Week Two: Behavioral Theories of Learning

Description

In Chapter 5, Slavin (2012) explains how we learn and how our behavior is shaped by our learning. The different behavioral theories are described, as well as the principles that make them up. I learned about different types of consequences and how to influence the behavior of someone, as well as how the social environment plays a role in behavior. 

Analysis

Slavin (2012) describes learning as “a change in an individual caused by experience” (p. 116), and this change can occur either intentionally or unintentionally. When attempting to determine how people learn, researchers came up with several different theories. One of these theories was developed by Ivan Pavlov, who based his findings off of his observations of dogs. From his observations, he concluded that some of our behaviors are simply involuntary reflexes to certain situations. However, when those are combined with a learned behavior, we react differently based on what we have learned. B.F. Skinner, another researcher, concluded that “reflexive behavior accounts for only a small proportion” (Slavin, 2012, p. 117) of our actions. He explained that operant conditioning , the idea that we adapt our behaviors based on the response we get after the behavior takes place. This is explained with the example of the rat and the food. When the rat learns that pressing the bar gets him a piece of food, he continually presses the bar. Thus, the reward influences his behavior. Thus, we gain the idea that our behavior is directly impacted by its consequences, whether good or bad. Consequences are either reinforcers, a consequence that strengthens behavior, or punishers, consequences that weaken behavior. Reinforcers can be either primary or secondary. Primary reinforcers appeal to our basic needs, while secondary reinforces require that the person sees the value in the item. Reinforces can also be categorized as either positive or negative, which are exactly what they sound like; a positive reinforcer is something positive, like grades, and a negative reinforcer is a reinforcer because we want to avoid it, like not having to take out the trash because you did all of your other chores. Another type of reinforcer, one that parents definitely use, is the Premark Principle, the idea that you must do one thing to get another. Some of us are intrinsically motivated to perform certain behaviors simply because we enjoy them, while the rest of us must be motivated to perform those behaviors. These are referred to as intrinsic and extrinsic reinforcers. If we have reinforcers, we must also have punishers. Presentation punishment is what we typically think of as punishment, a spanking, raises of your voice, etc. Removal punishment is removing something as punishment, like taking away television time, or sending a child to time out. Another important term to understand when it comes to behavior is shaping. Shaping requires that someone provides consistent, gradual reinforcement to a child attempting to learn a new behavior. For example, my child is potty training right now. I have to help him gradually along the way, not just yell at him for not getting it the first time. 

Another thing that helps shape behavior is how often reinforcement is given, which is termed the schedule of reinforcement. Of course, this schedule can and usually should be modified as the behavior changes. The fixed-ratio schedule is when a reinforcement is given after a certain number of behaviors. There is no timetable for this behaviors, and the number should gradually be changed (probably increased). A variable-ratio schedule is more unpredictable. An example of this would be calling on students in class; it is random. A fixed-interval schedule is only available at distinct times, like at the end of a year (a final exam). Lastly, a variable-interval schedule is only available sometimes, like when we are driving or when we are working on a class assignment. In some cases, the consequences can be removed and the behavior will remain changed. In addition, they will hopefully be able to apply the learned behaviors to other situations (called generalization). 

From the behavioral learning theory grew the social learning theory, which emphasizes “the effects of thought on action and action on thought” (Slavin, 2012, p. 132). Albert Bandura added to our view of behavior that we often model our behavior after others. His term observational learning consists of four phases: attention, retention, reproduction, and the motivational phase. 

Reflection

As a teacher, it is very important to understand behavior and how to shape it. It is also important to understand the background of the kids in the class, as how the teacher shapes behavior and how the parent shapes behavior can sometimes be very different. One thing left out of the chapter that I think is true is that people respond to consequences, whether positive or negative, very differently. Now, a lot of that may be learned, but it is probably learned before the student gets to my class. The story at the beginning of the chapter is something that really resonated with me because I know I am guilty of doing this (self-regulated learning!). As a teacher, it is so difficult to not get frustrated with a student and call him/her out in front of the class. However, in many cases, I am giving that disruptor exactly what he/she wants: attention. This is not wise on my part, and the research proves that I am actually encouraging the behavior for both that student and for other students. Too often the “good” students get no attention. I need to do a better job of praising the good rather than criticizing the bad. It is interesting and good practice to think about the different types of reinforcers, and I think I can do a better job of giving reinforcers periodically. This will also hopefully help the students doing positive things model the behavior for the other students. 

As educators, we are all guilty of giving too many punishers and not enough reinforcers. I think it is just human nature, and it is the way many of us were raised. With the major swing toward positive reinforcement in our schools, I think we are on the right track to make our learning environments more positive. I do, however, think it is sometimes necessary to use punishers. The mistake we make is using them in front of other students and not explaining why it they are receiving the punishment. 

References:
Slavin, Robert E. (2012). Educational Psychology (10th ed.). Boston, MA: Pearson.