Test 1 Flashcards
Behaviorism
Focuses on observable behavior, as a formula of inputs and outputs (stimulus and response)
Learning must involve a change in behavior
Assumptions of behaviorism
tabula rasa (blank slate), learning is deterministic, one input one output
Classical Conditioning
Ivan Pavlov
Conditioning
forming connections between experiences (stimuli) and neural impulses (responses)
Unconditioned
unlearned or natural
conditioned
learned
Unconditioned stimulus
natural stimulus (added to the neutral stimulus in order to change the response to the neutral stimulus)
unconditioned response
natural response (involuntary, automatic, reflexive)
conditioned stimulus
neutral stimulus that brings a new reaction
conditioned response
same as the unconditioned response, but is now the response for the conditioned stimulus by itself without an unconditioned stimulus
paired associations
between the neutral stimulus and the unconditioned stimulus
operant conditioning
effects of consequences on behaviors, more common than CC
B.F. Skinner
Behaviorism, operant conditioning, pigeons
primary reinforcers
satisfy basic human needs, food, water,
secondary reinforcers
social, activity, symbolic/token
antecedent
environmental cue (stimulus)
behavior
the response to the antecedent
consequence
what happens because of the behavior, punishment or reinforcement
punishment
decreases probability of behavior
reinforcement
increases probability of behavior
positive reinforcement
something is added to the environment, the behavior increases
negative reinforcement
something is taken away from the environment, the behavior increases
positive punishment
adding something to the environment, the behavior decreases
negative punishment
taking away something from the environment, the behavior decreases
overcorrection
have the individual make restitution for inappropriate behavior (write on one desk, clean all the desks)
reprimand
verbal punishment (this can be positive too)
satiation
ask person to perform inappropriate behavior until that behavior is not appealing anymore
response cost
loss of previously earned privileges
social isolation
removed from situation
premack principle
provide reward of engaging in a highly valued activity is they do the less valued activity first
shaping
rewarding in small steps to get the desired behavior (training)
chaining
using shaping and reinforcement for 2 responses, then 3, etc. (learning a routine)
fixed interval
reinforcement after x amount of time
variable interval
reinforcement after variable amount of time
fixed ratio
reinforcement after x amount of performances
variable ratio
reinforcement after varying amounts of performance
Individual constructivism
learning occurs by integrating new information or experiences we encounter with prior knowledge and understandings
social constructivism
learning occurs through interactions with more knowledgeable others, or how people work together to create knowledge
Cognitivist theories
unique to humans
formation of mental representation (may or may not be expressed)
actively involved
knowledge is organized
constructivism
individuals construct what they learn and understand
Social Cognitive Theory
emerged out of operative conditioning
social and cognitive processes
cognitive processes
change in behavior does not require learning
Triadic reciprocality or reciprocal causation
personal, behavioral, or environmental factors influence one another, people have control over these and learning doesn’t require a change in behavior
SCT
learning from interacting and watching, also witnessing consequences (observation and modeling)
enactive learning
learning through experience
vicarious learning
learning through observing the consequences given to other people
Latent learning
delayed imitation, doesn’t appear until later
observational learning
behavior pattern happens that would have had ZERO PROBABILITY of happening before observation
outcome expectation
expecting a consequence influences behavior
modeling
learning by observing what other people do
facilitation
when someone is more likely to perform previously learned behaviors after observing a model be reinforced for that behavior
Inhibition
when someone is less likely to perform previously learned behaviors after observing a model be punished for that behavior
disinhibition
when someone is more likely to perform previously forbidden behaviors after either observing a model being reinforced or not punished for that behavior
what makes a good model
similarity (same age, gender), competence (someone successful), status (professionals, popularity),
three types of models
Live, symbolic, verbal instructions
modeling is only successful if
there is attention, retention, ability, opportunity, motivation, self-efficacy
cognitive modeling
modeling that involves an explanation beyond just demonstration
Individual constructivism
Learning occurs by integrating new information and experiences with prior knowledge and understanding
social constructivism
learning occurs through interactions with more knowledgeable others or how people work together to create knowledge
differences between objectivists vs constructivists
transmitted vs constructed learning, teacher structure learning vs student participated learning,
Piagets Theory
Individual constructivism
scheme
how things that children learn and do are organized
equilibrium
when you can comfortably interpret and respond to new stimuli
disequilibruim
when you can’t make sense of new stimuli using what you already know
equilibration
the process of moving in between equilibrium and disequilibrium, integrating new information
assimilation
transforming new information to fit with existing way of thinking (changing the external)
accomodation
adapting our original way of thinking to fit new information (changing the internal)
sensorimotor stage
0 - 2, object permanence, beginning symbolic thought, rapid changes, goal directed behavior,
preoperational stage
2 - 6 or 7, actual symbolic thought, language, egocentrism, one-dimensional thinking, fantasy and reality, lack of conservation
concrete operational stage
6 or 7 - 11 or 12, logical operations, multiple dimension thinking, conservation, less egocentrism, capable of reversibility, less dominated by sensory information but no hypotheticals yet
formal operations stage
11 or 12 and older, theories, abstracts, and hypotheticals, scientific and logical reasoning, metacognitive,
conceptual change
learning that involves changing an existing conception
concepts
sets of objects, symbols, or events that share common characteristics and critical attributes (abstract or concrete)
concept learning
identify attributes, generalize new examples, discriminate examples from non-examples
prototype
a typical member of a category (sparrow to birds rather than penguin to birds)
exemplars
a typical member of a category that has been encountered in the past
overgeneralization
when the definition of a category (dogs) is too vague (4 legs) and would include other things (cows)
undergeneralization
when the definition of a category (dogs) is too specific (4 legs, can catch a Frisbee) and would exclude other things (chihuahua)
positive or negative instance
recognizing whether something fits a category correctly versus incorrectly
personal theory
self developed, incomplete theories
confirmation bias
seeking evidence that confirms our beliefs, no matter the accuracy
steps to teaching conceptual change
acknowledge prior conceptions, create conceptual conflict, teach to restructure conceptions
