PSY6015 L1 Ref

CHAPTER 6:
BEHAVIORISM AND SOCIAL

COGNITIVE THEORY
Paul Eggen and Don Kauchak 2010 Pearson Education, Inc.

Educational Psychology: Windows on Classrooms, Eighth Edition All Rights Reserved
PowerPoint 6.1 An Introduction to Classical Conditioning
Rod was feeling the blahs, so he decided to reward himself

with a Caribbean cruise. One evening he was involved in a casual
conversation with Kim, a girl he had met, as Latin rhythms floated
through the air. Their eyes accidently met, and he flushed and felt
a sudden rush of emotion.
Now, whenever Rod hears Latin music, or even Reggae, he gets
a feeling of excitement that he cant control. He doesnt react to
rock music or jazz in the same way, however.
What did Rod learn? He learned to feel excited.

PowerPoint 6.2 Classical Conditioning Examples and Explantations (slide 1 of 2)
Tim failed his algebra quiz, and he was Failure (UCS) Anxiety (UCR)
devastated and anxious.
He was then anxious again Associated Similar
during his next quiz.
(Tim learned to be anxious in quizzes.) Quizzes (CS) Anxiety (CR)
Accident (UCS) Terror (UCR)

Youre out on a lake, you fall overboard,
nearly drown, and are terrified. The next time Associated Similar
youre
near a large body of water you Water (CS) Fear (CR)
feel a sense of fear similar to the
one you experienced in your
boating accident.
(You learned to fear water.)

PowerPoint 6.2 Classical Conditioning Examples and Explanations (slide 2 of 2)
Sharon Van Horn greets Damon (and each of

her other first Greeting (UCS) Feeling (UCR)
graders) in a friendly, courteous manner every
day when he Associated Similar
comes into her classroom, and
her greeting makes him feel Room (CS) Comfort (CR)
good. Later, Damon experiences
a comfortable feeling when
entering Mrs. Van Horns room, even when
she isnt there.
(Damon learned to be comfortable in Mrs.
Van Horns room.)

PowerPoint 6.3 Learning to Like School: A Classical Conditioning Exercise (slide 1 of 2)
Jennifers parents have moved, and since she is a little uneasy about
starting school in a new place her dad takes her to school the first few days.
She has a great relationship with her dad, and she feels very secure when she
is with him.
Valdez Elementary, her new school, has a problem for new students.
Teachers greet all new students as they arrive, and Mrs. Abbott, Jennifers
teacher, is at the door to greet Jennifer each morning for the first week when
her dad brings her to school. She puts her arm around Jennifer and chats with
her dad as the three of them stand near the door.
Jennifer is now quite comfortable when her dad leaves her with Mrs. Abbott.
What did Jennifer learn?

PowerPoint 6.3 Learning to Like School: A Classical Conditioning Exercise (slide 2 of 2)
What did Jennifer learn?

To be comfortable with Mrs. Abbott
Use as the basis for your answer the four concepts from classical
conditioningunconditioned stimulus, unconditioned response,
conditioned stimulus, and conditioned responseto illustrate how
this learning occurred.
Classical Conditioning concepts that explain how Jennifer

learned her emotional response:
UCS Jennifers dad UCR Security (with her dad)
CS Mrs. Abbott CR - Comfortable

PowerPoint 6.4 Learning to Like Classrooms: A Classical Conditioning Exercise (slide1 of 2)
Natasha is moving into the 6th grade in a middle school, and is a bit nervous
about it, so Natashas mother drives her to school the first few days.
Natashas mother drops her off and Natasha waves back to her mother as
she walks toward the school.
Mrs. Rodriguez, her homeroom teacher, greets her at the entrance to her
classroom. She smiles, touches Natashas shoulder, and says, Welcome to
school, reassuringly. Seeing the way Mrs. Rodriguez behaves, Natasha feels
much better.
Each day, Mrs. Rodriguez greets Natasha with the same smile and
reassuring manner. Now Natasha is very relaxed when she enters the classroom.
What did Natasha learn?

PowerPoint 6.4 Learning to Like Classrooms: A Classical Conditioning Exercise (slide 2 of 2)
What did Natasha learn?

To feel relaxed entering the classroom
What are the Classical Conditioning concepts that explain

how Natasha learned her emotional response?
UCS Mrs. Rodriguez greeting UCR Feeling better

CS The classroom CR -Relaxed

PowerPoint 6.5 A Comparison of Classical and Operant Conditioning
Classical Conditioning Operant Conditioning

Behavior Involuntary (Learner cannot control Voluntary (Learner can control
the behavior.) the behavior.)
Emotional Overt actions
Physiological
Order Behavior follows stimulus Behavior precedes stimulus
(consequence)
How learning Neutral stimuli become associated Consequences of behaviors
occurs With unconditioned stimuli. influence the probability of future,
similar behaviors.
Example Children associate their classrooms Learners attempt to answer
with the positive behaviors questions and are praised, so their
of their teachers, so the classrooms attempts to answer increase.
Cause positive emotions.
Key Pavlov Skinner
researcher

PowerPoint 6.6 Consequences of Behavior
Consequences of Behavior
Positive Reinforcement: The process of increasing behavior by presenting a
reinforcer (a consequence that increases behavior, such as praise for a good answer)
Negative Reinforcement: The process of increasing behavior by removing or

avoiding an aversive consequence (such as taking Advil to remove a headache. We
are negatively reinforced for taking the Advil.)
Presentation Punishment: The process of decreasing behavior by presenting a

punisher (such as fingers to the lips signaling Shh.)
Removal Punishment: The process of decreasing behavior by removing a stimulus

(such as detentiontaking away students free time for misbehavior.)

PowerPoint 6.7 Operant Conditioning in the Classroom: Examining Student Behavior
Explain the students behavior (complaining) in the vignette using concepts

from operant conditioning:
After completing an assignment of 30 math problems, one of Ann Johnsons

students complains, Man, Mrs. Johnson you sure do pile on the homework.
Yeah, another adds.
For sure, a third puts in.
Several other members of class chime in, adding to the comments of the first three.
The next day Ann assigns only 20 problems, and as soon as she is finished giving
the assignment, the students respond, Sheesh, Mrs. Johnson, giving homework must be
your favorite thing to do.
As Ann begins to give her homework reduced assignment of 15 on the third day, the
students protest, I hope this isnt going to be another killer homework assignment!

PowerPoint 6.8 Operant Conditioning in the Classroom: Feedback
Feedback:
We can explain the students behavior by saying that they are being
negatively reinforced for complaining. Their complaining is
increasingthey complain sooner each time. The assignment is the
aversive stimulus, some of which is removed in two separate cases.

PowerPoint 6.9 Shaping Learner Behavior
Feedback:
In each instance
the teacher is
attempting to
shape behaviors
of the students
using reinforcers.

PowerPoint 6.10 Schedules of Reinforcement

PowerPoint 6.11 Reinforcement Schedules and Examples
Schedule Example
Continuous An algebra teacher guides students through steps for solving equations
and praises students for every correct answer.
A person sticks a key in a reliable lock, and the door opens every time.
Fixed-ratio The algebra teacher says, As soon as youve correctly done two
problems in a row, you may start on your homework, so youll be
finished by the end of the period.
Variable-ratio A student raises her hand to answer questions, and sometimes shes
called on, and sometimes she isnt.
A person sticks a key in an unreliable lock, and sometimes the door
opens quickly, and at other times it opens only after a number of
attempts.
Fixed Students are given a quiz every Friday, and they receive their score
interval every Monday.
Variable- Students are given unannounced quizzes, and sometimes the quizzes are
interval returned the next day, and at other times they are returned a day or two ater.

PowerPoint 6.12 Reinforcement Schedules in the Classroom Exercises
1. Mrs. McLemore has one of her students in a reading group begin reading, and she then
gets up and circulates among the students doing seatwork, making comments and
offering suggestions. She then returns to the reading group. What schedule is she using
with the students doing seatwork?
2. When Mrs. Hernandezs students write a good response to essay items, she will often
write comments such as, Very well done, on their papers near the response.
3. Mr. Lombardo assigns problems every night, and he collects them on Mondays and
Thursdays. Mrs. Chang also collects homework twice a week, sometimes on Mondays
and Thursdays, but also other days as well. What is Mr. Lombardos schedule, Mrs.
Changs schedule, and the schedule for the quiz?
4. Mr. Lombardo often gives his students time to do their homework in class. Any students
who finish before the end of the period are allowed to go to the back of the room and talk
quietly to each other until the end of the period.

PowerPoint 6.13 Reinforcement Schedule in the Classrooms Exercises: Feedback
Feedback for Reinforcement Schedule Exercise

1. For the students doing seatwork, a variable-interval schedule is being used.
It is based on time and is unpredictable.
2. This is a variable-ratio schedule. It is based on a students response

(behavior) and is unpredictable.
3. Mr. Lombardos homework system is a fixed-interval schedule, whereas

Mrs. Changs is a variable interval schedule.
Their quizzes are both fixed interval.
4. Mr. Lombardos policy with finishing homework illustrates a fixed-ratio

schedule. The students can predict when they will be rewarded with free
time, and it is based on their behaviorsnot on time.

PowerPoint 6.14 Satiation and Extinction
Comparison of the concepts: Satiation and Extinction

Concept Example
Satiation Teacher gives so many
Reinforcer is overused to stickers that they no longer
the point it loses its potency affect student behavior
Extinction Student stops raising her

Behaviors decreases hand because the teacher
because it isnt being doesnt call on her
reinforced

PowerPoint 6.15 Operant Conditioning in the Classroom: Examining Teacher Behavior
Explain the teachers behavior (the number of problems she assigns).

(We examined this vignette earlier using the students behavior.)
After completing an assignment of 30 math problems, one of Ann Johnsons students

complains, Man, Mrs. Johnson you sure do pile on the homework.
Yeah, another adds.
For sure, a third puts in.
Several other members of class chime in, adding to the comments of the first three.
The next day Ann assigns only 20 problems, and as soon as she is finished giving the
assignment, the students respond, Sheesh, Mrs. Johnson, giving homework must be your
favorite thing to do.
As Ann begins to give her homework reduced assignment of 15 problems on the third
day, the students protest, I hope this isnt going to be another killer homework assignment!

PowerPoint 6..16 Operant Conditioning in the Classroom: Examining Teacher Behavior: Feedback
Feedback:
We can explain Anns behavior by saying that she is being punished, and the
students complaints are the punishers.
Anns behaviorthe number of problems she assignsis decreasing. She first

assigns 30 problems, then 20, and finally 15.
It is an example of presentation punishment. The students are presenting her

with their complaints.
(Remember the students action of complaining each day was an increase in

behavior resulting from the teacher removing problems, so they were
negatively reinforced.)

PowerPoint 6.17 Effective and Ineffective Punishers
Effective Punishers: Ineffective Punishers:

Desists Physical Punishment
Timeout Embarrassment and

humiliation
Detention
Classwork
Response Cost

PowerPoint 6.18 Applied Behavior Analysis
Applied Behavior Analysis
1. Identify target behaviors.
2. Establish a baseline for the target behaviors.
3. Choose reinforcers and punishers (if necessary).
4. Measure changes in the target behaviors.
5. Gradually reduce the frequency of reinforcers as

behavior improves.

PowerPoint 6.19 Learning on the Interstate
You are driving 75 mph on the interstate one evening, and you are suddenly
passed by a sports car traveling at least 85 mph.
A couple of minutes later you see the sports car pulled over by the highway
patrol, and you immediately slow down.
How would behaviorism explain you slowing down?
Feedback: Behaviorism cannot explain slowing down because nothing directly happened to
us. Our behavior changed as a result of seeing what happened to someone else. This leads to
social cognitive theory, which focuses on changes in behavior that occur as a result of
observing others.
You slow down because you expect to be pulled over too. By observing a consequence for
another driver-you are vicariously punished.

PowerPoint 6.20 Differences Between Behaviorism and Social Cognitive Theory
Behaviorism Social Cognitive Theory

Learning is defined as a Learning is defined as a change in mental
change in observable processes creating the capacity to
behavior demonstrate different behaviors
Role of expectations: Role of expectations:

Reinforcers and punishers Reinforcers and punishers create
are direct causes of behavior expectations that then influence behaviors
One way relationship Reciprocal causation, an interdependent

between the environment and relationship, among behavior, the
behavior environment, and personal factors

PowerPoint 6.21 Different Forms of Modeling
Type Description Example

Direct The tendency of someone to A math student attempts to imitate
Modeling Imitate the behaviors of a live a solution presented by a teacher.
model.
A person at a concert begins to applaud
because someone else in the audience
began to applaud.
Symbolic The tendency of someone to Children become more conscientious
Modeling imitate behaviors displayed because of the conscientious behavior
by characters in books, plays, of one of the pigs in The Three Little Pigs.
movies, or television.
Teenagers wear their hair in the same
way as a popular television star.
Synthesized The tendency of someone to A child uses a chair to get up on the
Modeling Imitate different behaviors cupboard to get a cookie when he sees his
and combine them into a brother use a chair to get a book from a shelf,
single act. And sees his mother get a cookie.

PowerPoint 6.22 Effects of Modeling
Effects of Modeling: Example

Learn new A student attempts to imitate a solution to a problem that the
behaviors teacher demonstrates for the first time.
A novice tennis player attempts to imitate the serve of an instructor.
Facilitate A person stands as part of a standing ovation after seeing another
existing person in the audience stand.
behaviors A student becomes more thorough in his study habits after observing a
friend study thoroughly.
Change A drivers inhibition about exceeding the speed limit is strengthened
inhibitions when he sees another speeding car stopped by the highway patrol.
A students inhibition about speaking without permission is weakened
when she sees other students speak without permission and go
unpunished.
Arouse A person at a social gathering feels embarrassed when he sees a
emotions couple across the room shout at each other in anger.
A person watching a movie begins to cry when a sad scene is portrayed
in the film.

PowerPoint 6.23 Effects of Modeling in the Classroom Exercise

PowerPoint 6..24 Effects of Modeling in the Classroom Exercise Feedback
1. Explain Gregs and Natalies behavior.

Greg and Natalie are being punished. Ms. Margossian presented them
with her reprimand, and their behavior decreased. Because the reprimand
was directly given to these two students by the teacher the behavior is
best explained by behaviorisms concept of operant conditioning.
2. Explain Christines Behavior using social cognitive theory.
Christine was vicariously punished. (She altered her behavior by
observing the consequences for Greg and Natalie.)
3. In terms of modeling effects on behavior, which effect is
best illustrated by Christines behavior?
Christines inhibition about talking was increased. (The function was
increasing inhibitions.)
4. Suppose Ms. Margossian had said nothing to Greg and Natalie. What is the
likely outcome for them, Christine, and the class as a whole? Explain.
Being reprimanded for breaking rules is an expected consequence.
Nonoccurrence of the reprimand-an intended punisher-could serve as a
reinforcer and the misbehavior might increase.

PowerPoint 6..25 Processes Involved in Learning From Models

PowerPoint 6..26 Effectiveness of Models
Factor Description Example

Perceived People are more likely to imitate A girl is more likely to choose
similarity behaviors in others they perceive as engineering as a career if she
similar to themselves than they are to observes the work of a female
imitate behaviors in those they perceive Engineer than if she observes the
as different. work of a male engineer.
Perceived People are more likely to imitate An aspiring golfer is more likely to
competence behaviors in others they perceive as imitate the technique of an
competent than they are to imitate accomplished golfer than the
behaviors in those they perceive as less technique of a novice golfer.
competent.
Perceived People are more likely to imitate Teenagers are more likely to wear
status behaviors displayed by high-status sports shoes endorsed by Michael
models than they are to imitate Jordan than sports shoes endorsed
behaviors of others with lower status. by a local shoe salesperson. *
(*Very high status models tend to
have competence attributed to them
outside their fields of expertise.)

PowerPoint 6.27 Under-muscled and Embarrassed
According to a recent newspaper article, many people are

reluctant to join fitness clubs because theyre fearful that their
overweight and out-of-shape bodies will look comical to the trim, fit,
and athletic trainers they expect to see working there. As a result
they continue to procrastinate about joining the clubs?
How can we explain their behavior based on social cognitive theory?
Feedback:
The trainers, though perceived as competent (and of potentially high status) by the
overweight and out-of- shape people, do not have perceived similarity and according to
theory lack of perceived similarity in this case will discourage imitation.

PowerPoint 6.28 Applying Social Cognitive Theory in Classrooms
Applying Social Cognitive Theory in Classrooms

1. Model desirable behaviors for students.
2. Capitalize on modeling effects and processes to promote

learning.
3. Place student in modeling roles and use cognitive modeling to

share their strategies.
4. Utilize guest role models.

PowerPoint 6.29 Feedback for Classroom Exercises (slide 1 of 6)
Feedback for Classroom Exercises

1. Punishers can produce negative emotional reactions. The writing
assignment might become associated with the punisher--becoming a
conditioned stimulus--which produces a negative emotional reaction--
as a conditioned response. We dont want students to have negative
emotional reactions to classroom assignments.
2. The song, picture, or odor are conditioned stimuli that have become
associated with some unconditioned stimulus that produced the
original mood or feeling. The mood or feeling is a conditioned
response that is similar to the original mood or feeling produced by
the unconditioned stimulus.

3. The feeling will eventually disappear. The concept is

extinction. If a conditioned stimulus occurs repeatedly in the
absence of the unconditioned stimulus, the conditioned
response will eventually disappear (become extinct).
4. The teacher is attempting to use negative reinforcement by

allowing the students to avoid doing homework. Her goal is
to increase the students' doing homework behaviors. The
students must be in a situation of normally doing
homework, or there would be nothing for them to avoid.

5. The teacher is applying negative reinforcement. The teacher is

focusing on a desired outcome (sitting quietly) versus an undesired
outcome (stopping talking).
Also, the students are in control of the outcome. If they're quiet, they
get to go to lunch.
Negative reinforcement is being illustrated because the students can

avoid missing some of their lunch period. Under typical conditions,
they would get to go to lunch. The teacher is threatening the students
with punishment, but she isn't actually punishing them.
6. The idea is the Premack Principle, which says that a more desirable
activity can serve as a positive reinforcer for a less desirable activity.

7. The city is attempting to apply negative reinforcement by allowing

people to avoid the tolls.
8. Slot machines illustrate variable-ratio schedules. The reinforcers

depend on behaviors, not time, and they're unpredictable.
9. Social cognitive theorists view the high score as causing

expectations. According to social cognitive theorists, students
study because they expect to be reinforced for doing so. They
believe the behaviorist account is inadequate because in many
cases too much elapses between the behavior and receiving the
reinforcer.

PowerPoint 6.29 Feedback for Classroom Exercise (slide 5 of 6)
10. In the first case, specific praise wasn't necessary because the
student gave a clear, confident answer.
If Tanya's answer were tentative, however, specific praise would

emphasize important information and help eliminate uncertainty.
An example in the second case could be: Very good, Tanya. You
recognized that the air would be warmed as it moved over the land.
This was because the air above the water was cold, caused by the
cold water itself flowing from the south. Good analysis.

PowerPoint 6..29 Feedback for Classroom Exercises (slide 6 of 6)
11. If students break a rule they expect to be punished. If the

punisher isn't given, its nonoccurrence can serve as a
reinforcer, and the undesirable behavior is likely to increase.
Decreasing inhibitions is the modeling effect that is illustrated.
12. When learners are fearful about a situation, as Tim was, they
are more likely to imitate a coping model, or one who struggles
to achieve competence, than a mastery model, or one whose
competence is an accomplished fact (Schunk, 1991). This is
where competence and similarity interact. Tim perceived both
Karen and Susan to be competent, but he perceived himself to
be more similar to Susan, because she too had to struggle, so
he imitated her.


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CHAPTER 6:

BEHAVIORISM AND SOCIAL

Paul Eggen and Don Kauchak 2010 Pearson Education, Inc.

Rod was feeling the blahs, so he decided to reward himself

What did Rod learn? He learned to feel excited.

Paul Eggen and Don Kauchak 2010 Pearson Education, Inc.

Accident (UCS) Terror (UCR)

Paul Eggen and Don Kauchak 2010 Pearson Education, Inc.

Sharon Van Horn greets Damon (and each of

Paul Eggen and Don Kauchak 2010 Pearson Education, Inc.

What did Jennifer learn?

Paul Eggen and Don Kauchak 2010 Pearson Education, Inc.

What did Jennifer learn?

Classical Conditioning concepts that explain how Jennifer

Paul Eggen and Don Kauchak 2010 Pearson Education, Inc.

What did Natasha learn?

Paul Eggen and Don Kauchak 2010 Pearson Education, Inc.

What did Natasha learn?

What are the Classical Conditioning concepts that explain

UCS Mrs. Rodriguez greeting UCR Feeling better

Paul Eggen and Don Kauchak 2010 Pearson Education, Inc.

Classical Conditioning Operant Conditioning

Paul Eggen and Don Kauchak 2010 Pearson Education, Inc.

Negative Reinforcement: The process of increasing behavior by removing or

Presentation Punishment: The process of decreasing behavior by presenting a

Removal Punishment: The process of decreasing behavior by removing a stimulus

Paul Eggen and Don Kauchak 2010 Pearson Education, Inc.

Explain the students behavior (complaining) in the vignette using concepts

After completing an assignment of 30 math problems, one of Ann Johnsons

Paul Eggen and Don Kauchak 2010 Pearson Education, Inc.

Paul Eggen and Don Kauchak 2010 Pearson Education, Inc.

Paul Eggen and Don Kauchak 2010 Pearson Education, Inc.

Paul Eggen and Don Kauchak 2010 Pearson Education, Inc.

Paul Eggen and Don Kauchak 2010 Pearson Education, Inc.

Paul Eggen and Don Kauchak 2010 Pearson Education, Inc.

Feedback for Reinforcement Schedule Exercise

2. This is a variable-ratio schedule. It is based on a students response

3. Mr. Lombardos homework system is a fixed-interval schedule, whereas

4. Mr. Lombardos policy with finishing homework illustrates a fixed-ratio

Paul Eggen and Don Kauchak 2010 Pearson Education, Inc.

Comparison of the concepts: Satiation and Extinction

Extinction Student stops raising her

Paul Eggen and Don Kauchak 2010 Pearson Education, Inc.

Explain the teachers behavior (the number of problems she assigns).

After completing an assignment of 30 math problems, one of Ann Johnsons students

Paul Eggen and Don Kauchak 2010 Pearson Education, Inc.

Anns behaviorthe number of problems she assignsis decreasing. She first

It is an example of presentation punishment. The students are presenting her

(Remember the students action of complaining each day was an increase in

Paul Eggen and Don Kauchak 2010 Pearson Education, Inc.

Effective Punishers: Ineffective Punishers:

Timeout Embarrassment and

Paul Eggen and Don Kauchak 2010 Pearson Education, Inc.

Applied Behavior Analysis

1. Identify target behaviors.

2. Establish a baseline for the target behaviors.

3. Choose reinforcers and punishers (if necessary).

4. Measure changes in the target behaviors.

5. Gradually reduce the frequency of reinforcers as

Paul Eggen and Don Kauchak 2010 Pearson Education, Inc.

Paul Eggen and Don Kauchak 2010 Pearson Education, Inc.

Behaviorism Social Cognitive Theory

Role of expectations: Role of expectations: