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PLT > chapter 5 > Flashcards

chapter 5 Flashcards

0
Q

Applied behavior analysis

A

(ABA) Systematic application of stimulus-response principles to address a chronic behavior problem

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1
Q

antecedents

A

stimuli that precede and induce behaviors

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2
Q

Assertive discipline

A

an approach to classroom management that promotes a clear and firm response style with students

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3
Q

attributions

A

personally constructed causal explanations for a success or failure

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4
Q

attribution theory

A

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

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5
Q

autonomy

A

basic need to control the course of one’s life

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6
Q

belongingness

A

general sense that one is an important and valued member of the classroom

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7
Q

challenge

A

situation in which a learner believes that success is possible with sufficient effort

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8
Q

classroom climate

A

overall psychological atmosphere of the classroom

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9
Q

classroom management

A

establishment and maintenance of a classroom environment conducive to learning and achievement

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10
Q

cognitive dissonance

A

feeling of mental discomfort caused by new information that conflicts with current knowledge or beliefs

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11
Q

competence

A

basic need to be effective in dealing with the environment

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12
Q

contingency

A

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)

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13
Q

contingency contract

A

formal agreement between teacher and student that identifies behaviors the student will exhibit and the reinforcers that will follow

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14
Q

consequences

A

event (stimuli) that occur following a behavior and that influences the probability of the behaviors recurring

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15
Q

cueing

A

use of simple signals to indicate that a certain behavior is desired or that a certain behavior should stop

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16
Q

expectancy-value theory

A

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)

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17
Q

extrinsic motivation

A

motivation resulting from factors external to the individual and unrelated to the task being performed

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18
Q

extrinsic reinforcer

A

reinforcer that comes from the outside environment, rather than from within the learner

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19
Q

functional analysis

A

examination of inappropriate behavior and its antecedents and consequences to determine one or more purposes (functions) that the behavior might serve for the learner

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20
Q

goal theory

A

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

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21
Q

humanism

A

philosophical perspective in which people are seen as having tremendous potential for psychological growth and as continually striving to fulfill that potential

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22
Q

internalized motivation

A

adoption of others’ priorities and values as one’s own

23
Q

intrinsic motivation

A

motivation resulting from personal characteristics or inherent in the task being performed

24
Q

intrinsic reinforcer

A

reinforcer provided by oneself or inherent in a task being performed

25
Q

learned helplessness

A

general, fairly pervasive belief that one is incapable of accomplishing tasks and has little or no control over the environment

26
Q

locus of causality

A

the location - internal or external - of the cause of behavior

27
Q

logical consequence

A

unpleasant consequence that follows naturally or logically from a student’s misbehavior

28
Q

mastery goal

A

desire to acquire additional knowledge or master new skills

29
Q

mastery learning

A

approach to instruction in which students learn one topic throughly before moving on to a subsequent one

30
Q

mastery orientation

A

general, fairly pervasive belief that one is capable of accomplishing challenging tasks

31
Q

modeling

A

demonstrating a behavior for another; also, observing and imitating another’s behavior

32
Q

motivation

A

inner state that energizes, directs, and sustains behavior

33
Q

need for autonomy

A

basic need for independence

34
Q

need for arousal

A

ongoing need for either physical or cognitive stimulation

35
Q

need for competence

A

basic need to believe that one can deal effectively with the overall environment

36
Q

need for relatedness

A

basic need to feel socially connected to others and to secure others’ love and respect

37
Q

need for self-determination

A

basic need to believe that one has some autonomy and control regarding the course of one’s life

38
Q

negative reinforcement

A

phenomenon in which a response increases as a result of the removal (rather than presentation) of a stimulus

39
Q

operant conditioning

A

form of learning in which a response increases in frequency as a result of its being followed by reinforcement

40
Q

performance-approach goal

A

desire to look good and receive favorable judgments from others

41
Q

performance-avoidance goal

A

desire not to look bad or receive unfavorable judgments from others

42
Q

Positive behavioral support (PBS)

A

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

43
Q

positive psychology

A

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

44
Q

positive reinforcement

A

phenomenon in which a response increases as a result of the presentation (rather than the removal) of a stimulus

45
Q

presentation punishment

A

punishment involving presentation of a new stimulus, presumably one a learner finds unpleasant

46
Q

primary reinforcer

A

consequence that decreases the frequency of the response it follows

47
Q

reinforcement

A

act of following a response with a reinforcer

48
Q

reinforcer

A

consequence of a response that leads to increased frequency of the response

49
Q

removal punishment

A

punishment involving removing of an existing stimulus, presumably one a learner finds desirable and doesn’t want to lose

50
Q

secondary reinforcer

A

consequence that becomes reinforcing over time through its association with another reinforcer

51
Q

self-determination theory

A

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

52
Q

self-efficacy

A

belief that one is capable of executing certain behaviors or reaching certain goals

53
Q

self-handicapping

A

behavior that undermines one success as a way of protecting self-worth during difficult tasks

54
Q

situated motivation

A

motivation that emerges at least partly from conditions in a learner’s immediate environment

55
Q

situational interest

A

interest evoked temporarily by something in the environment

PLT (9 decks)

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