Exam 3 Flashcards
- What are the basic assumptions of behaviorism?
Involves a change in behavior
◦ Environmental experiences
◦ Contiguity learning (S R)
Learning processes are very similar across different species
- Define classical conditioning and all its associated terms (UCS, UCR, NS, CS, CR). Describe the experiment Pavlov conducted with his dog.
Bas on the pairing of these involuntary behaviors with events that do not evoke an automatic response.
Unconditioned stimulus- the behavior or event that evokes an automatic response (food)
Unconditioned response – the automatic behavior caused by the stimulus (salivation)
Neutral stimulus – a stimulus that initially produces not specific response other than focusing attention.
Conditioned stimulus – a natural stimulus that after becomes associated with the unconditioned stimulus. (Metronome)
Conditioned response – an automatic response established by training to an ordinarily neutral stimulus. (Salivation)
- Define generalization, discrimination, and extinction.
Generalization – conditioned learning can be expanded beyond a specific stimulus to other, similar stimuli.
Discrimination – species can learn to differentiate between similar but different stimuli.
Extinction – if the conditioned stimulus is presented repeatedly without the unconditioned stimulus, the previously learned behavior will disappear or become extinct.
- What is operant conditioning? What is the law of effect?
A behavior that conducted by consequences, pairing of events that is voluntary.
Law of effect- behaviors associated with good consequences are more likely to occur again in the future, whereas behaviors associated with bad consequences are less likely to occur again.
- How are classical conditioning and operant conditioning different and alike?
Both involve pairing of events, BUT classical is involuntary behaviors and operant is voluntary behaviors
- What are the ABCs of operant conditioning? Why do they matter?
Bases of operant conditioning, matter to help identify the behavioral problem????
Antecedents ◦ Cues & prompts
Behavior ◦ Operational definition
Consequences ◦
Reinforcement = increasing a behavior ◦ Positive OR negative ◦
Punishment = decreasing a behavior ◦ Positive OR negative
- What are the four types of consequence schedules (e.g., intermittent schedules)? Provide examples.
Ratio – based on the number of times a behavior occurs,
Interval – based on the time elapsed after the behavior has occurred
Fixed – occurring exactly every third time the behavior occurs (fixed ratio) or exactly every five minutes (fixed interval)
Variable – providing reinforcement every third time (variable ratio) or every five minutes (variable interval) on average across time.
- What are the assumptions of social cognitive theory? How are these assumptions different from behavioral learning theory (hint: must there be behavior change to prove that learning has occurred)?
Assumptions are different because of the way learning is done.
Learning can occur by observing others
Learning may or may not include a behavior change
Personal characteristics are important in learning
- What is observational learning? What are live/symbolic models? What are characteristics of effective models (hint: there are four)?
Learning that occurs through observing the behaviors of others (modeling)
Live models: individuals being observed directly ◦
Symbolic models: individuals not living within the same environment as the observer
Relevance
1. Individual’s interest in the behavior of the model
2. The similarity between the individual and the model
Competence
1. Model perceived as competent in the behavior being observed
High status (can mean power)
◦ Family, peer group, authority (media, culture)
Gender-appropriate
◦ More likely to be someone of the same sex
- What are the four characteristics of imitators that lead to successful modeling? What are the different types of effects of the environment that determine whether or not an imitator would model behavior?
- Attention
- Retention
- Production
- Motivation
Response facilitation effect
◦ “vicarious reinforcement” = more frequent imitation if the model is reinforced for the behavior
Response inhibition effect
Vicarious punishment” = behavior is limited if the model has been punished for the behavior
Response disinhibition effect
◦ Behavior is imitated if the model’s behavior is not punished when typically the behavior is punished
- Describe self-efficacy. Describe self-regulation. How would you improve a student’s self-efficacy and regulation?
How to approve – - Provide accurate and specific feed back - Model self efficacy - Focus collective – efficacy at school system Self-efficacy ◦ An individual’s beliefs about his or her capabilities for success - Develops from 4 sources: o 1. Past performance o 2. Modeling o 3. Verbal persuasion o 4. Psychological states The ability to control one’s: ◦ Emotions ◦ Cognitions ◦ Behaviors …. But providing consequences for oneself ◦ Highly situational ◦ Context-specific
Components of self regulation-
Self-observation ◦ Self-monitoring
Self-judgment ◦ Comparison to goals
Self-evaluation ◦ Determining the quality of judgment and possibly providing self-imposed consequences
- What is motivation? Define achievement motivation and explain how motivation changes as children develop.
Motivation changes as they grow from intrinsic motivation to extrinsic motivation
Two types of achievement motivation are
Intrinsic and extrinsic
- Describe the difference between intrinsic and extrinsic motivation. What are task-contingent and performance-contingent rewards?
Extrinsic – an external force helping to motivate such as a reward, (sticker, extra credit, etc)
Intrinsic – Self motivating with learning characterized by curiosity, persistence, attraction to challenge, etc.
Task – given for participating in an activity, or for completing an activity.
Performance – given for doing well or achieving a certain level of performance.
- Explain multiple ways that you can use praise and rewards effectively (hint: we discussed 3 strategies for praise and 6 strategies for rewards).
Praise – Make praise specific to a particular behavior Praise should be sincere Give praise contingent upon the behavior that is being reinforced Rewards – Unexpected rewards Use of expected tangible Withdraw rewards quickly Small Work quality Avoid punishments
- Be able to describe the experiments discussed in the New Yorker article about praise. How can the findings and what was discussed be applied to the classroom?
Praise and effort VS praise and being smart
Experiment 1 - Students are smart - Others are working hard o Give another test students that are noticed for their working hard chose the harder test. Experiment 2 - Teaching study skills -
