Chapter 7 Flashcards
Behavioural views of learning
Contiguity
association of two events because of repeated pairing
stimulus
event that activates behaviour
response
observable reaction to stimulus
respondents
resonses (auto/involuntary) elicited by specific stimuli
classic conditionning
association of auto responses with new stimuli
neutal stimulus
stimulus not connected to a response
unconditioned stimulus (us)
stimulus that automatically produces an emotional or physiological response
Unconditioned response (ur)
naturally occurring emotional or physiological response
conditioned stimulus (cs)
stimulus that evokes an emotiona or physio. response after conditioning
conditioned response (cr)
learned response to a previously neutral stimulus
operants
voluntary behaviours emitted by a person (generally goal orientated)
operant conditioning
learning in which voluntary behaviour is strengthened or weakened by consequences or antecedents
antecedents
events that precede an action
consequences
events that follow an action
reinforcement
use of consequence to strengthen behaviour
positive rienforcement
strengthens behaviour by presenting desired stimulus when the behaviour occurs
negative reinforcement
strengthens by removing stimulus when behaviour occurs
Aversive
annoying (car seat belt alert)
punishment
process that weakens or supresses behaviours.
Punishment can effect relationships and does not foster empathy or true reckognition of morals.
presentation punishment
presenting stimulus following an unwanted behaviour so to suppress it
removal punishment
taking away a pleasant stimulus following undesired behaviour as to suppress it
continuous reinforcement schedule
presenting reinforcer after every desired response
intermittent reinforcement sched.
presenting reinforcer after some responses
interval schedule
length of time between reinforcers
ratio schedule
reinforcement based on the number of responses between reinforcers
extinction
the dissapearance of a learned response
Skinner’s pigeons thoery
stimulus control : pigeon pecking for food when light is on. capacity for antecedents to cause behaviours.
Cueing
providing a stimulus that “sets up” a desired behaviour
prompt
a reminder that follows cue
applied behaviour analysis
the application of behavioural learning principles to understand and change behaviour
behaviour modification
systematic application of antecedents and consequences to change behaviour
Premack principle (David Premack 1965)
Grandma’s rule : do something you don’t like and then you can do something you do like.
Activites or stimuli that someone enjoys are reinforcers
successive approximations
small components that make up a complex behaviour (can be shaped)
task analysis
system for breaking down task hierarchy into basic skills and subskills : picture of logical sequences of steps toward a goal.
positive practice
practicing correct answers after incorrect answers
Social learning theory
emphasizes learning through observation of others (Albert Bandura 1977)
Enactive learning
learning by doing and learning from consequences
Vicarious or observational learning
learning by observing and then imitating others
Steps in self-management
- students can apply behaviour analysis on their own
- teachers can encourage self management and development by allowing students set goals,keep track of progress,evaluating and selection.
What was Bandura’s challenge
He belived traditional behaviour learning was too limited. He argued for observational learning.
enactive vs. vicarious
doing and experiencing vs. observing and imitating
