Exam 2 Flashcards
What does it mean to be a Behavior Learning theory
learning in terms of observable behaviors and how they’re influenced by stimuli from the environment.
Contiguity learning
Occuring together in time or space we associate them together. I.E. when someone sneezes we say bless. NO REWARD NECCESSARY
Classical Conditioning
a component of behaviorism that explains how we learn involuntary emotional or physiological responses that are similar to instinctive or reflexive responses.
UCS —> UCR
+
N
CS
Uncondition Stimulus = Bully Uncondition Response = Fear Neutral = boy Condition stimulus = recess Condition response= Advoiding recess
Operant Conditioning
observable responses that change in frequency or duration as the result of consequences.
being stopped by a highway patrol for speeding is a consequence, and it decreases the likelihood that you’ll speed in the near future. A teacher’s praise after a student’s answer is also a consequence, and it increases the likelihood of the student trying to answer other questions.
Generalization Classical (294)
occurs when stimuli similar— but not identical— to a conditioned stimulus elicit conditioned responses by themselves.
Tim’s chemistry tests were similar to his algebra quizzes, and they elicited the conditioned response— anxiety— by themselves. Generalization can also work in a positive way. Students who associate a classroom with the warmth and respect demonstrated by one teacher may generalize their reactions to other classes, club activities, and the school in general.
Discrimination Classical (294)
the opposite of generalization, is the process of giving different responses to related but not identical stimuli For example, Tim wasn’t nervous in world his-tory tests. He discriminated between world history and algebra.
Extinction Classical (294)
when the condi-tioned stimulus occurs often enough in the absence of the unconditioned stimulus that it no longer elicits the conditioned response ( Myers & Davis, 2007). As Tim took additional quizzes ( conditioned stimuli) without experiencing failure ( the unconditioned stimulus), his anxiety ( the conditioned response) gradually disappeared.
Operant conditioning S(a) R(b) S(c)
Antecedennts, behavior , consequences,
S(a) R(b)
is expected behaviors w/o reward (core teaching kids what to do)
Antecedents
sets the stage to let you know what behaviors are appropiate. caution adding addition cues to antecedents
Law of effect
positive behavior positive outcome, vise versa
simple behaviors
commonly occuring or single step behavior. I.E. be quite, raising your hand, standing still. To train a simple behavior wait & reward.
Complex behavior
multistep not commonly occuring proceedures. I.E. writing an essay , reading, riding a bike, tying shoes. Teaching complex behavior you have to build the skill.
shaping
slowly molding a behavior
Task analysis
Creating a hierarchy of sub skills I.E. making a pizza
Successive Approximation
a step closer to goal gets reinforce. if its stagnit pull back
first reinforce the student for any interaction with others, such as a simple smile or sharing a pencil. Later, you reinforce him for greeting other students as they enter the classroom. Finally, you reinforce him only for more prolonged interactions.
Continuous reinforcement
every time you do something you get reinforcement. teaches new behaviors (skinner) low presistence. No behavior once reinforcement is removed.
Intermittent Reinforcement
maintain behavior high persistence. hopes to get reinforced so to continue behavior. I.E. being good throught out the week might get a prize.
Fixed schedules
Set schedule every _____ is predictable. in consistent behavior. __——
Varibale schedule
unpredictable doesn’t know when its coming . I.E. observer comes whenever.
Black box
Skinner saw briain as black box because we don’t know whats going on inside. Learned = performance.
Learning (bandura)
a change in mental process which creates the potential for changes in behavior.
Bandura
worked with people (kids) generalization of aggression.
