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| Behavioral Learning Theories |
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| Explanation of learning the emphasize observable changes in behavior |
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| Learning theories that emphasize not only reinforcement but also the effects of cues on thought and of thought on action |
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| Cognitive Learning Theories |
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| Explanations of learning that focus on mental processes. |
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| A change in an individual that results from experience |
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| Environmental conditions that activate the sense, the singular is stimulus |
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| A stimulus that naturally evokes a particular response; i.e. the food brought to the dog |
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| A behavior that is prompted automatically by a stimulus; i.e. the salivation that occured when dog saw food |
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| Stimuli that have no effect on a particular response; i.e. the bell ringing |
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| A previously neutral stimulus that evokes a particular response after having been paired with an unconditioned stimulus; i.e. the bell ringing replaces the sight of food |
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| The process of repeatedly associating a previously neutral stimulus with an inconditioned stimulus in order to evoke a conditioned response; i.e. the dog salivates when hearing a bell/associated bell ringing with food |
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| The use of pleasant or unpleasant consequences to control the occurrence of behavior; i.e. Skinner Box |
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| An apparatus developed by B.F.Skinner for observing animal behavior in experiments of operant conditioning; i.e. rat presses bar and receives food |
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| Pleasant or unpleasant conditions that follow behaviors and affect the frequency of future behaviors. |
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| A pleasurable consequence that maintains or increases a behavior. |
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| Food, water, or other consequence that satisfies a basic need. |
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| A consequence that people learn to value through its association with a primary reinforcer. |
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| Pleasurable consequence given to strengthen behavior |
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| Release from an unpleasant situation fiven to strengthen behavior |
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| Rule stating that enjoyable activities can be used to reinforce participation in less enjoyable activities; i.e. "Grandma's Rule" eat your vegetables and then you can play |
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| Behaviors that a person enjoys engaging in for their own sake, without any other reward; i.e. leave time to read after a hardworking day=reward |
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| Praise or rewards given to motivate people to engage in behavior that they might no do otherwise; i.e. praise/reward for cleaning up bedroom |
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| Unpleasant consequences used to weaken behavior |
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| An unpleasant consequence that a person tries to avoid or escape |
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| An aversive stimulus following a behavior, used to decrease the chances the the behavior will occur again |
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| Withdrawal of a pleasant consequence that may be reinforcing a behavior, designed to decrease the chances that the behavior will recur |
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| Procedure of charging misbehaving students against their free time or other privileges. |
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| Procedure of removing a student from a situation in which misbehavior was being reinforced |
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| The teaching of a new skill or behavior by means of reinforcement for small steps toward the desired goal |
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| The weakening and eventual elimination of a learned behavior as reinforcement is withdrawn |
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| The increase in levels of a behavior in the early stages of extinction; i.e. child is calling out, you ignore the child, the child will continue to shout out until attention is sought |
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Term
| Schedule of Reinforcement |
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Definition
| The frequency and predictability of reinforcement; the frequency with which reinforcers are given, the amount of time that elapses between opportunities for reinforcement, and the predictability of reinforcement. |
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| Fixed Ratio (FR) Schedule |
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Definition
| Reinforcement schedule in which desired behavior is rewarded following a fixed number of behaviors; i.e. as soon as you finish 10 problems, you may go outside |
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| Variable Ratio (VR) Schedule |
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Definition
| Reinforcement schedule in which desired behavior is rewarded following an unpredictable number of behaviors; i.e. a slot machine: can pay off after 1 pull or 200 pulls, no prediction as to which pull is the win |
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| Fixed Interval (FI) Schedule |
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Definition
Reinforcement schedule in which desired behavior is rewarded following a constant amount of time; i.e. final exams - students cram at last second
(sound familiar?) |
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| Variable Interval (VI) Schedule |
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Definition
| Reinforcement schedule in which desired behavior is rewarded following an unpredictable amount of time; i.e. spot checks of students who are completely assignments in class - students will do better all the time b/c they are unsure of when you check them |
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| Continuation (of behavior) |
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| Events that precede behaviors; i.e. cues |
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| Signals as to which behavior(s) will be reinforced or punished; i.e. during math, teachers will reinforce students who are working on problems, but once teacher announces the beginning of another subject, the consequences change. |
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| Preception of and response to differences in stimuli; i.e. company's financial condition, boss's mood, and recent performance are discriminative stimuli with regard to timing of asking for a raise |
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| Carryover of behaviors, skills, or concepts from one setting or task to another; i.e. if classroom management is presented in one setting, it doesn't automatically improve in other settings |
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| Imitation of other's behavior |
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Learning by observation and imitation of others.
Attentional Phase; Retention Phase; Reproduction; and Motivational Phase. |
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| Paying attention to a model (person/thing to imitate) |
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| model the behavior teachers want students to imitate and give students a chance to practice or rehearse |
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| students try to match their behavior to the model's; student's learning assessment takes place |
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| students will imitate a model because they believe that doing so will increase their own chances to be reinforced. |
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| Learning based on observation of the consequences of others' behavior; i.e. Bandura's experiment on children and observation of adults with aggressive behavior |
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| Rewarding or punishing one's own behavior |
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| Cognitive Behavior Modification |
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Definition
| Procedures based on both behavioral and cognitive principles for changing one's own behavior by means of self-talk and self-instruction |
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Term
| Thorndike's Law of Effect |
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Definition
| When an asscociation between a stimulus and a response is followed by a satisfying state of affairs, the association/connection is strengthened. When the association is followed by an annoying state of affairs, it is weakened. In brief, reward strengthens and punishment weakens any connection between stimuli and responses. |
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