Learning theory/Behaviorism Flashcards
Learning theory is a theoretical orientation that conceptualizes the social environment in terns of “?”, its preceding “?”, and its subsequent “?”.
behavior
events
consequences
Learning theory emphasizes the social “/” of people within their “/”
functioning
environments
Social learning theory:
people learn by “?” or”/”
People learn by imitation or observation
Social learning theory:
people are more likely to imitate a person that they feel is “?3” or if the model is rewarded.
popular, smart, or talented
When a person learns to respond to a new stimulus that does not naturally elicit a response:
respondent conditioning (classical/pavlovian)
A procedure in which a person with a phobia practices relaxation while imagining scenes of the fear-producing stimulus:
systematic desensitization
The learning of behavior by observing another individual engaging in that behavior:
modeling (observational learning)
Practicing behavior through a trial run in preparation for a later situation in which some goal is to be achieved:
role playing
A type of learning in which behaviors are influenced primarily by the consequences that follow them:
Operant conditioning
ABCs of behavior:
Antecedents
Behavior
Consequences
A procedure or consequence that INCREASES the frequency of the behavior immediately preceding it:
Reinforcement
positive events or consequences that follow a behavior and strengthen it:
Positive reinforcement
A response or behavior (wearing seat belt) is strengthened by stopping, removing or avoiding a negative outcome or aversive stimulus (seat belt buzzer).
Negative reinforcement
嫌な出来事(negative reinforcement）を止めるためにある行動をとることが増える
A consequence that was previously provided no longer follows the response:
extinction (今まで与えていたpositive reinforcementを止める）
a consequence that decreases the future chances of the behavior that it follows:
punishment (to give adverse consequences/withdrawing positive reinforcement)
When reinforcement is initially stopped, a brief increase in the frequency or intensity of the behavior may occur:
extinction burst
2 Types of positive reinforcers:
Primary reinforcers (has rewards in itself) Secondary reinforcers (values are learned through association)
4 major types of secondary reinforcers
1. specific objects or substances
Material reinforcers (money)
4 major types of secondary reinforcers
2. tangible events whose value has been learned
activities
4 major types of secondary reinforcers
3. words and gestures used to indicate caring and concern toward another person
social reinforcers (praises)
4 major types of secondary reinforcers
4. Symbolic objects reflecting specific units of value that an individual can exchange for some other commodity.
Tokens
To reinforce positive behavior every time it occurs:
continuous reinforcement
Behavior is not reinforced every time it is performed, but is reinforced only occasionally:
intermittent reinforcement
The reinforcement of successive approximations - small steps of progress made toward the final desired behavior:
shaping
Potential negative consequences of punishment:
1. punishment tends to elicit a “?”
negative emotional response
Potential negative consequences of punishment:
2. it could lead to “?” of punishing person/punitive situation.
avoidance
Potential negative consequences of punishment:
3. it can teach children to be”?”
aggressive
Potential negative consequences of punishment:
4. it could “?” the child
physically harm
Potential negative consequences of punishment:
5. It teaches what they “?” do but gives them no indication as to what they “?” do
should not do
should do
Nature of punishment:
if the behavior doesn’t decrease almost immediately, there is a good possibility that “/”
it never will.
Nature of punishment:
the effects frequently do not “?v”
last
Nature of punishment:
its effects are limited to the “?” under which the punishment occurred.
conditions
Recommendations for Punishment:
1. intervention should be administered “/”
as soon as possible after the behavior
Recommendations for Punishment
2. administer the punishing consequences “?”
every time the behavior occurs
Recommendations for Punishment
3. reinforce “?” at the same time of punishment
positive behavior
Recommendations for Punishment
4. Remain “?” when administering punishment
calm
Reinforcement and punishment affect behavior without conscious planning:
Accidental training
A behavior must be clearly and concisely defined:
specificity (too passive = too abstract)
Behavior must be “?” in order to measure if it has improved.
observable - it must be clear when the behavior occurs and when it does not.
frequency of behavior prior to behavior management program:
baseline
a place to note each time a behavior occurs:
behavior check list
The process in which the receiver of a communication pays close attention to what the sender is saying, and subsequently reflects back what was heard to make sure the message was understood:
active listening
Timeout:
Remove a child from “?” for a period of time.
reinforcers
Improving effectiveness of time-outs:
A time-out should be applied “?”
immediately after the behavior
Improving effectiveness of time-outs:
Time-outs should be applied “adv?”
consistently
Improving effectiveness of time-outs:
Time-outs should usually extend from “?” minutes.
1-10 minutes.
Improving effectiveness of time-outs:
Time-outs should take place in a very “?” place.
boring
Improving effectiveness of time-outs:
Parents should be careful not to give the child”?”
attention (=positive reinforcement)
Improving effectiveness of time-outs:
A child should be told ahead of time exactly “?”
which behaviors will result in a time-out
Improving effectiveness of time-outs:
When physically restraining, “?”
no emotions shown
Improving effectiveness of time-outs:
“?” should be used for the appropriate behaviors
positive reinforcement
