EPSY 2130 1st EditionExam # 2 Study Guide Chapters 7, 11, 12, 4 Chapter 7: Behavior Views of LearningWhat is learning?A process through which experience causes permanent change in knowledge or behaviorWhat is Behaviorism?-Emphasis on the processes that can be directly observed (behaviors)-versus inferred (thoughts, cognitive processes)-Behavioral Learning Theories:-the outcome of learning is based on change in behavior-external eventsWhat is Classical Conditioning?-Involuntary emotional or physiological responses-neutral stimulus is paired with an unconditional stimulus-eventually a neutral stimulus becomes conditioned stimulus-unconditioned stimulus works on its own (doesn’t’ need conditioning)What is Watson’s take on psychology?-how classical conditioning affects humans-people are a blank slate that can be made over by behaviorism-Little AlbertWhat is Operant Conditioning?-Learn to behave in certain ways as we operate on the environment-behaviors are preceded by antecedents and followed by consequencesWhat are the functions of behavior?-Get something (tangible, attention)-Avoid/escape something (work)-Automatic/self-stimulation (autism)What should praise look like?-honest, specific, focus on outcome, focus on present, privately, avoid comparison, genuineWhat is the order of reinforcement schedules based on most to least persistence?-Variable ratio, variable interval, fixed interval, fixed ratio, continuous Key Terms:-Contiguity: association of 2 events because of repeated pairing-Stimulus: event that activates behavior-Response: observable reaction to a stimulus-Respondents: responses (generally automatic or involuntary) elicited by specific stimulus-Neutral Stimulus: stimulus not connected to a response-Unconditioned Stimulus: stimulus that automatically produces an emotional or physiological response -Unconditioned Response: naturally occurring emotional or physiological response-Conditioned Stimulus: stimulus that evokes an emotional or physiological response after conditioning-Conditioned Response: learned response to a previously neutral stimulus-Operants: voluntary (generally goal-directed) behaviors emitted by a person or an animal-Antecedents: events that precede an action-Consequences: events that follow an action-Reinforcement: use of consequences to strengthen behavior-Reinforcer: any event that follows a behavior and increase the chances that the behavior will occur again-Positive Reinforcement: strengthening behavior by present a desired stimulus after the behavior (when the consequence that strengthens a behavior is the appearance (addition) of a new stimulus)-Negative Reinforcement: strengthening behavior by removing an aversive stimulus when the behavior occurs (disappearance of a stimulus)-Aversive: irritating or unpleasant-Punishment: process that weakens or suppresses behavior-Presentation Punishment: decreasing the chances that a behavior will occur again by presenting an aversive stimulus following the behavior (Type 1)-Removal Punishment: decreasing the chances that a behavior will occur again by removing a pleasant stimulus following a behavior (Type 2)-Continuous Reinforcement Schedule: presenting a reinforce after every appropriate response (will learn it faster)-Intermittent Reinforcement Schedule: presenting a reinforce after some but not all responses (will maintain it best)-Interval Schedule: length of time between reinforcers-Ratio Schedule: reinforcement based on the number of responses between reinforcers-Extinction: disappearance of a learned response-Stimulus Control: capacity for the presence or absence of antecedents to cause behaviors-Effective Instruction Delivery: instructions that are concise, clear, and specific, and that communicate an expected result – statements > questions-Cueing: providing a stimulus that “sets up” a desired behavior-Prompt: a reminder that follows a cue to make sure the person reacts to the cue-Applied Behavior Analysis: the application of behavioral learning principles to understand and change behavior-Behavior Modification: systematic application of antecedents and consequences to change behavior-Premack Principle: stating that a more-preferred activity can serve as a reinforce for a less-preferred activity-Shaping: reinforcing each small step of progress toward a desired goal or behavior-Successive Approximations: small components that make up a complex behavior-Task Analysis: system for breaking down a task hierarchy into basic skills and subskills-Positive Practice: practicing correct responses immediately after errors-Reprimands: criticisms for misbehavior, rebukes-Response Cost: punishment by loss of reinforcers-Social Isolation: removal of a disruptive student for 5 to 10 minutes -Time Out: removal of all reinforcement-Good Behavior Game: arrangement where a class is divided into teams and each team receives demerit points for breaking agree-upon rules of good behavior-Group Consequences: rewards or punishments given to a class as a whole for adhering to or violating rules of conduct-Contingency Contract: contract between the teacher and a student specifying what the studentmust do to earn a particular reward or privilege-Token Reinforcement System: system in which tokens earned for academic work and positive classroom behavior can be exchanged for some desired reward-to motivate students who are completely uninterested in their work and have not responded to other approaches-to encourage students who have consistently failed to make academic progress-to deal with a class that is out of control-Functional Behavioral Assessment: used to obtain information about antecedents, behaviors, and consequences to determine the reason or function of behavior-Positive Behavior Supports: interventions designed to replace problem with new actions that serve the same purpose for the student -Precorrection: identify context for a student’s misbehavior, clearly specify the alternative expected behavior, modify situation to make problem behavior less likely-Self-Management: use of behavioral learning principles to change your own behavior-Self-Reinforcement: controlling your own reinforcers-Social Learning Theory: emphasizes learning through observation of others-Enactive Learning: learning by doing and experiencing the consequences of your actions-Observational Learning: by observation and imitation of others---vicarious Chapter 11: Social Cognitive Views of Learning/MotivationWho was Albert