Unit 1 Flashcards
Two fundamental classes of behavior
Respondent
Operant
Respondent
involuntary behavior (anxiety, sexual response) that is automatically elicited by certain behavior. A stimulus elicits a response.
Operant
voluntary behavior (walking, talking) that is controlled by its consequences in the environment.
Learning occurs as a result of pairing previously neutral (conditioned) stimulus with an unconditioned (involuntary) stimulus so that the conditioned stimulus eventually elicits the response normally elicited by the unconditioned stimulus.
RESPONDENT OR CLASSICAL CONDITIONING (Pavlov)
Antecedent events or stimuli precede behaviors, which, in turn, are followed by consequences. Consequences that increase the occurrence of the behavior are referred to as reinforcing consequences; consequences that decrease the occurrence of the behavior are referred to as punishing consequences. Reinforcement aims to increase behavior frequency, whereas punishment aims to decrease it.
OPERANT CONDITIONING (B. F. Skinner):
Operant Techniques:
Positive reinforcement: Increases probability that behavior will occur—praising, giving tokens, or otherwise rewarding positive behavior.
Negative reinforcement: Behavior increases because a negative (aversive) stimulus is removed (i.e., remove shock).
Positive punishment: Presentation of undesirable stimulus following a behavior for the purpose of decreasing or eliminating that behavior (i.e., hitting, shocking).
Negative punishment: Removal of a desirable stimulus following a behavior for the purpose of decreasing or eliminating that behavior (i.e., removing something positive, such as a token or dessert).
Specific Behavioral Terms:
Positive reinforcement: Increases probability that behavior will occur—praising, giving tokens, or otherwise rewarding positive behavior.
Negative reinforcement: Behavior increases because a negative (aversive) stimulus is removed (i.e., remove shock).
Positive punishment: Presentation of undesirable stimulus following a behavior for the purpose of decreasing or eliminating that behavior (i.e., hitting, shocking).
Negative punishment: Removal of a desirable stimulus following a behavior for the purpose of decreasing or eliminating that behavior (i.e., removing something positive, such as a token or dessert).
Specific Behavioral Terms:
Aversion therapy: Any treatment aimed at reducing the attractiveness of a stimulus or a behavior by repeated pairing of it with an aversive stimulus. An example of this is treating alcoholism with Antabuse.
Biofeedback: Behavior training program that teaches a person how to control certain functions such as heart rate, blood pressure, temperature, and muscular tension. Biofeedback is often used for Attention-Deficit/Hyperactivity Disorder (ADHD) and Anxiety Disorders.
Extinction: Withholding a reinforcer that normally follows a behavior. Behavior that fails to produce reinforcement will eventually cease.
Flooding: A treatment procedure in which a client’s anxiety is extinguished by prolonged real or imagined exposure to high-intensity feared stimuli.
In vivo desensitization: Pairing and movement through a hierarchy of anxiety, from least to most anxiety provoking situations; takes place in “real” setting.
Modeling: Method of instruction that involves an individual (the model) demonstrating the behavior to be acquired by a client.
Rational emotive therapy (RET): A cognitively oriented therapy in which a social worker seeks to change a client’s irrational beliefs by argument, persuasion, and rational reevaluation and by teaching a client to counter self-defeating thinking with new, nondistressing self-statements.
Shaping: Method used to train a new behavior by prompting and reinforcing successive approximations of the desired behavior.
Systematic desensitization: An anxiety-inhibiting response cannot occur at the same time as the anxiety response. Anxiety-producing stimulus is paired with relaxation-producing response so that eventually an anxiety-producing stimulus produces a relaxation response. At each step a client’s reaction of fear or dread is overcome by pleasant feelings engendered as the new behavior is reinforced by receiving a reward. The reward could be a compliment, a gift, or relaxation.
Time out: Removal of something desirable—negative punishment technique.
Token economy: A client receives tokens as reinforcement for performing specified behaviors. The tokens function as currency within the environment and can be exchanged for desired goods, services, or privileges.
Focuses on development in terms of information processing, conceptual resources, perceptual skill, language learning, and other aspects of brain development. It is the emergence of the ability to think and understand.
Cognitive Development
Levels of Cognition
Knowledge: rote memorization, recognition, or recall of facts
Comprehension: understanding what the facts mean
Application: correct use of the facts, rules, or ideas
Analysis: breaking down information into component parts
Synthesis: combination of facts, ideas, or information to make a new whole
Evaluation: judging or forming an opinion about the information or situation
Jean Piaget
Developmental psychologist best known for his theory of cognitive development. His stages address the acquisition of knowledge and how humans come to gradually acquire it. Piaget’s theory holds that children learn though interaction with the environment and others.
Theory of moral development
Piaget
Behaviorist (Pavlov, Skinner)
learning is viewed through change in behavior and the stimuli in the external environment are the locus of learning. Social workers aim to change the external environment in order to bring about desired change.
Cognitive (Piaget)
learning is viewed through internal mental processes (including insight, information processing, memory, and perception) and the locus of learning is internal cognitive structures. Social workers aim to develop opportunities to foster capacity and skills to improve learning.
Humanistic (Maslow)—
learning is viewed as a person’s activities aimed at reaching his or her full potential, and the locus of learning is in meeting cognitive and other needs. Social workers aim to develop the whole person.
Social/Situational (Bandura)
learning is obtained between people and their environment and their interactions and observations in social contexts. Social workers establish opportunities for conversation and participation to occur.