitoring. 2. FACULTY OF EDUCATION UNIVERSITI TEKNOLOGI MALAYSIA BEHAVIOURAL AND SOCIAL COGNITIVE APPROACHES NAME I/C NUMBER PROGRAM COURSE LECTURER : : : : : ZAINI MOHD BAKRY B ZULKIFLI 780313-02-6309 EDUCATIONAL PSYCHOLOGY MPF1143-01 ADVANCED EDUCATIONAL PSYCHOLOGY DR YEO KEE JIAR .
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