The focus of this chapter is:
Make clear the definition of learning, and distinguish the proximity principle, classical conditioning and operating conditioning.
Distinguish between positive reinforcement, negative reinforcement, presentation punishment and withdrawal punishment.
Use behaviorism to correct behaviors inside and outside the classroom.
Describe the new progress of applied behavior analysis, such as functional behavior evaluation and self-management.
Challenges faced by contemporary behaviorism
1) What is learning?
Although theorists have different views on the concept of learning, most people agree that learning is a relatively lasting change of individual knowledge or behavior caused by experience. Simple changes caused by maturity, illness, fatigue or hunger do not belong to the category of learning. Behaviorist theorists emphasize the role of environmental stimuli in learning and pay attention to behavior-observable response. Behavioral learning process includes proximity learning, classical conditioning, operating conditioning and observation learning.
1) How did neutral stimuli become conditioned stimuli?
Pavlov discovered classical conditioning. In classical conditioned reflex, a neutral stimulus matches a stimulus that can cause emotional or psychological response many times, and then this neutral stimulus can cause a response alone, that is, the center itself can cause conditioned reflex, and this neutral stimulus becomes a conditioned stimulus.
2) Everyday examples of classical conditioning
When you smell your favorite food, you will drool, when you hear the sound of the dentist's electric drill, you will feel scared and uneasy, when you step on the stage, you will feel nervous and so on.
1) What defines the result of an action as reinforcement or punishment?
According to Skinner's concept of operant conditioning, people learn through conscious reaction. For individuals, the influence of behavior results may be reinforcement or punishment. If the result reinforces or maintains the reaction that caused the result, the result is defined as reinforcement; If this result reduces or inhibits the reaction that leads to this result, this result is defined as punishment.
2) Negative reinforcement is often confused with punishment. What's their difference?
The process of reinforcement always involves the enhancement of behavior. If the desired behavior has appeared, the teacher will strengthen the desired behavior by removing some annoying things. Because the result includes canceling or subtracting a stimulus, this reinforcement is negative reinforcement. On the other hand, punishment includes reducing and restraining behavior. If an act is punished after it happens, students are unlikely to commit it again in similar situations in the future.
3) How to encourage students to stick to a behavior?
The ratio plan (based on the amount of reflection) encourages students to have a higher reaction rate, while the change plan (based on the time interval between two enhancements) can encourage students to stick to the reaction. The picture below is an example.
4) The difference between hints and clues
Clue refers to the antecedent factors before the occurrence of a specific behavior, but refers to the complex clues after the first clue. When using hints and clues as a new behavior, two principles should be followed. First of all, before using hints, make sure that you can make the environmental stimuli that will become clues happen immediately, so that students will learn to respond to clues instead of relying solely on hints. Second, every time conditions permit, the prompts will be weakened, so that students will no longer rely on prompts.
1) Steps to apply behavior analysis
(1) clearly state the conditions that need to be changed, and write down the current level.
(2) Using the results of the antecedents, or jointly designing specific intervention plans.
(3) Record the intervention effect and modify the scheme if necessary.
2) How does Pu remarque's principle help you find reinforcement?
Remarque principle points out that high-frequency behavior can be an effective reinforcement of low-frequency behavior. In other words, "do what you should do first, then do what you want to do." The best way to choose suitable reinforcement for students is to observe what students do in their spare time. For most students, they like chatting, walking around the classroom, being around friends, exempting from homework or exams, reading magazines, playing games and so on.
3) When to use plastic surgery
Shaping helps students learn a little at a time to get new reactions, so it helps to form complex skills, work hard towards difficult goals, and improve persistence, endurance, accuracy and speed. Molding takes a long time. If you can succeed in a simpler way, such as clues, there is no need to use molding.
4) Matters needing attention when using punishment
Punishment can't arouse any positive behavior or sympathy of others, but it will hinder students from establishing good interpersonal relationship with teachers. So whenever you decide to use punishment, you should pay attention to combining it with strengthening good behavior. First of all, using punishment can inhibit unwanted behavior. Second, it is clear that students should do alternative behaviors and strengthen those behaviors they want. When this kind of behavior is suppressed, positive substitution behavior will be enhanced.
1) describes the management strategy of group result, behavior contract and token scheme.
When using group scores, teachers strengthen the whole class according to its performance. In the interdependent contract scheme, teachers sign a contract with each student, which clearly describes what students must do to get good treatment and rewards. In the token scheme, students get tokens through their academic performance and economic classroom behavior. After a period of time, students exchange the tokens they have won for the prizes they want. When exercising the token scheme, they must be cautious and emphasize learning, not just good behavior.
2) How to use functional behavior assessment and positive behavior support?
When evaluating functional behaviors, teachers study the antecedents, rewards and punishments of problematic behaviors, so as to determine the causes or functions of behaviors. Then, teachers design positive behaviors in order to replace problem behaviors with new ones. These new behaviors are also in line with students' intentions and goals, but they will not cause the same problems.
3) Steps of self-management
Students can use behavior analysis alone to manage their own behavior. Let students participate in setting goals, recording progress, evaluating achievements, making their own choices and strengthening them. Through these methods, students can well stimulate the development of self-management skills.
1) Bandura challenges behaviorist learning view.
The traditional behaviorism learning view has many limitations. Although behaviorism was the mainstream in Bandura's education era, he never really recognized the orthodoxy of behaviorism. He advocates observational learning, in which people need neither response nor reinforcement.
2) Direct learning and alternative learning
Direct learning refers to personal learning through personal practice and experience of the results of action. Alternative learning refers to learning through observation, which greatly challenges the behaviorist view that "cognitive factors are redundant in the interpretation of learning". Before performance and reinforcement occur, people have done a lot of thinking in their brains. In behaviorists' view, reinforcement and punishment directly affect behavior. In social learning theory, observing others or role models will have a similar impact on the behavior of observers. Later social cognitive theory further broadened the social learning theory and emphasized the influence of cognitive concepts, such as expectations and beliefs. , on behavior.
3) the main criticism of behaviorism
Misuse and abuse of behavioral learning methods is immoral. Critics of behavioral methods point out that reinforcement is dangerous, because teachers overemphasize reward reinforcement, which will reduce students' interest in learning and have a negative impact on other students. When applying the learning principle of behaviorism, we should pay attention to science and ethics.