Exam III Flashcards
Generalization
A person learns a response to a particular stimulus and then makes the same response to a similar stimulus
contiguity
Occurrence of two or more events at approximately the same time
Discrimination
Student learns that a response is reinforced in the presence of one stimulus but not another stimulus
Extinction
Gradual disappearance of an acquired response as a result of a lack in reinforcement
Classical conditioning
New involuntary response is acquired as a result of two stimuli being presented at the same time
Operant conditioning
Response either increases or decreases as a result of being followed by either a reinforcement or a punishment, respectively
Extrinsic reinforcers
Comes from the outside environment rather than from within the learner.
Intrinsic reinforcers
Provided by the learner or inherent on the task at hand; doing something for pure enjoyment
Logical consequences
Consequence that flows naturally or logically from a students misbehavior
Positive practice over correction
Consequence of a poorly performed response in which a learner must repeat the response correctly and appropriately: ex/ making a student who ran down the hall turn around and wall back.
Time out
Works by removing student from an opportunity to be reinforced for unwanted behavior
contingency
One event happens only after another event has already occurred; one event is contingent on the others occurrence
Intermittent reinforcement
Reinforcement of a response only occasionally, with some occurrences of the response not being enforced.
Shaping
Reinforcing successively closer and closer behaviors to the target behavior
Reinforcement of incompatible behavior
Reinforcing an alternative behavior; the idea is that both behaviors can’t be performed at once
According to behaviorism when is learning most likely to take place?
Learning is most likely to take place when stimuli and responses occur close together in time
Primary reinforcer
Address a basic biological need
Secondary reinforcer
Don’t satisfy a basic need; ex/ praise, money or good grades
Positive reinforcement
Stimulus is presented after a behavior and causes an increase in that behavior
Negative reinforcement
Brings about an increase in behavior by removal of an unpleasant stimulus
Response cost
Form of removal punishment where Loss of a previously earned reinforcer or an opportunity to obtain reinforcement
Terminal behavior
A desired response that a teacher hopes to foster through reinforcement
Group contingency
Students are reinforced only when everyone in the group achieves at a certain level or behaves appropriately
Antecedent stimulus
Stimulus that increases the likelihood that a particular response will follow
Cueing
Use of a signal to indicate that a behavior is desired or that it should stop; ex/ flickering lights on and off to remind students to use inside voices
Setting event
Condition in which a particular behavior is most likely to occur. Ex/ available toys to children during playtime such as play kitchenware that encourages group cooperation
Behavioral momentum ex/
Asking high school students with math problems to attempt long division only after working with several easier division problems
Reciprocal causation
Interdependence of environmental behavioral and personal variables in influencing learning
Self regulation
Process of setting goals for oneself and engaging in behaviors and cognitive processes that lead to attaining that goal
Incentives
Hoped for but not guaranteed future consequence of a behavior
Cognitive modeling
Demonstrating how to think as well as how to do a task
Resilient self efficacy
Belief that one can perform a task successfully even after experiencing set backs
Collective self efficacy
People’s beliefs about their ability to be successful when they work together on a task
Effortful control
Ability to inhibit dominant responses in favor of other less dominant ones that might be more productive; thought to be an aspect of temperament
Social cognitive theory of learning
People learn by observing others and then eventually assume control over their own behavior
Cognitive theory and reinforcement
Reinforcement increases the frequency of a behavior only if learners think or know that the behavior is being reinforced
Punishment and SC theory
Punishment decreases a behavior only if learners realize that it is the direct result of something they have done
Vicarious reinforcement
Response increases when another person is observed being reinforced for it
Vicarious punishment
Response decreases when another person is observed being punished for it
Symbolic models
Real or fictional characters portrayed through media
Situated motivation
Evoked temporarily by the environment
Extrinsic motivation
Motivated by factors not related to the task itself
Intrinsic motivation
Motivated by factors within oneself inherent to the task at hand; pleasure, helps develop important skill
Need for arousal
Ongoing need for either physical or cognitive stimulation
Self worth
Extent to which one believes they are a good and capable person
Self handicapping
Behavior that undermines ones own success as a way of protecting self worth during potentially difficult tasks
Self determination
How much autonomy and control one believes they have regarding life
Need for relatedness
Need to feel socially connected to others
Expectancy
Belief about likelihood of success in an activity given present ability levels
Internalized motivation
Adoption of other people’s priorities and values as ones own
Mastery goals
Desire to acquire new knowledge or master new skills
Performance goals
Desire to demonstrate high ability and make a good impression
Internal attributions
Attributing causes to within oneself
External attributions
Attributing outcomes as a result of things outside of oneself
Incremental views of intelligence
Belief that intelligence can improve with effort and practice
Entity views of intelligence
Intelligence is a distinct ability that is relatively permanent and Unchangeable
Mastery orientation
General sense of optimism that one can master new tasks
Self fulfilling prophecy
Situation in which expectations for an outcome either directly or indirectly lead to the expected result
Cognitive dissonance
Feeling of mental discomfort caused by new information that conflicts with current knowledge or beliefs
Facilitating anxiety
Level of low anxiety that enhances performance
Debilitating anxiety
Anxiety of sufficient intensity that it interferes with performance
Flow
Intense form of intrinsic motivation involving complete absorption in and concentration on a challenging activity
Need for competence
Need to believe that one can deal effectively with the environment
Value
Belief regarding the extent to which an activity has direct or indirect benefits
Performance avoidance goal
Desire not to look bad or receive unfavorable judgements from others
Proximal goal
Concrete goal that can be accomplished within a short period of time, sometimes used as a stepping stone toward a long term goal
Work avoidance goal
Desire to avoid classroom tasks or complete them with minimal effort
Learned helplessness
Belief that one is incapable of accomplishing tasks and has little or no control over their environment
Self conscious emotion
Affective state based on self evaluations regarding the extent to which ones actions meet society’s standards for appropriate and desirable behavior
