chapter 5 Flashcards
Applied behavior analysis
(ABA) Systematic application of stimulus-response principles to address a chronic behavior problem
antecedents
stimuli that precede and induce behaviors
Assertive discipline
an approach to classroom management that promotes a clear and firm response style with students
attributions
personally constructed causal explanations for a success or failure
attribution theory
theoretical perspective focusing on people’s explanations (attributions) concerning the causes of events that befall them, as well as on the behaviors that result from such explanations
autonomy
basic need to control the course of one’s life
belongingness
general sense that one is an important and valued member of the classroom
challenge
situation in which a learner believes that success is possible with sufficient effort
classroom climate
overall psychological atmosphere of the classroom
classroom management
establishment and maintenance of a classroom environment conducive to learning and achievement
cognitive dissonance
feeling of mental discomfort caused by new information that conflicts with current knowledge or beliefs
competence
basic need to be effective in dealing with the environment
contingency
situation in which one event (e.g., reinforcement) happens only after another event (e.g., a specific response) has already occurred (one event is contingent on the other’s occurrence)
contingency contract
formal agreement between teacher and student that identifies behaviors the student will exhibit and the reinforcers that will follow
consequences
event (stimuli) that occur following a behavior and that influences the probability of the behaviors recurring
cueing
use of simple signals to indicate that a certain behavior is desired or that a certain behavior should stop
expectancy-value theory
theoretical perspective proposing that human motivation is a function of two beliefs: that one can succeed in an activity (expectancy) and that there are direct or indirect benefits in performing the activity (value)
extrinsic motivation
motivation resulting from factors external to the individual and unrelated to the task being performed
extrinsic reinforcer
reinforcer that comes from the outside environment, rather than from within the learner
functional analysis
examination of inappropriate behavior and its antecedents and consequences to determine one or more purposes (functions) that the behavior might serve for the learner
goal theory
theoretical perspective that portrays human motivation as being directed toward particular goals; the nature of these goals determines the specific ways in which people think and behave
humanism
philosophical perspective in which people are seen as having tremendous potential for psychological growth and as continually striving to fulfill that potential
internalized motivation
adoption of others’ priorities and values as one’s own
intrinsic motivation
motivation resulting from personal characteristics or inherent in the task being performed
intrinsic reinforcer
reinforcer provided by oneself or inherent in a task being performed
learned helplessness
general, fairly pervasive belief that one is incapable of accomplishing tasks and has little or no control over the environment
locus of causality
the location - internal or external - of the cause of behavior
logical consequence
unpleasant consequence that follows naturally or logically from a student’s misbehavior
mastery goal
desire to acquire additional knowledge or master new skills
mastery learning
approach to instruction in which students learn one topic throughly before moving on to a subsequent one
mastery orientation
general, fairly pervasive belief that one is capable of accomplishing challenging tasks
modeling
demonstrating a behavior for another; also, observing and imitating another’s behavior
motivation
inner state that energizes, directs, and sustains behavior
need for autonomy
basic need for independence
need for arousal
ongoing need for either physical or cognitive stimulation
need for competence
basic need to believe that one can deal effectively with the overall environment
need for relatedness
basic need to feel socially connected to others and to secure others’ love and respect
need for self-determination
basic need to believe that one has some autonomy and control regarding the course of one’s life
negative reinforcement
phenomenon in which a response increases as a result of the removal (rather than presentation) of a stimulus
operant conditioning
form of learning in which a response increases in frequency as a result of its being followed by reinforcement
performance-approach goal
desire to look good and receive favorable judgments from others
performance-avoidance goal
desire not to look bad or receive unfavorable judgments from others
Positive behavioral support (PBS)
systematic intervention that addresses chronic misbehaviors by (a) identifying the purposes those behaviors might serve for a student and (b) providing more appropriate ways for a student to achieve the same ends
positive psychology
theoretical perspective that portrays people as having many unique qualities that propel them to engage in productive, worthwhile activities; it shares early humanists’ belief that people strive to fulfill their potential but also shares contemporary psychologists’ belief that theories of motivation must be research-based
positive reinforcement
phenomenon in which a response increases as a result of the presentation (rather than the removal) of a stimulus
presentation punishment
punishment involving presentation of a new stimulus, presumably one a learner finds unpleasant
primary reinforcer
consequence that decreases the frequency of the response it follows
reinforcement
act of following a response with a reinforcer
reinforcer
consequence of a response that leads to increased frequency of the response
removal punishment
punishment involving removing of an existing stimulus, presumably one a learner finds desirable and doesn’t want to lose
secondary reinforcer
consequence that becomes reinforcing over time through its association with another reinforcer
self-determination theory
theoretical perspective proposing that human beings have a basic need for autonomy (self-determination) about the courses that their lives take; it further proposes that humans also have basic needs to feel competent and to have close, affectionate relationships with others
self-efficacy
belief that one is capable of executing certain behaviors or reaching certain goals
self-handicapping
behavior that undermines one success as a way of protecting self-worth during difficult tasks
situated motivation
motivation that emerges at least partly from conditions in a learner’s immediate environment
situational interest
interest evoked temporarily by something in the environment
