Behaviorism and Social Cognitive Theory

CHAPTER 9:
BEHAVIORISM AND SOCIAL

COGNITIVE THEORY
Educational Psychology: Windows on Classrooms, Ninth Edition 2013, 2010, 2007 Pearson Education, Inc.
Paul Eggen and Don Kauchak, ISBN 0132790408 All rights reserved.
PowerPoint 9.1 An Introduction to Classical Conditioning
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 accidentally 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 at the sound of Latin music.
How did he learn it?

He associated Latin music with the encounter with Kim.
PowerPoint 9.2 Classical Conditioning Examples and Explanations (slide 1 of 2)
Tim failed his algebra quiz, and he was Failure (UCS) Anxiety (UCR)
devastated and anxious. He was then
anxious again during his next quiz. Associated Similar
(Tim learned to be anxious in quizzes.)
Quizzes (CS) Anxiety (CR)
Youre out on a lake, you fall overboard,

nearly drown, and are terrified. The next Accident (UCS) Terror (UCR)
time youre near a large body of water you
feel a sense of fear similar to the one you Associated Similar
experienced in your boating accident.
(You learned to fear water.) Water (CS) Fear (CR)
PowerPoint 9.2 Classical Conditioning Examples and Explanations (slide 2 of 2)
Sharon Van Horn greets Damon (and each Greeting (UCS) Feeling (UCR)
of her other second graders) in a friendly,
courteous manner every day when he Associated Similar
comes into her classroom, and her greeting
makes him feel good. Later, Damon Room (CS) Comfort (CR)
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 9.3 Learning to Like School: Classical Conditioning Exercises (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 program 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 comfortable when her dad leaves her with Mrs. Abbott.
Explain how Jennifer learns to be comfortable with Mrs. Abbot.

Jennifer associates Mrs. Abbotts manner with her dad.
The feeling of comfort she learns with Mrs. Abbott is similar to the
security she feels with her dad.
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 9.3 Learning to Like Classrooms: Classical Conditioning Exercises (slide 2 of 2)
Natasha is moving into a middle school, and is 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 is relieved.
Each day, Mrs. Rodriguez greets Natasha with the same reassuring manner. Now
Natasha is relaxed when she enters the classroom.
Explain how Natasha learns to feel relaxed in Mrs. Rodriguezs classroom.
Natasha associates the classroom with Mrs. Rodriguezs reassuring

manner. The relaxed feeling she learns is similar to the initial relief she
felt in response to Mrs. Rodriquezs manner.
UCS Mrs. Rodriguez reassuring manner UCR Feeling relieved
CS The classroom CR -Relaxed
PowerPoint 9.4 Ed Psych and Teaching: Applying Classical Conditioning With Your Students
Applying Classical Conditioning With Your Students
1. Consistently treat your students with warmth and respect.
2. Personalize your classroom to create an emotionally safe environment.
3. Require that your students treat each other with courtesy and respect.
PowerPoint 9.5 A Comparison of Classical and Operant Conditioning
Classical Conditioning Operant Conditioning

Behavior Involuntary (Learner cannot Voluntary (Learner can
control the behavior.) control the behavior.)
Emotional Overt actions
Physiological
Order Behavior follows stimulus Behavior precedes stimulus
(consequence)
How Neutral stimuli become associated Consequences of behaviors
learning With unconditioned stimuli. influence the probability of
Occurs future, similar behaviors.
Key Pavlov Skinner
Researcher
PowerPoint 9.6 Consequences of Behavior (slide 1 of 2)
Consequences of Behavior
Positive Reinforcement: The process of increasing behavior by presenting a

reinforcer (a consequence that increases behavior)
What is an example?
Praise for a good answer. We are positively reinforced for the
answer.
Negative Reinforcement: The process of increasing behavior by removing or

avoiding an aversive consequence
What is an example?
Taking Advil to remove a headache. We are negatively
reinforced for taking the Advil.
PowerPoint 9.6 Consequences of Behavior (slide 2 of 2)
Presentation Punishment: The process of decreasing behavior

by presenting a punisher
What is an example?
Fingers to the lips signaling Shh. We are punished (with
presentation punishment) for whispering.
Removal Punishment: The process of decreasing behavior by

removing a stimulus, or the inability to get positive reinforcement
What is an example?
Detention. Students normally get to use their time as they
choose, and detention takes away some of this free time.
PowerPoint 9.7 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 assignmentreduced to 15 problemson the
third day, the students protest, I hope this isnt going to be another killer homework
assignment!
The students are being negatively reinforced for complaining. Their complaining
is increasing (they complain sooner and sooner). The assignment is the aversive
stimulus, some of which is removed in two separate instances.
PowerPoint 9.8 Shaping Learner Behavior
What do the following episodes have in common?
Mrs. Jensen is having trouble keeping Sean in his seat. She then starts giving Sean a
token he can trade for privileges if he stays in his seat for 5 minutes. She then requires 7
minutes, then 10, and finally he has to stay in his seat until he is given permission to
leave in order to receive his token.
Tasha either hands in her assignments incomplete or not at all. Mrs. Yudin gives her a
practice point for completing a problem. Later she has to complete two problems to
get her point. Eventually, she has to complete the assignment to earn her practice point.
In each instance the teacher is attempting to shape behaviors of the students.

The students were reinforced for successive approximations of the
desired behaviorsstaying in his seat in Seans case, and completing
her homework in Tashas case.
PowerPoint 9.9 Schedules of Reinforcement
PowerPoint 9.10 Reinforcement Schedules Examples (slide 1 of 4)
What reinforcement schedule is being illustrated in each example?

1. Mrs. McLemore circulates among her students doing seatwork, periodically
making comments and offering suggestions.
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. They both give a quiz on
Fridays. (Three answers: one each Mr. Lombardos and for Mrs. Changs
homework, and one for the quizzes).
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.
5. You have a new car, and its very reliable, meaning is starts every time. You have
an old pickup truck that starts, but only after repeated attempts to start it. (Two
answers, one for the new car and one for the old pickup truck.)
1. Mrs. McLemore circulates among her students doing seatwork, periodically

making comments and offering suggestions.
This is a variable-interval schedule. She doesnt get up in response to
students behavior, and they cant predict when she will get up and
circulate.
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.
This is a variable-ratio schedule. The comments depend on the students
behaviors (not time), and they cant predict when they will receive the
comments.
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. They
both give a quiz every Friday (Three answersone each for Mr. Lombardos
and for Mrs. Changs homework, and one for their quizzes).
Mr. Lombardo is using a fixed-interval schedule for his homework. His
schedule depends on time and the students can predict when they will
be reinforced.
Mrs. Chang is using a variable-interval schedule for her homework. It

also depends on time, but the students cant predict when they will be
reinforced.
Their quizzes are on a fixed-interval schedule. They depend on time,

and the students can predict when they will be reinforced.
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.
This is a fixed-ratio schedule. The reinforcement depends on the
students behavior (finishing their homework), and they can predict
when they will be reinforced.
5. You have a new car, and its very reliable, meaning is starts every time. You
have an old pickup truck that starts, but only after repeated attempts to start
it. (Two answers, one for the new car and one for the old pickup truck.)
Your new car starting is a continuous schedule (starting is the
reinforcer, and it starts every time).
Your old car starting is a variable-ratio schedule. It depends on the
number of times you try to start it, and you cant predict when it will
start.
PowerPoint 9.11 Operant Conditioning in the Classroom: Examining Teacher Behavior
Explain Anns behavior (reducing the length of the assignments) 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!
Ann is being punished (with presentation punishment). Her behavior is

decreasingshe is reducing the length of the assignments as a result of the
students presenting her with their complaints.
PowerPoint 9.12 Effective and Ineffective Forms of Punishment
Effective Punishers: Ineffective Punishers:
Desists Physical Punishment
Timeout Embarrassment and

humiliation
Detention
Classwork
Response Cost
PowerPoint 6.13 Extinction, Satiation and Punishment
Extinction, Satiation, and Punishment are all decreases in behavior.
Extinction
Behaviors decreases because they arent being reinforced.
Student stops raising her hand because the teacher doesnt call on her.
Satiation
Reinforcer is overused to the point it loses its ability to reinforce behaviors, and the
behaviors decrease.
Teacher gives so many stickers that they no longer affect student behavior.
Punishment
Behaviors decrease because a punisher is presented or removed.
A teacher admonishes a student for talking (presentation punishment)
A student is placed in timeout (removal punishment)
PowerPoint 9.14 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 9.15 Courtesy on Busy Streets
Youre sitting in a line of traffic waiting for the light to turn green. It turns green, and you
see the person in the car in front of you pause and wave to a driver of a car waiting to get
into the street from a department store parking lot, signaling the driver to pull into the
line. The person quickly pulls out of the parking lot, waving a thank you as she enters
the line of traffic.
A bit farther down the street you are again waiting at a red light, and seeing the
opportunity to also be courteous, you wave another driver into the line of traffic from a
side street.
How would behaviorism explain your tendency to also be courteous? (Warning:
this is a trick question.)
Behaviorism cant explain your tendency to be courteous.
Behaviorism can only explain events that have direct causes, and
nothing directly happened to you.
You were courteous because you observed the driver in front of you be
courteous, and you modeled his behavior.
PowerPoint 9.16 Differences Between Behaviorism and Social Cognitive Theory
Behaviorism Social Cognitive Theory

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

Reinforcers and punishers are direct Reinforcers and punishers create
causes of behavior. (Cognitive expectations that then influence behaviors
processes, such as expectations, not
considered)
One way relationship between the

Behavior, the environment, and personal
environment and behavior
factors are interdependent (reciprocal
environment directly causes
causation)
behavior
PowerPoint 9.17 Different Forms of Modeling
Type Description Example

Direct The tendency of someone to A math student attempts to imitate a
Modeling Imitate the behaviors of a live 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 of
by characters in books, plays, 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
single act. shelf, and sees his mother get a cookie.
PowerPoint 9.18 Courtesy on Busy Streets: Vicarious Learning
Youre sitting in a line of traffic waiting for the light to turn green. It turns
green, and you see the person in the car in front of you pause and wave to a
driver of a car waiting to get into the street from a department store parking lot,
signaling the driver to get into the line. The person quickly pulls out of the
parking lot, waving a thank you as she enters the line of traffic.
A bit farther down the street you are again waiting at a red light, and seeing
the opportunity to also be courteous, you wave another driver into the line of
traffic from a side street.
How is reinforcement illustrated in this event?

The person in front of you was reinforced by the driver in the
parking lot when she waved at him.
You were vicariously reinforced by the driver in the parking lot

which increased the likelihood that you would also be courteous
which you were in the second incident.
PowerPoint 9.19 Courtesy on Busy Streets: The Nonoccurrence of Expected Consequences
Consider again the fact that you paused and waved a person from a side street
into the line of traffic. How would you react if the person didnt wave a thank
you in return?
You would likely be somewhat miffed. You expect the thank you wave
in response to your courtesy.
The thank you wave is a reinforcer, and when it doesnt occur, it can
act as a punisher, making it less likely that youll wave another driver
into the line of traffic when the occasion presents itself.
The nonoccurrence of an expected reinforcer can act as a punisher,

and the nonoccurrence of an expected punisher can act as a
reinforcer.
PowerPoint 9.20 Outcomes of Modeling (slide 1 of 2)
Outcomes of Example
Modeling:
Learn new A student attempts to imitate a solution to a problem that
behaviors the 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
existing another person in the audience stand.
behaviors A student becomes more thorough in his study habits after
observing a friend study thoroughly.
PowerPoint 9.20 Outcomes of Modeling (slide 2 of 2)
Outcomes of Example
Modeling:
Change A drivers inhibition about exceeding the speed limit is

inhibitions strengthened 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

emotions sees a 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 9.21 Outcomes of Modeling in the Classroom (slide 1 of 3)
Gregg, Natalie, please wait to be given permission before you speak out in
class, you comment to two of your students as they whisper to each other.
They stop, and Christine, who has been looking at you out of the corner of
her eye as she whispers to Dawn, also stops.
1. Explain Greggs and Natalies behavior.
2. Explain Christines behavior.
3. Which modeling outcome is best illustrated by Christines behavior?
4. Suppose you had said nothing to Gregg and Natalie. What would
have been the likely outcome for them, Christine, and the rest of the
class?
1. Explain Greggs and Natalies behavior.
Gregg and Natalie were punished (presentation punishment). Your
reprimand directly caused their behavior to stop.
2. Explain Christines behavior.

Christine was vicariously punished.
3. Which modeling outcome is best illustrated by Christines behavior?

Changing inhibitions is the modeling outcome best illustrated. Her
inhibition about speaking without permission was strengthened
by your reprimand of Gregg and Natalie.
4. Suppose you had said nothing to Gregg and Natalie. What would
have been the likely outcome for them, Christine, and the rest of the
class?
All of your students would be more likely to speak without
permission because the nonoccurrence of the expected
punisher would act as a reinforcer for their talking.
PowerPoint 9.22 Processes Involved in Learning From Models
PowerPoint 9.23 Effectiveness of Models (slide 1 of 2)
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 Engineer than if she observes the
perceive as different. work of a male engineer.
Perceived People are more likely to imitate An aspiring golfer is more likely
competence behaviors in others they perceive as to imitate the technique of an
competent than they are to imitate accomplished golfer than the
behaviors in those they perceive as technique of a novice golfer.
less competent.
PowerPoint 9.23 Effectiveness of Models (slide 2 of 2)
Factor Description Example

Perceived People are more likely to imitate Teenagers are more likely to wear
status behaviors displayed by high-status sports shoes endorsed by a
models than they are to imitate prominent sports star, such as a
behaviors of others with lower status. Tim Tebow, than sports shoes
endorsed by a local shoe
salesperson. *
(*High status models tend to
have competence attributed to
them outside their fields of
expertise.)
PowerPoint 9.24 Under-muscled and Embarrassed
According to a newspaper article, many people are reluctant to join fitness clubs
because theyre fearful 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 example their behavior based on social cognitive theory?
The trainers, though perceived as competent (and of potentially high

status) by the people, are not perceived as similar enough to the people
to be effective models.
Does this suggest that overweight and out-of-shape people would be effective
models?
Probably not. Overweight and out-of-shape people would notin the
context of athletic trainingbe perceived as competent.
PowerPoint 9.25 Ed Psych and Teaching: Using Social Cognitive Theory to Increase Your Students Learning
Applying Social Cognitive Theory in Your Teaching

1. Model desirable behaviors for students.
Arthurs comment, She thinks algebra is sooo important, resulted from
Sallys modeling her own genuine interest in the topic.
2. Place student in modeling roles and use cognitive modeling to share their
strategies.
Sally had Gabriela explain her thinking (cognitive modeling) as she
demonstrated a solution.
3. Capitalize on the outcomes of modeling and on the processes involved in modeling
to promote learning.
Sally guided her students through the solution with questions rather than
simply explaining the solution. This helped them learn new behaviors.
4. Utilize guest role models.
Sally invited Mr. Sanchez to her class as a guest speaker.
PowerPoint 9.26 Developmentally Appropriate Practice: Behaviorism and Social Cognitive Theory with Learners at Different Ages (slide 1 of 3)
Working with elementary students
Young children need a great deal of positive reinforcement. It is virtually

impossible to satiate them with too much reinforcement, such as praise.
Punishment should be used sparingly, because their moral reasoning is

external; they tend to equate being punished with being bad.
Modeling must be explicit and concrete since attention is limited in young

children.
Working with middle school students
Students at this age evaluate praise for sincerity and relevance; praise
judiciously.
Modeling is a valuable instructional tool with these peer-conscious students.
Self-regulation is beginning to emerge and requires extensive guidance and

support.
Working with high school students
Praise that communicates that understanding is increasing can increase

intrinsic motivation.
Students are sensitive to beliefs about teacher respect and commitment and
expectations of fairness.
Students self-regulation is improving, and they are capable of setting and

monitoring goals and using sophisticated learning strategies.
Modeling effective cognitive strategies is important.
PowerPoint 9.27 Feedback for Classroom Exercises (slide 1 of 5)
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.
PP 9.27 Feedback for Classroom Exercises (slide 2 of 5)
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 9..27 Feedback for Classroom Exercises (slide 5 of 5)
10. The likely effect on the rest of the class is that they will be more likely
to speak without raising their hands. Changing inhibitions is the
modeling outcome best illustrated. Students inhibition about speaking
without raising their hands is weakened.
If students break a rule, they expect to be punished. When this doesnt

occur, the nonoccurrence of the expected punisher can act as a
reinforcer, increasing the likelihood of the students speaking out
without raising their hands.

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CHAPTER 9:

BEHAVIORISM AND SOCIAL

An Introduction to Classical Conditioning

What did Rod learn?

How did he learn it?

Youre out on a lake, you fall overboard,

Explain how Jennifer learns to be comfortable with Mrs. Abbot.

Explain how Natasha learns to feel relaxed in Mrs. Rodriguezs classroom.

Natasha associates the classroom with Mrs. Rodriguezs reassuring

Applying Classical Conditioning With Your Students

1. Consistently treat your students with warmth and respect.

2. Personalize your classroom to create an emotionally safe environment.

Classical Conditioning Operant Conditioning

Positive Reinforcement: The process of increasing behavior by presenting a

Negative Reinforcement: The process of increasing behavior by removing or

Presentation Punishment: The process of decreasing behavior

Removal Punishment: The process of decreasing behavior by

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

What do the following episodes have in common?

In each instance the teacher is attempting to shape behaviors of the students.

What reinforcement schedule is being illustrated in each example?

1. Mrs. McLemore circulates among her students doing seatwork, periodically

3. Mr. Lombardo assigns problems every night, and he collects them on

Mrs. Chang is using a variable-interval schedule for her homework. It

Their quizzes are on a fixed-interval schedule. They depend on time,

Ann is being punished (with presentation punishment). Her behavior is

Effective Punishers: Ineffective Punishers:

Desists Physical Punishment

Timeout Embarrassment and

Extinction, Satiation, and Punishment are all decreases in behavior.

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

Behaviorism cant explain your tendency to be courteous.

Behaviorism Social Cognitive Theory

Role of expectations: Role of expectations:

One way relationship between the

Type Description Example

Symbolic The tendency of someone to Children become more conscientious

Synthesized The tendency of someone to A child uses a chair to get up on the

How is reinforcement illustrated in this event?

You were vicariously reinforced by the driver in the parking lot

The nonoccurrence of an expected reinforcer can act as a punisher,

Change A drivers inhibition about exceeding the speed limit is

Arouse A person at a social gathering feels embarrassed when he

2. Explain Christines behavior.

3. Which modeling outcome is best illustrated by Christines behavior?

2. Explain Christines behavior.

3. Which modeling outcome is best illustrated by Christines behavior?

Factor Description Example

Factor Description Example

How can we example their behavior based on social cognitive theory?

The trainers, though perceived as competent (and of potentially high

Applying Social Cognitive Theory in Your Teaching

Working with elementary students

Young children need a great deal of positive reinforcement. It is virtually

Punishment should be used sparingly, because their moral reasoning is

Modeling must be explicit and concrete since attention is limited in young

Working with middle school students

Modeling is a valuable instructional tool with these peer-conscious students.