Chapter+2+Behaviorism


 * LEARNING AIDS**

Though //Learning and Cognition// explains that language is not merely the learning of words, but “requires that the speaker learn rules of language use…,” it does not give a direct example or explanation of how it is known that children learn rules as opposed to simply learning words (Martinez, 2010, p. 27).

One example is when children use the word ‘foots’ instead ‘feet.’ Though the use of ‘foots’ is not grammatically correct, it demonstrates that children overgeneralize a rule for making nouns plural. That is, they add an s to all or most nouns in order to signify plurality. Despite the incorrectness, this is an amazing feat. The children learn the rule simply by observing others speak. They are not taught to add the s in order to make nouns plural; they simply learn it and understand it. Furthermore, though much vocab is learned through imitation, the children’s rule application demonstrates that learning language is much more than simply imitation. The fact that children do not hear ‘foots’ from parents or others but they still say it (as a result of using overgeneralized rules) demonstrates that there is a very complex thinking process that happens in language development, which goes beyond behavioristic explanations. -Ray

The basic concepts of two forms of behaviorism are shown in the following chart: Yi-Niu

= REINFORCEMENT SCHEDULES =

The following table displays the:
=ALTERNATIVES TO CONTINUOUS REINFORCEMENT =
 * **Types of**
 * Reinforcement** || **Fixed Ratio** || **Variable Ratio** || **Fixed Interval** || **Variable Interval** ||
 * < **Definition** ||< one reinforcement given for every fixed number of positive behaviors displayed by child ||< reinforcements are given, but “when” is unknown to the child ||< reinforcements are given/rewarded on a fixed time period basis ||< rewarding behavior that is desired in a “surprise” fashion ||
 * **Examples of Fixed/Variable & Ratio/Interval Reinforcement Schedules** || Every 3rd time the child makes their bed correctly, they receive a reward of $1.00. || The child receives a reward of $1.00 after making bed correctly the 2nd time, the 5th time, the 3rd time, and so on. || If the child makes their bed every school day, they will be rewarded with $2.00 every Friday. ||= The child is expected to make their bed correctly every day. If they continue to show desired behaviors they will get a reward of $5.00 on the 12th day of pos. behavior, next will received a reward of $3.00 on the 8th day. The reward amount and they time they receive the reward is always unknown to the child. ||
 * **Effect on Reinforcement Schedule** || The ratio is fixed. || The ratio changes. || The interval is fixed. || The interval and the reward changes constantly. ||

REINFORCEMENT SCHEDULES (Chapter 2 Wiki Learning Aid; pp18-20; submitted by Sabrina (Gravely) Allen)

This article, also titled "No Rewards" in its electronic form, is a sardonic response to teacher and author Alfie Kohn, who is vehemently against rewards and punishments as a way of teaching children in schools. Kohn gained popularity in educational circles by insisting that a system of rewards and punishments paves the way for elitism, and that schools should do away with all measurable forms of competition - including class grades and honor rolls. He believes that students will develop an "intrinsic interest for learning for its own sake," which is contrary to the findings laid out in this chapter of our textbook. Sykes explains that competition is not only healthy, but it prepares students for the real world. He argues that, while Kohn's ideas would work great in a utopian society, they simply are not logical in translating to the real world in which we live. Under the section entitles "Reinforcement Schedules," our textbook demonstrates the importance of rewards on learning, showing that Continuous Reinforcement is the best way to establish new behavior, while a Variable Ratio schedule is the most effective way to ensure the continuation of a desired behavior (Martinez, 18-20). Sykes, Charles J. (1994, Fall/Winter). The Public Schools' Attack on Excellence. //Wisconsin Interest, 3, No. 2.// [] (Erin)
 * RELATED RESEARCH**

This was a small study that took place in Australia. It focused on primary students and their preference for feedback from their classroom teacher. Younger students in grades 1 and 2, preferred teachers to give them feedback on their abilities. Younger students wanted teachers to recognize things the students were good at, such as the student's ability to read well. By the time the students entered grade 3, students preferred teachers to notice their efforts in school. Completing assignments, achieving a goal, and putting forth their best effort is what students grade 3 to grade 5 want their teacher to acknowledge. This study relates to using positive reinforcement in the classroom. This is best illustrated in Chapter 2 on page 21 under the section labeled Impact on Education. Australian Journal of Educational & Developmental Psychology. Vol 10, 2010, pp. 145-154 [|Praise and Feedback in the Primary Classroom: Teachers’ and Students’ Perspectives] http://www.eric.ed.gov/PDFS/EJ906941.pdf Deanne

I found this study on Science Daily and found it relevant to Albert Bandura's findings on "Learning Through Imitation." (Martinez, 2010, p. 28) This study was done by researchers and graduate students at University of California-Riverside. They found that humans naturally mimic other humans and their voices, whether or not they could hear the other. The researchers conducted a study where participants could see each other, but could not hear each other. One participant would lipread a word to the other particiant and the recieving participant would formulate the word. The study found that the receiving participant would not only be able to formulate the word, but also the sound of the lipreader's voice. "Specifically, it adds to evidence that the speech brain is sensitive to -- and primed by -- speech articulation, whether heard or seen. It also adds to the evidence that a familiar talker's speaking style can help us recognize words." UCR Psychology professor Lawrence D. Rosenblum.

University of California - Riverside (2010, August 5). Humans imitate aspects of speech we see. //ScienceDaily//. Retrieved January 16, 2011, from [|http://www.sciencedaily.com] /releases/2010/08/100805103907.htm [|http://www.sciencedaily.com/releases/2010/08/100805103907.htm] (Brittany)


 * WEB LINKS**

1. Avoid associating Learning with negative emotions 2. Associate learning with positive emotions 3. Use continuous reinforcement to initiate new behavior 4. Tailor reinforcement to the individual 5. Be careful not to reinforce undesired behavior 6. Reduce reinforcement after the new behavior becomes established 7. Switch to reinforcement to make the new behavior robust 8. Be careful of the undermining effects of extrinsic rewards 9. Use unanticipated rewards 10. Use cognitive concepts [|Monty Python's Behaviorist Learning Bridge]
 * I was so pleased to find this humorous video about the affects of behaviorism when implementing**
 * learning strategies.** **This Youtube video includes the some of the concepts used in learning strategies found in Martinez on P 32- (Judy)**

One's Behavior depends on his or her experiences. Billy's behavior is a result of his father action. First, Billy asked for the candy again because his father gave him a nice experience when he act in positive way and gave him a candy. Second, Billy did not ask for a candy again because his father refused to give him a candy when he asked. In this time, his father gave him a negative experience thus he did not ask for the candy.(Nourah) [|Behaviorism]