Chapter 4 Flashcards
What did BF Skinner criticize modern educators for?
Relying heavily on artificial reinforcement for mastery of classroom topics
What are some disadvantages to using punishment?
- Punishment can in some instances lead to increased aggression.
- Harsh psychological punishment can adversely affect emotional well-being.
- Punishment in the classroom can make students fearful of school and/or their teacher.
- A punished behavior isn’t forgotten and may return
- Extrnisic reinforcment of apersonally enjoyable behavior can undermine the behavior’s intrinsically reinforcing effects.
What does it mean when improving behavior in one context may lead to more frequent behavior problems in another context?
Behavioral contrast
Terminal Behavior
Desired Behavior
Who is the father of operant conditioning?
BF Skinner
Social cognitive theory can best be characterized as being concerned with learning
A. communication skills
B. socially appropriate behaviors
C. through observations of others
D. subject matter in the social sciences (e.g., geography, psychology)
C. through observations of others
Three of the following ideas are integral parts of social cognitive theory. Which one is not?
A. Learning can occur without a change in behavior.
B. People have control over their actions
C. Reinforcement can have an effect not only on the person being reinforced but on other individuals as well.
D. People’s behaviors are always the direct results of the specific environments in which they live.
D. People’s behaviors are always the direct results of the specific environments in which they live.
An early theory of imitation, one proposed by Miller and Dollard in 1941, suggested that individuals:
A. Form mental images of the behaviors they observe
B. Are reinforced for imitative behavior
C. Encode imitated behaviors verbally (i.e., by describing to themselves what they have observed)
D. Find imitation to be an intrinsically reinforcing activity
B. Are reinforced for imitative behavior
A problem with trying to explain modeling solely from a strictly behaviorist perspective is that:
A. Events that are reinforcing for some people are not reinforcing for others.
B. People sometimes don’t imitate a behavior until many days after observing it.
C. Vicariously punished behaviors usually increase, rather than decrease, in frequency.
D. Not all behaviors are imitated.
B. People sometimes don’t imitate a behavior until many days after observing it.
According to social cognitive theorists, reinforcement affects learning because it:
A. Encourages the learner to pay attention
B. Reduces the likelihood of punishment
C. Increases the strength of an S–R connection
D. Makes the learner feel good, thus reducing emotions that interferes with the learning process
A. Encourages the learner to pay attention
Which one of the following statements best illustrates the concept of reciprocal causation?
A. Individuals are more likely to imitate a behavior for which they have seen others reinforced.
B. Modeling can occur only when an individual is capable of performing an observed behavior.
C. People are unlikely to exhibit a behavior that will probably be punished.
D. The environment alters behavior, but behavior alters the environment as well.
D. The environment alters behavior, but behavior alters the environment as well.
Which one of the following alternatives best describes the disinhibition effect that social cognitive theorists describe?
A. People may engage in a previously prohibited behavior if they see someone else being reinforced for that behavior.
B. People are less likely to engage in behaviors they have seen other people punished for.
C. People are less likely to engage in behaviors they have previously been punished for.
D. When people are punished for one behavior, they will tend to refrain from exhibiting that behavior; however, they will be more likely to engage in similar behaviors that are not punished.
A. People may engage in a previously prohibited behavior if they see someone else being reinforced for that behavior.
Bandura proposes that three of the following conditions are necessary for modeling to occur. Which one is not necessary?
A. Motivation to perform the behavior
B. Memory of the observed behavior
C. A relatively stress-free environment
D. Attention to the model
C. A relatively stress-free environment
In what way does the concept self-efficacy differ from such terms as self-concept and self-esteem?
A. Self-efficacy refers only to those behaviors we learn through modeling.
B. Self-efficacy results primarily from vicarious reinforcement and punishment.
C. Self-efficacy varies depending on the specific task to be performed.
D. Self-efficacy appears only after we begin to regulate our own behavior.
C. Self-efficacy varies depending on the specific task to be performed.
Three of the following are examples of self-regulation as social cognitive theorists describe it. Which one is not a good example of self-regulation?
A. A student reminds herself in a whisper that she should raise her hand before speaking in class.
B. A student thinks, “I paid better attention in class today. I’m going to reward myself by watching television when I get home from school.”
C. A student keeps track of the number of times he’s gone to the pencil sharpener in a single day.
D. A student tries hard to earn the reinforcer his teacher has told him he will get for good behavior.
D. A student tries hard to earn the reinforcer his teacher has told him he will get for good behavior.
When are extrinsic reinforcers most likely to undermine intrinsic motivation?
a. initial interest in an activity is high
b. newly offered reinforcers are tangible
c. people know in advance that such reinforcers will be coming
d. simply doing the activity rather than doing it well is reinforced
Behavioral Contrast
When reinforcement or punishment is consistently used in one situation, overall behavior may improve in that situation but decline in others
Effective Strategies for using reinforcement:
- specifiy desired behaviors up front
- Identify consequences that are truly reinforcing for each learner
- Make sure that learners will gain more than they lose by changing their behavior.
- Explicitly describe response-consequence contingencies
- Administer reinforcement consistently
- Gradually shape complex behaviors
- When giving reinforcement publicly, make sure all students have an opportunity to earn it.
- Use objective criteria to monitor progress
- Foster the ability to delay gratification
- Once the terminal beh. is occurring regularly, gradually wean learners off extrinsic reinforcers
Terminal Behavior
The desired end result of behavior
An agreement that specificies certain expectations for the student (terminal behavior) and the consequences of meeting those expectations (the reinforcer)
contingency contract
Four methods of reducing and eliminating misbehavior are:
- Extinguishing responses
- Presenting Noncontingent Reinforcement
- Reinforcing Other Behaviors
- Using Punishment
Making sure that a particular response no longer leads to reinforcement
Extinction
_________ is especially advised when a behavior might harm either oneself or others
Punishment
Therapy that is based upon the assumption that serious problem behaviors are, like most human behaviors, the result of past and present response- consequence contingencies
Applied Behavior Analysis
Common strategies to ABA..
- Behaviors that are the focus of an intervention, are identified in observable, measurable terms
- Target beh. are measured both before and during the intervention
- Environmental conditions that are possibly encouraging problem behaviors are identified
- A specific intervention or treatment plan is developed and implemented.
- The treatment is monitored for effectiveness as it progresses, and its modified if necessary
- Measures are taken to promote generalization of newly acquired behaviors.
- Treatment is phased out after the desired beh. is acquired.
What is the ABC approach that teachers and therapists use?
Antecendents: Stimuli and events that the person encounters
Behaviors: responses that the person subsequently makes
Consequences: stimuli and events that immediately follow the behsviors
Once environemntal information is collected, patterns are looked for in the data and identifies specific events that may be triggering or reinforcing a target behavior
functional analysis
Changing the the environment in ways that encourage productive behaviors
Positive Behavior Support
Group Contingency
The entire group must perform a desired behavior in order for reinforcement to occur
- The whole class improved their weekly spelling tests.
Coaching
a teacher verbally instructs and guides an individualin the practice of appropriate behaviors
LEarning involves a __________.
change in behavior
Volunteray behaviors are most likely to increase when they are followed by one or more ___________ consequencs.
Reinforcing
Complex behaivors need to be gradually ____ over time.
Shaped
Educational and therapeutic interventions tend to be most effective when the desired end reulsts (terminal behaviors) are explicitly identified______________.
in advance
People are most likely to learn when they have a _______ to ____.
chance; behave
What are the 3 components of a behavioral objective?
- Outcome is stated in terms of an observable and measurable behavior.
- Stimulus condition under which the behavior should be exhibited.
- Criteria for judging acceptable performance
Bloom’s Taxonomy
- Knowledge-recalling basic facts, info
- Comprehension-Explaining new info in one’s own words
- Application-using info in a new situation
- Analysis- breaking info down into its constituent parts
- Synthesis-constructing something new by integrating several pieces of info
- Evaluation-judging the quality of info or ideas
Programmed instruction
B.F. Skinner- used the teaching machine
Active Responding, Shaping, Immediate Reinforcement, Self-Pacing
An approach to instruction in which students must learn the material in one lesson to a high level of proficiecy before proceeding to the subsequent lesson
Mastery Learning
Personalized system of instruction or the Keller plan features what:
Emphasis on individual study
Unit Exams
Supplementary Instructional Techniques
Use of proctors
planning of one or more end of instruction assessments precedes rather than follows instructional planning
Backward Design
summative tests that influence decision making about students’ promotion and graduation, teacher salaries, school funding, etc.
High stakes tests
Time Sampling
Ratio Schedule- after a certain number of responses
fixed-ratio schedule-a reinforcer is presented after a certain constant number of responses have occurred.
variable-ratio schedule-reinforcement is presented after a particular but continually changing number of responses have been made
Interval schedule
reinforcement is contingent upon the first response a learner makes after a certain time interval has elapsed
the time interval remains constant
fixed interval schedule
the length of the time interval before reinforcement changes somewhat unpredictably from one occasion to the next
variable-interval (VI) schedule
When a particular rate of responding is desired
differential schedule of reinforcement
provides reinforcement only when a specific high number of responses or even more responses than that have occurred within a particular period of time
differential rate of high responding schedule
reinforces the 1st response after a certain legnth of time in which the learner has made either very few resposnes or no responses at all
differential rate of low responding schedule
