Studietaak 3. Behaviorisme

Question 1

Behaviorism

Answer 1

A change in behaviour caused by experience.

Question 2

Connectionism

Answer 2

Learning occurs through the formation of connections between stimuli and responses, strengthened or weakened by the consequences of behaviour.

Question 3

Key laws of connectionism

Answer 3

1. Law of Effect
2. Law of Exercise
   
   • Law of Use
   • Law of Disuse
3. Law of Readiness

Question 4

Law of Effect

Answer 4

Behaviours followed by satisfying outcomes are more likely to recur, while those followed by discomfort are less likely to be repeated.

Question 5

Law of Exercise

Answer 5

The strength of a stimulus connection is enhanced through repetition

1. Law of Use
2. Law of Disuse

Question 6

Law of Use

Answer 6

A response to stimulus strengthens their connection.

Question 7

Law of Disuse

Answer 7

When a response is not made to a stimulus, the connection is weakened.

Question 8

Law of Readiness

Answer 8

An individual’s preparedness or motivation to respond influences learning; if a person is ready to perform an act, doing so is satisfying.

Question 9

Mental discipline

Answer 9

The view that learning certain subject (e.g. mathematics) enhances general mental functioning better than learning other subjects.

Question 10

Trial-and-error learning

Answer 10

Thorndike believed that connections are formed through repetition; conscious awareness is not necessary. It occurs gradually.

Question 11

Classical conditioning

Answer 11

Stems from the experiments by Pavlov.

Question 12

Unconditioned stimulus (UCS)

Answer 12

Naturally triggers a response.

Question 13

Unconditioned response (UCR)

Answer 13

Natural reaction to the unconditioned stimulus.

Question 14

Conditioned stimulus (CS)

Answer 14

Initially a neutral stimulus, but becomes conditioned through association with the unconditioned stimulus.

Question 15

Conditioned response (CR)

Answer 15

The learned response to the conditioned stimulus.

Question 16

Generalisation (CC)

Answer 16

Similar stimuli also trigger the conditioned response.

Question 17

Discrimination (CC)

Answer 17

The conditioned response occurs only to the specific conditioned stimulus, not similar stimuli.

Question 18

Extinction (CC)

Answer 18

If the conditioned stimulus is no longer paired with the unconditioned stimulus, the conditioned response gradually disappears.

Question 19

Spontaneous recovery (CC)

Answer 19

After extinction, the conditioned response can re-emerge when the conditioned stimulus is presented again.

Question 20

Higher-order conditioning

Answer 20

A new neutral stimulus can become a conditioned stimulus by being paired with an already-established conditioned stimulus.

Question 21

Operant conditioning

Answer 21

Operates on the environment to produce an effect.

Question 22

Type S conditioning

Answer 22

Pavlovian conditioning, calls attention to the importance of the stimulus in eliciting a response

Question 23

Type R conditioning

Answer 23

Operant behaviour, operates on the environment to produce an effect.

Question 24

Reinforcement (OC)

Answer 24

Increases the likelihood of a behaviour recurring.

Question 25

Three-term contigency (ABC-model)

Answer 25

A (antecedent) -> B (behaviour) -> C (consequence)

Question 26

Positive reinforcement

Answer 26

Presenting a stimulus following a response, which increases the future likelihood of that response recurring (e.g. praise).

Question 27

Negative reinforcement

Answer 27

Removing a stimulus which increases the future likelihood of the response recurring (e.g. cancelling homework).

Question 28

Punishment

Answer 28

Decreases the likelihood of a behaviour recurring

Question 29

Positive punishment

Answer 29

Adding something aversive (e.g. scolding)

Question 30

Negative punishment

Answer 30

Taking away something desirable (e.g. free time)

Question 31

Extinction (OC)

Answer 31

A behaviour declines when reinforcement is removed.

Question 32

Reinforcement history

Answer 32

How many times someone's behaviour has been reinforced. Influences how rapidly extinction occurs.

Question 33

Premack Principle

Answer 33

The opportunity to engage in a more valued activity reinforces engaging in a less valued activity.

Question 34

Schedules of reinforcement

Answer 34

Fixed ratio Variable ratio Fixed interval Variable interval

Question 35

Ratio schedules of reinforcement

Answer 35

dependent on the number of correct responses or rate of responding.

Question 36

Fixed ratio (FR)

Answer 36

Reinforcement after a set number of responses.

Question 37

Variable ratio (VR)

Answer 37

Reinforcement after a variable number of responses.

Question 38

Intermittent schedules

Answer 38

Reinforcing the first correct response after a specific time schedule.

Question 39

Fixed interval (FI)

Answer 39

Reinforcement after a set time period.

Question 40

Variable interval (VI)

Answer 40

Reinforcement after varying time intervals.

Question 41

Generalisation (OC)

Answer 41

Once a certain response occurs regularly to a given stimulus, the response may also occur to other stimuli.

Question 42

Discrimination (OC)

Answer 42

Involves responding differently depending on the stimulus or features of a situation.

Question 43

Shaping

Answer 43

The operant conditioning method of behavioural change. Step-by-step learning by doing with corrective feedback. (e.g. prolonging attention span step by step)

Question 44

Chaining

Answer 44

The process used to teach complex sequences of behaviour by linking simpler behaviours together in a specific order.

Question 45

Behaviour modification (or behaviour therapy)

Answer 45

The systematic application of behaviour principles to facilitate adaptive behaviours. Requires reinforcement of desired behaviours and extinction of undesired ones.

Question 46

Positive Behaviour Supports

Answer 46

Reflect several principles from operant conditioning and are designed to produce behaviour change. Refer to components of a system to identify and remediate problem behaviours. Punishment is rarely used.

Question 47

Levels of Positive Behaviour Supports

Answer 47

Primary, secondary, tertiary

Question 48

Primary Positive Behaviour Supports

Answer 48

Used school wide for all students (e.g. effective teaching practices, use of correct feedback)

Question 49

Secondary Positive Behaviour Supports

Answer 49

Used for students who do not respond to primary strategies. May be part of an intervention used individually or in groups.

Question 50

Tertiary Positive Behaviour Supports

Answer 50

Used for students who respond inappropriately and may receive strategies at school or at home. Strategies may be included in an intervention plan.

Question 51

Cognitive behaviour modification

Answer 51

Learners' thoughts (when verbalised) function as discriminative and reinforcing stimuli. Learners may verbally instruct themselves what to do and then perform the appropriate behaviour. Used with students with handicaps and to reduce hyperactivity and aggression.

Question 52

Behavioural objectives

Answer 52

Clear, specific statements that describe what a learner is expected to do after instruction, under what conditions, and to what level of proficiency. Guide teaching and assessment, ensures they are aligned and that progress can be tracked.

Question 53

Learning time

Answer 53

Academically engaged time, or time spent paying attention and trying to learn.

Question 54

Influences on time needed for learning

Answer 54

- Aptitude for learning the task - Ability to understand instruction - Quality of instruction

Question 55

Influences on time spent in learning

Answer 55

- Time allowed for learning - Time the learner is willing to spend learning

Question 56

Mastery learning

Answer 56

A systematic instructional plan that includes defining mastery, planning for mastery, teaching for mastery, and grading for mastery.