Chapter 9: Behaviorist Views of Learning

Question 1

behaviorism

Answer 1

Theoretical perspective in which learning and behavior are described and explained in terms of stimulus-response relationships.

Question 2

stimulus

Answer 2

specific object or event that influences an individual’s learning or behavior

Question 3

response

Answer 3

Specific behavior that an individual exhibits

Question 4

conditioning

Answer 4

Term commonly used by behaviorists for learning; typically involves specific environmental events leading to the acquisition of specific responses.

Question 5

continguity

Answer 5

Occurrence of two or more events (e.g., two stimuli, or a stimulus and a response) at approximately the same time.

Question 6

classical conditioning

Answer 6

Form of learning in which a new, involuntary response is acquired as a result of two stimuli being presented close together in time

Question 7

unconditioned stimulus (UCS)

Answer 7

Stimulus that already elicits a particular response in a situation at hand

Question 8

unconditioned response (UCR)

Answer 8

Response that is already elicited by a particular response in the situation at hand

Question 9

neutral stimulus

Answer 9

Stimulus that does not presently elicit any particular response

Question 10

conditioned stimulus (CS)

Answer 10

Stimulus that, through classical conditioning, begins to elicit a particular response as a result of being experienced in conjunction with another (unconditioned stimulus

Question 11

conditioned response (CR)

Answer 11

Response that begins to be elicited by a particular (conditioned) stimulus before classical learning.

Question 12

generalization

Answer 12

Phenomenon in which a person learns a response to a particular stimulus and then makes the same response to a similar stimulus. In classical conditioning, it involves making a conditioned response to a stimulus similar to a conditioned stimulus); in instrumental conditioning, it involves making a voluntary response to a stimulus that is similar to one previously associated with a response-reinforcement contingency.

Question 13

extinction

Answer 13

Gradual disappearance of an acquired response. In classical conditioning, it results from repeated presentation of a conditioned stimulus in the absence of the unconditioned stimulus; in instrumental conditioning, it results from repeated lack of reinforcement

Question 14

instrumental conditioning

Answer 14

Learning process in which a response either increases or decreases as a result of being followed by either reinforcement or punishment, respectively

Question 15

reinforcers

Answer 15

Consequence (stimulus) of a response that increases the frequency of the the response that follows

Question 16

reinforcement

Answer 16

the act of following a response with a reinforcer

Question 17

punishment

Answer 17

Consequence (stimulus) that decreases the frequency of the response it follows

Question 18

operant conditioning

Answer 18

Learning process in which a response increases as a result of being followed by reinforcement; is one form of instrumental conditioning

Question 19

contingency

Answer 19

Situation in which one event happens only after another event has occurred; one event is contingent on the other’s occurrence.

Question 20

primary reinforcers

Answer 20

Consequence that satisfies a biologically or psychologically built-in need.

Question 21

secondary reinforcer

Answer 21

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

Question 22

positive reinforcement

Answer 22

Consequence that brings about the increase of a behavior through the presentation (rather that the removal) of the stimulus.

Question 23

Premack principle

Answer 23

Phenomenon in which learners do less-preferred activities in order to engage in more preferred activities.

Question 24

extrinsic reinforcers

Answer 24

Reinforcer that comes from the outside environment rather than from within the learner.

Question 25

intrinsic reinforcers

Answer 25

Reinforcer that is provided by the learner or inherent in the task being performed.

Question 26

negative reinforcement

Answer 26

Consequence that brings about the increase of a behavior through the removal (rather than the presentation) of a stimulus

Question 27

delay of gratification

Answer 27

Ability to forego small, immediate reinforcers in order to obtain larger ones later on.

Question 28

presentation punishment

Answer 28

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

Question 29

removal punishment

Answer 29

Punishment involving withdrawal of an existing stimulus, presumably one a learner doesn’t want to lose

Question 30

response cost

Answer 30

Loss either of a previously earned reinforcer or of an opportunity of obtain reinforcement.

Question 31

logical consequence

Answer 31

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

Question 32

positive-practice over correction

Answer 32

Consequence of a poorly formed response in which the learner must repeat the response correctly and appropriately, perhaps in an exaggerated manner.

Question 33

time-out

Answer 33

Consequence for misbehavior in which a learner cannot interact with others and has no opportunity to receive the kinds of reinforcement to which classmates have access

Question 34

in-school suspension

Answer 34

Consequence for misbehavior in which a student is placed in a quiet, boring room within the school building, typically to do school work under close adult supervision.

Question 35

psychological punishment

Answer 35

Consequence that seriously threatens self-esteem and general psychological well-being

Question 36

terminal behaviors

Answer 36

Form and frequency of a desired response that a teacher or therapist hopes to foster through reinforcement

Question 37

token economy

Answer 37

Technique in which desired behaviors are reinforced by small, insignificant items (tokens) that learners can use to “purchase” a variety of other, more desirable reinforcers

Question 38

contingency contract

Answer 38

Formal agreement between a teacher and a student identifies behaviors students will exhibit and the reinforcers that will follow.

Question 39

baseline

Answer 39

Frequency of a response before it is intentionally and systematically reinforced.

Question 40

continuous reinforcement

Answer 40

Reinforcement of a response every time it occurs.

Question 41

intermittent reinforcement

Answer 41

Reinforcement of a response only occasionally, with some occurrences of the response not being reinforcement.

Question 42

shaping

Answer 42

Process of reinforcing successively closer and closer approximations to a desired terminal behavior

Question 43

antecedent stimuli

Answer 43

Stimulus that influences the probability that a particular response will follow

Question 44

antecedent response

Answer 44

Response that influences the probability that certain other response will follow.

Question 45

cueing

Answer 45

Use of a verbal or nonverbal signal to indicate that a certain behavior is desired or that a certain behavior should stop.

Question 46

setting event

Answer 46

Complex environment condition that is likely to evoke certain voluntary behaviors.

Question 47

discrimination

Answer 47

Phenomenon in which a student learns that a response is reinforced in the presence of one stimulus but not in the presence of another similar stimulus.

Question 48

behavioral momentum

Answer 48

Increased tendency for a learner to make a particular response immediately after making similar responses.

Question 49

incompatible behaviors

Answer 49

Two or more behaviors that cannot be performed simultaneously

Question 50

induction

Answer 50

Explanation of why a certain behavior is unacceptable, often with a focus on the pain or distress that someone has caused another

Question 51

applied behavior analysis (ABA)

Answer 51

Systemic application of behaviorist principles in educational and therapeutic settings

Question 52

target behaviors

Answer 52

Specific, concrete response that a teacher or a therapist wants to either increase of decrease by means of systematic intervention

Question 53

functional analysis

Answer 53

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

Question 54

positive behavioral interactions and supports (PBIS)

Answer 54

Variation of traditional applied behavior analysis that involves identifying the purposes of undesirable behaviors and encouraging alternative behaviors that more appropriately accomplish those purposes.

Question 55

schoolwide positive behavioral interventions and supports

Answer 55

Systematic use of behaviorist principles to encourage and reinforce productive behaviors in all students; typically involves multiple layers of support in order to accommodate the varying needs and behavior patterns of different students