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Ed Psych > Test 3 > Flashcards

Test 3 Flashcards

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1
Q

Fixed Ratio

A

reinforcement/ punishment every “n”th instance of the behavior. ex) 1$ for every 10 items produced

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2
Q

Fixed interval

A

reinforcement/ punish behavior after x amount of time

ex) paycheck after 2 weeks of work

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3
Q

Variable Ratio

A

reinforment/ punishment after an unpredictable # of behaviors

ex) slot machines
- produces rapid, steady responses

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4
Q

Variable Interval

A

reinforcement/punish after varying time intervals of behavior

ex) pop quizes, checking email,
- produces slow steady responces

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5
Q

fixed

A

always the same

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6
Q

variable

A

varying amounts

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7
Q

ratio

A

after a number of behaviors

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8
Q

interval

A

after an amount of time

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9
Q

Extinction

A
  • “unlearn” an opernant condition association by removing reinforcers or punishers
  • if the conditioned stimulus is presented repeatedly without the unconditioned stimulus, the previously learned behavior will disappear.
  • Ex) The dog could have been presented with no food when the bell rang repeatedly and the dog would no longer produce saliva when the bell was rung.
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10
Q

Unconditioned stimulus

A

the behavior or event that evokes an automatic response

• mint

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11
Q

Unconditioned response

A

the reflexive response to unconditional stimulus

o Salivation

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12
Q

Neutral stimulus

A

stimulus that does not usually elicit a response

- computer beep

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13
Q

Conditioned stimulus

A

former neutral stimulus, now elicits same response as the US

- computer beep

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14
Q

Conditioned response

A

response elicited by CS

- putting out hand / salivating when Dwight hears computer beep

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15
Q

Generalization

A

associate the consequences of one behavior with similar behaviors
ex) got scared of clowns as child, not afraid of all red heads

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16
Q

Discrimination

A
  • learn reinforcement/ punishment only occurs in some situatoins
  • species can learn to differentiate between similar but different stimuli.
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17
Q

positive reinforcement

A
  • present a desired stimulus to reward desired behaviors

ex) food, praise, $ used to increase wanted behavior

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18
Q

negative reinforcement

A
  • remove an aversive stimulus to reward desired behaviors

ex) do drill well, no sprints at end of practice

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19
Q

positive punishment

A
  • present an aversive stimulus to punish undesired behaviors

- talk during practice, sprints added

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20
Q

negative punishment

A

remove a desired stimulus to punish undesired behaviors

ex) come home late, can’t go out next weekend

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21
Q

Praise and ignore approach

A

teachers ignore inappropriate behaviors displayed by an individual while praising the appropriate behaviors of others.
o Ex: teacher may ignore a student who blurts out the answer to a question while praising the other students for raising their hands and being patient.

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22
Q

Premack Principle

A

teacher may increase one behavior of students by providing an activity as reinforcement rather than giving tangible rewards
o Extremely effective for young children
• Ex: reinforcement might be playing a game, socializing with friends, drawing

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23
Q

shaping &successive approximation-

A 
used when behavior is not currently being displayed and therefore cannot be reinforced. 
o	If a student never brings a pencil or paper to class the teacher doesn’t have the opportunity to reinforce the behavior because it doesn’t occur.
  • shaping involves reinforcing small steps that move toward the behavior until the entire behavior is displayed.
    ex) For a child who is struggling with leaning to read, teacher can shape behavior by first praising the student for attempts to sound out a difficult word, then for each time this child correctly sounds out words, then for increased reading fluency, and finally for answering comprehension questions.
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24
Q

Positive Practice-

A

teacher has the student perform the right or appropropriate behavior,
o Students may write words they misspelled to practice the correct way to spell them.
o Teacher may have students who run down the hallway return to the end of the hall and practice walking— decreasing the likelihood that student will do it again.

Bill tosses paper on the floor, so now Mr. Nye has him get it to put in o put in the trash. The exemplifies

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25
Q

Satiation

A

teacher asks the student to perform the negative / inappropriate behavior repeatedly, until it is no longer rewarding. Diminishes desirability of an inappropriate behavior by requiring the student to do it over and over

Student got caught throwing spit balls is required to spend the entire class period creating those balls and spitting them at a specific target 
•	Only use if the behavior is not harmful.
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26
Q

Overcorrection

A
  • making restitution for inappropriate behavior
    o Student writes on their desk in the classroom and is asked to remove all the markings from his desk and all of the other desks as well.
27
Q

Social Isolation-

A

“time-out” removing an individual from one setting where reinforcement is given, to another setting where reinforcement is denied
o Student is moved to an empty, uninteresting room or is removed from an activity to sit alone.

28
Q

Response Cost

A
  • taking away something the individual desires
    o Student athletes who use drugs or drink face response cost of being suspended for certain number of games or banned from the team.
    o Not being able to eat lunch in the cafeteria with friends
29
Q

Cue

A

non verbal events that signal that a behavior is expected

o Kindergarten teachers use turning the lights off to signal children to be quiet

30
Q

Prompts

A

verbal reminders that accompany a cue

o First few times kindergarten teacher turns off the lights he or she also says “please quietly sit down in your seats”

31
Q

Observational Learning

A

learning by observing others

32
Q

vicarious reinforcement

A

Behavior imitated more frequently if a model has been reinforced for that behavior
o A child eats all of their dinner in order to receive dessert because they watched an older sibling receive dessert after finishing their dinner

33
Q

Response Facilitation Effect-

A 
a behavior is imitated more frequently if a model has been reinforced for that behavior---called vicarious reinforcement
o	An adolescent who views another student receiving free time to talk with friends because she has completed her homework during class time is more likely to complete the homework to receive that same reinforcement
34
Q

Response Inhibition Effect

A

a behavior is less frequently if a model has been punished for that behavior — called vicarious punishment
- You are a student in Ms. Jones’ class. Billy, one of your classmates, is caught cheating on a test. Ms. Jones takes Billy’s test, rips it up in front of the whole class, and tells Billy that he will receive a zero for his score. You decide at that moment that you will never cheat on a test, in fear of your test being ripped up too.

Imitate less frequently if a model has been punished

35
Q

Response Disinhibition Effect

A

a behavior is imitated more frequently if a model’s behavior is not punished when the behavior typically is punished.
o Cheating on an exam typically results in punishment. If some students are successful in cheating on an exam without receiving punishment, other students are more likely to preform that same cheating behavior.

36
Q

What are the characteristics of a good model?

A
  • Salience
  • Competence
  • Status & prestige of the model
  • Similarity
  • Relevance
  • Observed reinforcement
  • Self-efficacy
37
Q

extrinsic motivation

A

gain something from environment- motivated by reward
o Trophy, award, something tangible
- A student studies really hard for a final exam so she can go on a vacation with her friends. This is an example of

38
Q

Intrinsic motivation

A
  • engage in behavior because it is personally rewarding- reward is not the desire for behavior
    o Participate in a sport because you enjoy it
39
Q

What is meant by locus of control?

A

Belief that the result of ones behavior is due to either external or internal factors

40
Q

External

A

out of your control; luck, or other people’s behavior

Jane said she failed the test because it was too difficult.

41
Q

Internal

A

under ones control; ability or effort

42
Q

Task contingent rewards

A
  • given for participating in an activity or for completing an activity- can undermine intrinsic motivation-
    o Students see this as controlling – the student must only do what the teacher wants to get a reward.

Ms. Wynn gives extra credit to students who come to class.

43
Q

Performance contingent rewards-

A

given for doing well or achieving a certain level of performance
o Get a sticker for correctly completing all math problems

44
Q

What is expectancy x value theory?

A

• Motivation is the product of E x V
• Expectancy- expectations for success/failure; competency beliefs
• Value- types: attainment, intrinsic, utility
• Cost
the general idea is that there are expectations as well as values or beliefs that affect subsequent behavior.

45
Q

Mastery-approach

A
  • focus on improving intellectually, acquiring new skills and knowledge, and developing competence.
46
Q

Mastery-avoidance

A

want to avoid situations in which they might fail to achieve mastery.
o Avoid a strike out when coming up to bat or avoiding the possibility of answering a question incorrectly

47
Q

Performance-approach-

A

motivated simultaneously by a need to achieve and a fear of failure
o Their goal is to demonstrate their ability to other and outperform others.

Shawna wants to play piano in front of her music class to show that she is the best. Her goal is :

48
Q

Performance-avoidance-

A

concerned with judging their competence relative to others
o Failing a test hey believe others will succeed on, to avoid failure these students use several self handicapping strategies

49
Q

Stability (permanent/temporary)

A

– whether we perceive the cause as being stable or unstable over time.

50
Q

Controllability (controllable/uncontrollable)-

A

our personal responsibility for the cause of the success or failure

51
Q

Incremental view of ability-

A
  • perceive ability as unstable and controllable; they consider it to be ever-changing.
    o Success to their ability, they will be motivated to continue to improve their knowledge and skills. When they attribute to failure to low ability they will become motivated to find alternative strategies for succeeding next time
52
Q

Entity view of ability-

A
  • believe that ability is stable and uncontrollable; they see it as fixed and unchangeable
    o When students experience success, they want to continue to demonstrate their competence if they believe that competence is valued by others, such as teachers and peers. When they attribute to failure to lack of ability, their expectations for future success diminish, negatively affecting their motivation to learn

ex) Miriam thinks that she can’t do math well because she is not smart enough. This best illustrates

53
Q

Which best describes the key component of leaning in social cognitive theory?

A

vicarious learning

54
Q

In expectancy value theory, which best illustrates the idea of expectancy?

A

Can I do this task?

55
Q

Tamika is stung by a bee outside. When she sees flowers she gets nervous. So not flowers are

A

Conditioned stimulus

56
Q

Which name is most closely associated with social cognitive theory?

A

Albert Bandura

57
Q

Which most accurately describes the relationship of development to motivation?

A

Learners become more extrinsically motivated as the develop

58
Q

A student who has learned helplessness about his spelling ability is most likely to say

A

“No matter how much I study I cant remember how to spell”

59
Q

A tv character is a is an example of what model?

A

symbolic

60
Q

Which are the four sources of self-efficacy?

A

Past performance, persuasion, modeling, physiological states

61
Q

Classical conditioning is relevant to teaching because it can help teachers..

A

Develop effective classroom discipline plans

62
Q

Which best describes a characteristic of an activity likely to promote flow?

A

Participants should have a sense of control

63
Q

Punishment works best on a _____ schedule?

A

Continuous

Ed Psych (4 decks)

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