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| Study of ways in which behavior is acquired, maintained, or modified by its reinforcing or punishing consequences |
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| establishment of the linkage or association between a behavior and its consequences; ii. Creating a relationship between a behavior and a consequence |
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| relationship between a behavior and its consequences |
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| The events that precede the behavior (stimuli and environment), 2. The behavior itself, 3. The consequences that follow the behavior |
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| responding differently in the presence of different situational events |
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| process in which a person’s response is determined by a particular stimuli |
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| antecedent stimuli that help initiate behaviors |
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| presence signals an individual to respond because he or she has learned previously that its presence leads to reinforcing consequences |
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| responses made in the presence of a particular stimulus come to be made in the presence of other, similar stimuli |
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| presentation of a positive reinforce following a response, with the result that the rate of that response increases (giving candy when get an answer right) |
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| removal of an aversive stimulus follow a response, with the result that the rate of that response increases (taking away bad consequence if do what I ask) |
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| presentation of an aversive stimulus following a response, with the result that the rate of that response decreases (i.e. spanking, chores) |
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| removal of a positive reinforce following a response, with the result that the rate of the response decreases (i.e. taking away cell phone, timeout) |
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| reduction in behavior that occurs as a result of the failure to reinforce previously reinforced behavior |
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| teaching new behavior by reinforcing responses that successively approximate it (start small and get bigger) |
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| ; procedure in which person learns to confine certain behaviors (eating) to certain situations (dining room table) and to refrain from performing the behavior in other situations (watching TV, talking on the phone, reading, etc.) |
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| Time out from reinforcement; |
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| punishment procedure in which, contingent on undesirable behavior, access to positive reinforces is withdrawn for a brief period |
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| loss of positive reinforce after performing an undesirable behavior |
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| Differential reinforcement of other behavior |
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| chedule of reinforcement in which reinforcement is delivered at the end of a time interval during which no instances of unacceptable behavior occurred |
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| making a response that is incompatible with an undesirable behavior (I.e. breathing when stuttering) |
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| patients earn tokens for performing behaviors that are necessary if they are to live effectively |
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| Why he doesn’t believe we’ve made more progress in understanding human behavior (e.g., explain mentalism) |
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| Mentalism; indicates learning theorists’ dissatisfaction with the use of concepts that cannot be objectively assessed or validated as explanatory devices in attempts to account for behavior |
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| 2 factors that contribute to personality |
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| Learning history, ii. Genetic background |
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| Primary vs. secondary reinforcements |
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| Primary reinforce - food, ii. Primary punishment – bad smell, iii. Secondary reinforce - money, iv. Secondary punishment – bad grades |
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| Schedules of reinforcement—be able to list different types and explain differences and benefits/costs |
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| schedule or reinforcement in which each response is followed by a reinforce |
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| Intermittent reinforcement |
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| schedule of reinforcement in which responses produce reinforces only occasionally (better to extinguish behavior) |
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| fixed number of responses is required before a reinforce is applied |
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| the first response that occurs after a fixed amount of time has elapsed is reinforced |
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| series of procedures that seek to change behavior through reliance on reinforcement principles, or less often, by reliance on punishment principles |
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| Be able to identify whether a consequence is positive or negative and a reinforcement or punishment |
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| Be able to provide examples of positive and negative reinforcements and punishments |
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| Discuss Skinner’s thoughts on education |
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| According to Skinner, what does not work? |
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| Aversive practices & ii. Permissiveness |
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| Arranging contingencies of reinforcement so that students can learn |
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