Chapter 8

Question 1

Vicarious reinforcement

Answer 1

A phenomenon where a response increases in frequency when another (observed) person is reinforced for that response

Question 2

Vicarious punishment

Answer 2

A phenomenon where a response decreases in frequency when another (observed) person is punished for that response. The non-occurrence of expected reinforcement is a form of punishment (Bandura)

Question 3

Incentive

Answer 3

A hoped for, but not certain, consequence of behaviour. It is effective only if it is obtainable and a student perceives it as such

Question 4

Live model

Answer 4

An individual whose behaviour is observed “in the flesh”

Question 5

Symbolic model

Answer 5

A real, or fictional character portrayed in the media that influences an observers’ behaviour

Question 6

Observational learning effect

Answer 6

Occurs when an observer acquires a new behaviour after watching someone else demonstrate it

Question 7

Response facilitation effect

Answer 7

Occurs when an observer displays a previously learned behaviour more frequently after seeing someone else being reinforced for that behaviour

Question 8

Response inhibition effect

Answer 8

Occurs when an observer displays a previously learned behaviour less frequently after seeing someone else being punished for that behaviour

Question 9

Response disinhibition effect

Answer 9

Occurs when an observer displays a previously forbidden or punished behaviour more frequently because they saw someone else exhibit that behaviour without adverse consequences

Question 10

Self-efficacy

Answer 10

The belief that one is capable of executing certain behaviours or reaching certain goals

Question 11

Resilient self-efficacy

Answer 11

The belief that one can perform a task successfully, even after experiencing setbacks; includes the belief that effort and perseverance are essential to success

Question 12

Collective self-efficacy

Answer 12

People’s beliefs about their ability to be successful when they work together on a task (includes teachers and students)

Question 13

Self-regulation

Answer 13

The process of setting standards and goals for oneself and engaging in cognitive processes and behaviours that lead to the accomplishment of those standards and goals

Question 14

Self-regulated behaviour

Answer 14

Engaging in self-chosen behaviours that lead to the accomplishment of personally chosen standards and goals

Question 15

Self-instructions

Answer 15

Students give themselves instructions (either aloud or silently) to help them guide their actions

Question 16

Self-imposed contingencies

Answer 16

Students impose their own consequences for success or failure

Question 17

Self-regulated learning

Answer 17

Regulating one’s own cognitive processes to learn successfully; includes goal-setting, planning, attention control, use of effective learning strategies, self-monitoring and self-evaluation (requires intrinsic motivation)

Question 18

Self-regulated problem solving strategies

Answer 18

A strategy that helps students solve their own interpersonal problems, particularly for those who have difficulties interacting appropriately with their peers

Question 19

Mediation training

Answer 19

Training that involves teaching students how to mediate conflicts among classmates by asking opposing sides to express their differing viewpoints and then work together to devise a reasonable resolution

Question 20

Reciprocal causation

Answer 20

The inter-dependence of environment, behaviour and personal variables as these three factors influence learning

Question 21

Social learning

Answer 21

Learning that occurs as a result of social interaction. Learning is viewed in terms of products and processes

Question 22

Products in social learning

Answer 22

the socially accepted behaviour

Question 23

Processes in social learning

Answer 23

learning the socially accepted behaviours