Chapter 7- Behavioural and Social Cognitive Approaches to Teaching and Learning

Question 1

What is Behaviourism?

Answer 1

Behaviour is explained by observable experiences, not by mental processes (non-observable thoughts, feelings and motives)

Question 2

What are Behavioural views?

Answer 2

emphasize associative learning (learning that two event are connected)

Question 3

What is Classical Conditioning?

Answer 3

a type of learning in which an organism learns to connect or associate stimuli.
A neutral stimulus becomes associated with a meaningful stimulus and acquires the capacity to elicit a similar response.

Question 4

Classical Conditioning & the classroom

Answer 4

Classical conditioning can underlie students’ positive and negative experiences in the classroom. Overtime, many items and events can come to generate either pleasant or unpleasant feelings. Ex. a song could be neutral for students until they decide to join other classmates in its singing, thus evoking positive feelings,

Similarity, students can acquire a number of unpleasant feelings with school experiences, Ex: students can develop fear of the classroom if they associate the classroom with children

Question 5

Mechanisms of Classical Conditioning: What is Generalization?

Answer 5

the tendency of a new stimulus similar to the original conditioned stimulus to produce a similar response.

Question 6

Mechanisms of Classical Conditioning: What is Discrimination?

Answer 6

the organism responds to certain stimuli but not others

Question 7

Mechanisms of Classical Conditioning: What is extinction?

Answer 7

the weakening of the conditioned response (CS) in the absence of the unconditioned stimulus (US)

Question 8

What is Systematic Desensitization in Classical Conditioning?

Answer 8

reduces anxiety by getting the individual to associate deep relaxation with successive visualizations of increasingly anxiety-producing situations.

Question 9

What is operant conditioning?

Answer 9

consequences of behaviour produce changes in the probability that the behaviour will occur in the future

Question 10

What is Thorndike’s Law of Effect? (Positive)

Answer 10

Behaviour -> Positive Outcome -> Behaviour Strengthened

Question 11

What is Thorndike’s Law of Effect? (Negative)

Answer 11

Behaviour -> Negative Outcome -> Behaviour weakened.

Question 12

Skinner’s Operant Condition: Consequences

Answer 12

(rewards and punishments) are contingent on the organism’s behaviour

Question 13

Skinner’s Operant Condition: Reinforcement

Answer 13

(reward) increases the probability that a behaviour will occur

Question 14

Skinner’s Operant Condition: Punishment

Answer 14

decreases the probability that behaviour will occur

Question 15

Mechanisms of Operant Conditioning: Positive Reinforcement

Answer 15

the frequency of a response increases because it is followed by a stimulus

Question 16

Mechanisms of Operant Conditioning: Negative Reinforcement

Answer 16

the frequency of a response increases because the response either removes a stimulus or involves avoiding a stimulus

Question 17

Mechanisms of Operant Conditioning: Positive Punishment

Answer 17

The administration of an unwelcome consequence (i.e., AFTER the behaviour occurs)

Question 18

Mechanisms of Operant Conditioning: Negative Punishment

Answer 18

the removal of a valued item (i.e., AFTER the behaviour occurs

Question 19

Operant Conditioning: Generalization

Answer 19

means giving the same response to similar stimuli

Question 20

Operant Conditioning: Discrimination

Answer 20

involves differentiating among stimuli or environmental events

Question 21

Operant Conditioning: Extinction

Answer 21

occurs when a previously reinforced response is no longer reinforced and the response decreases

Question 22

What is the Applied Behaviour Analysis?

Answer 22

specific and comprehensive use of principles of operant conditioning to develop the abilities and self-direction skills of learners. 3 uses for education: increasing desirable behaviour, using prompts and shaping, & decreasing undesirable behaviour

Question 23

Applied Behaviour Analysis: Increasing Desired Behaviours

Answer 23

• Choose effective reinforcers- Premack
• Make reinforcement contingent &timely
• use the best schedule of reinforcement
• consider contracting
• use negative reinforcement effectively

Question 24

Applied Behaviour Analysis: Prompts

Answer 24

added stimuli that are given just before the likelihood that the behaviour will occur

• gets behaviour going
• once desired behaviour is consistent, remove prompts

Question 25

Applied Behaviour Analysis: Shaping

Answer 25

involves teaching new behaviours by reinforcing successive approximations of the desired behaviour

1. reward any response
2. reward responses that resemble the desired behaviour
3. reward only target behaviour

Question 26

What are the steps to decrease undesirable behaviours?

Answer 26

• use differential reinforcement
• terminate reinforcement (extinction)
• remove desirable stimuli (time-out and response-cost)
• present aversive stimuli (punishment)

Question 27

Evaluating Operant Conditioning & Applied Behaviour Analysis

Answer 27

• too much emphasis on external control of students’ behaviour
• potential ethical problems when operant conditioning is used inappropriately
• good behaviour should not be negotiable
• families could play a more significant role
• when a teacher spends a lot of time using applied behaviour analysis, they might focus too much on student conduct and not enough on academic learning

Question 28

What is the Social Cognitive Theory?

Answer 28

social and cognitive factors, as well as behaviour, play important roles in learning

Question 29

What is Bandura’s Contemporary Model of Observational Learning?

Answer 29

Specific processes involved in observational learning:

1. attention
2. retention
3. motor reproduction
4. reinforcement or incentive conditions

Question 30

Teaching Strategies involving observational learning

Answer 30

-remember that you are a model for your students
-demonstrate and teach new behaviours
-use peers as models when appropriate
-use mentors as models
-be aware of media models
as violence prevention strategy, make students aware of violence in the media

Question 31

Diversity and Education

Answer 31

• Teachers who are cultural and educational role models can play an important part in encouraging children to stay in school
• Education programs have been established across Canada to provide Aboriginal students with cultural role models and links to philosophy and traditions
  1. saskatchewan’s aboriginal elder/outreach program
  2. dene kede program in the northwest territories

Question 32

What is Cognitive Behaviour Modification?

Answer 32

emphasis is on getting students to monitor, manage, and regulate their own behaviour rather than let it be controlled by external factors

Question 33

What are Self-Instructional methods?

Answer 33

cognitive behaviour techniques aimed at teaching individuals to modify their own behaviour

Question 34

What is Self- Regulatory Learning?

Answer 34

the self-generation and self-monitoring of thought, feelings, and behaviours in order to reach a goal

Question 35

Characteristic’s of self-regulated learners:

Answer 35

• set goals for extending their knowledge and sustaining their motivation
• are aware of their emotional makeup and have strategies for managing their emotions
• understand classroom expectations and routines
• take responsibility for their own learning
• monitor their progress towards a goal
• fine-tune or revise their strategies based on their progress
• take pride in their efforts
• evaluate obstacles and make necessary adaptations