Exam 2

Question 1

What does it mean to be a Behavior Learning theory

Answer 1

learning in terms of observable behaviors and how they’re influenced by stimuli from the environment.

Question 2

Contiguity learning

Answer 2

Occuring together in time or space we associate them together. I.E. when someone sneezes we say bless. NO REWARD NECCESSARY

Question 3

Classical Conditioning

Answer 3

a component of behaviorism that explains how we learn involuntary emotional or physiological responses that are similar to instinctive or reflexive responses.

Question 4

UCS —> UCR
+
N
CS

Answer 4

Uncondition Stimulus = Bully
Uncondition Response = Fear
Neutral = boy
Condition stimulus = recess 
Condition response=  Advoiding recess

Question 5

Operant Conditioning

Answer 5

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.

Question 6

Generalization Classical (294)

Answer 6

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.

Question 7

Discrimination Classical (294)

Answer 7

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.

Question 8

Extinction Classical (294)

Answer 8

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.

Question 9

Operant conditioning S(a) R(b) S(c)

Answer 9

Antecedennts, behavior , consequences,

Question 10

S(a) R(b)

Answer 10

is expected behaviors w/o reward (core teaching kids what to do)

Question 11

Antecedents

Answer 11

sets the stage to let you know what behaviors are appropiate. caution adding addition cues to antecedents

Question 12

Law of effect

Answer 12

positive behavior positive outcome, vise versa

Question 13

simple behaviors

Answer 13

commonly occuring or single step behavior. I.E. be quite, raising your hand, standing still. To train a simple behavior wait & reward.

Question 14

Complex behavior

Answer 14

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.

Question 15

shaping

Answer 15

slowly molding a behavior

Question 16

Task analysis

Answer 16

Creating a hierarchy of sub skills I.E. making a pizza

Question 17

Successive Approximation

Answer 17

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.

Question 18

Continuous reinforcement

Answer 18

every time you do something you get reinforcement. teaches new behaviors (skinner) low presistence. No behavior once reinforcement is removed.

Question 19

Intermittent Reinforcement

Answer 19

maintain behavior high persistence. hopes to get reinforced so to continue behavior. I.E. being good throught out the week might get a prize.

Question 20

Fixed schedules

Answer 20

Set schedule every _____ is predictable. in consistent behavior. __——

Question 21

Varibale schedule

Answer 21

unpredictable doesn’t know when its coming . I.E. observer comes whenever.

Question 22

Black box

Answer 22

Skinner saw briain as black box because we don’t know whats going on inside. Learned = performance.

Question 23

Learning (bandura)

Answer 23

a change in mental process which creates the potential for changes in behavior.

Question 24

Bandura

Answer 24

worked with people (kids) generalization of aggression.

Question 25

sARMIrs

Answer 25

Attention - observe critic aspect of model behvaior. ( celebrities) Retention - Transfer information to memory. Motor repoduction - imitate model’s behavior. Keep trying & adjusting until they get it right. ( by time student is finish learning is complete.) Motivation - Direct, vicarious, and self reinforcement.

Question 26

Direct modeling

Answer 26

An individual attempts to imitate the behavior or thinking of a live model. I.E. talks the same way parents talk

Question 27

Symbolic modeling

Answer 27

People imitate behaviors and thinking displayed by characters in books, plays, movies, television, or the Internet. I.E. Teenagers adopt slang and slogans displayed by characters in a popular movie or television show oriented toward teens.

Question 28

Synthesized Modeling

Answer 28

People combine behaviors observed in different acts. I.E. A child uses a chair to get up and open a cupboard door after seeing her brother use a chair to get a book from a shelf and seeing her mother open the cupboard door.

Question 29

Behaviorism vs social cognitive

Answer 29

Similarities:• They focus on experience as an important cause of learning ( and an important principle of cognitive theory is that learning and development depend on learners’ experience). • They include the concepts of reinforcement and punishment in their explanations of learning. • They target feedback as an important aspect of the learning process. Differences: First, they define learning differently, and second, social cognitive theory emphasizes the role of cognitive processes— beliefs, perceptions, and expectations— in learning. Third, social cognitive theory suggests that the environment, personal factors, and behavior are interdependent, a concept called reciprocal causation . Let’s look at these differences.

Question 30

Expectations of consequences

Answer 30

social cognitive theorists believe that reinforcers and punishers create expectations , cog-nitive processes that then influence behavior. For instance, you study for an exam for several days, but you aren’t reinforced until you receive your score. You sustain your efforts because you expect to be reinforced for studying.

Question 31

Vicarious Learning

Answer 31

The process of observing the consequences of others’ actions and adjusting our own behavior accordingly. I.E. When you saw the sports car pulled over and you slowed down, you were vicariously punished , and when a student is publicly reprimanded for leaving his seat without permission, other students in the class are also vicariously punished.