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Chapter Outline
Behaviorist Views of Learning
Contiguity
Classical Conditioning
Operant Conditioning
Behaviorism in the Classroom: Instructional Strategies
Putting Behaviorism into Perspective
Social Cognitive Theory
Comparing Behaviorism and Social Cognitive Theory
Modeling
Vicarious Learning
Effects of Modeling on Behavior
Technology and Learning: The Impact of Symbolic Modeling on Behavior
Processes Involved in Learning from Models
Effectiveness of Models
Self-Regulation
Social Cognitive Theory in the Classroom: Instructional Strategies
Assessment and Learning: Self-Modeling as an Assessment Tool
Putting Social Cognitive Theory into Perspective
Addressing Diversity: Behaviorism and Social Cognitive Theory
Classical Conditioning: Learning to Like and Dislike School
Motivating Hesitant Learners
Capitalizing on Minority Role Models
Chapter Summary
Behaviorist Views of Learning
Contiguity helps explain fact learning through the pairing of stimuli and
responses. Classical conditioning occurs when a formerly neutral stimulus
becomes associated with a naturally occurring (unconditioned) stimulus to
produce a response similar to an instinctive or reflexive response. Classical
conditioning helps teachers understand emotional reactions such as test
anxiety and how students learn to be comfortable in school environments.
Operant conditioning focuses on voluntary responses that are influenced by
consequences. Praise, high test scores, and good grades are consequences
that increase behavior and are called reinforcers, whereas reprimands are
consequences that decrease behavior and are called punishers. The
schedule of reinforcers influences both the rate of initial learning and the
persistence of the behavior.