Chapter 7 Behavioural & Social Cognitive Approaches

Question 1

Learning

Answer 1

A relatively permanent change in behaviour that occurs through experience

Question 2

Behaviourism

Answer 2

View that behaviour should be explained by observable experiences and not by mental processes

Question 3

Mental processes

Answer 3

The thoughts, feelings, and motives that each of us experiences but that cannot be observed by others

Question 4

Associative learning

Answer 4

Learning in which two events are connected or associated

Question 5

What are the 4 cognitive approaches to learning?

Answer 5

Social cognitive, cognitive information processing, cognitive constructivist, social constructivist

Question 6

Ivan Pavlov

Answer 6

Developed the concept of classical conditioning.

Question 7

Classical conditioning

Answer 7

Type of learning in which an organism learns to connect or associate stimuli.

Question 8

Pavlov’s classical conditioning experiment

Answer 8

Neutral stimulus (bell) is presented before US (food). Neutral stimulus is paired with US, thus becoming the CS (bell). By itself the bell is able to elicit the dogs salivation = CS (salivation towards bell)

Question 9

Unconditioned stimulus (US)

Answer 9

Stimulus that automatically produces an unlearned resposne. ex.Food

Question 10

Unconditioned response (UR)

Answer 10

An unlearned response that is automatically elicited by the US. ex.Salivation towards food

Question 11

Conditioned stimulus (CS)

Answer 11

A previously neutral stimulus that eventually elicits a conditioned response after being associated with the US. ex.Bell

Question 12

Conditioned response (CR)

Answer 12

A learned response to the conditioned stimulus that occurs after US-CS pairing. ex. Salivation towards sound of bell

Question 13

Generalization (classical conditioning)

Answer 13

Tendency of a new stimulus similar to the CS to produce a similar response Ex. Being nervous for both chem & bio tests since they’re similar

Question 14

Discrimination (classical conditioning)

Answer 14

Resonding to certain stimuli but not others Ex. The dog responded only to the bell and not any other sound

Question 15

Extinction (classical conditioning)

Answer 15

The weakening of the conditioned response in the absence of the US Ex. Pavlov rang the bell several times without giving the dog food. The dog eventually stopped salivating.

Question 16

Systematic desensitization

Answer 16

Method based on classical conditioning that reduces anxiety by getting the individual to associate deep relaxation with successive visualizations of increasingly anxiety-producing situations. Ex. Constantly replacing anxious thoughts with relaxing ones

Question 17

Operant/instrumental conditioning

Answer 17

Form of learning in which the consequences of behaviour produce changes in the probability that the behaviour will occur

Question 18

B. F Skinner

Answer 18

Main architect of the concept of operant conditioning

Question 19

Law of effect (Thorndike)

Answer 19

Behaviours followed by positive outcomes are strengthened and behaviours followed by negative outcomes are weakened. The consequences of these behaviours determine whether they are kept

Question 20

Reinforcement (reward)

Answer 20

Consequence that increases the probability of a behaviour occuring

Question 21

Punishment

Answer 21

A consequence that decreases the probability that a behaviour will occur

Question 22

Positive reinforcement

Answer 22

The frequency of a behaviour increases because it is followed by a stimulus. Ex. Teacher praise increases students writing behaviour

Question 23

Negative reinforcement

Answer 23

The frequency of a behaviour increases because stimulus is removed/avoided Ex. Fathers nagging (unpleasant stimulus) causes son to do homework (response)

Question 24

Positive punishment

Answer 24

The administration of an unwelcome consequence, such as detention or additional homework

Question 25

Negative punishment

Answer 25

The removal of a valued items, such as a field trip or a class computer

Question 26

Difference between reinforcement and punishment

Answer 26

Reinforcement is a proactive strategy. Punishment does not provide students the opportunity to rectify the situation.

Question 27

Generalization (operant conditioning)

Answer 27

Giving the same resposne to similar stimuli. Ex. Does giving praise to student in class make them work harder outside of class

Question 28

Discrimination (operant)

Answer 28

Differentiating among stimuli or environmental events. Ex. Distinguishing between teachers math hmwk tray and english hmwk tray

Question 29

Extinction (operant)

Answer 29

When a previously reinforced response is no longer reinforced and the response decreases. Ex. Teacher responds to student who speaks without raising hand. Student learns this is a good way to get teachers attention. Teacher withdraws attention next time, student speaking out might cease.

Question 30

Applied behaviour analysis

Answer 30

The specific and comprehensive use of principles of operant conditioning to the development of abilities and self-direction skills of learners. In other words, appying operant conditioning to change behaviour

Question 31

3 uses of applied behaviour analysis

Answer 31

1) Increase desirable behaviour
2) Using prompts and shaping
3) decrease undesirable behaviour

Question 32

Five operant conditioning strategies to increase desirable behaviours

Answer 32

• Choose effective reinforcers
• Mak reinforcers contingent and timely
• Select the best schedule of reinforcement
• Consider contracting
• Use negative reinforcement effectively

Question 33

Premack principle

Answer 33

A high-probability activity can serve as a reinforcer for a low-probability activity. Ex. When you complete this, you get that.

Question 34

Schedules of reinforcement

Answer 34

Partial (only part of the time) reinforcement timetables that determine when a response will be reinforced

Question 35

4 main schedules of reinforcement

Answer 35

• Fixed-ratio
• Variable-ratio
• Fixed-interval
• Variable-interval

Question 36

Fixed-ratio schedule

Answer 36

Reinforcing behaviour after a set number of responses.Ex. giving praise after every 4th correct resposne

Question 37

Variable-ratio schedule

Answer 37

Unpredictably reinforcing a behaviour after an average number of times.

Question 38

Fixed-interval schedule

Answer 38

Reinforcing correct response after a fixed amount of time. Ex. giving praise for correct resposne after 2 minutes.

Question 39

Variable-interval schedule

Answer 39

Reinforcing resposne after a variable amount of time has passed. Ex. giving praise for correct response at random intervals

Question 40

Contracting

Answer 40

Putting reinforcement contingencies (possible future event) in writing. Ex. “if…then” statements

Question 41

Prompts

Answer 41

Stimulus or cue given before a response that increases the likelihood of the response occuring. Ex. giving a hint to the answer of a question.

Question 42

Shaping

Answer 42

Teaching new behaviours by reinforcing successive (following one another) approximations to a specified target behaviour. In other words, slowly reinforcing a desired behaviour. Ex. giving praise for getting a 60%. Then next time only giving praise if getting a 70%, then 80%, 90%, and then 100%

Question 43

4 ways of decreasing undesirable behaviours

Answer 43

1) Use differential reinforcement
2) Terminate reinforcement (extinction)
3) Remove desirable stimuli
4) Present aversive stimuli (punishment)

Question 44

Differential reinforcement

Answer 44

Reinforcing behaviour that is more appropriate or that is incompatible with what the student is doing. Ex. reinforcing student for completing learning activities on computer rather than plalying games.

Question 45

Terminate reinforcment (extinction)

Answer 45

Take reinforcement away from a behaviour, such as removing teacher attention for inappropriate behaviours. Many inappropriate behaviours are maintained by positive reinforcment.

Question 46

2 strategies for Removing desirable stimuli

Answer 46

1) Time-out
2) Response cost

Question 47

Time-out

Answer 47

Take student away from positive reinforcement. Most widely use strategy by teachers.

Question 48

Response cost (negative punishment)

Answer 48

Taking a positive reinforcer away from a student, as when the student loses certain privileges. In other words, the removal of a wanted item or privilege.

Question 49

Present aversive stimuli (positive punishment)

Answer 49

Punishment is an aversive (unpleasant) stimulus provided to decrease behaviour. It should be enacted in conjunction (the act of joining) with reinforcement of desired responses

Question 50

Whhat are the most common types of acersive stimuli used by teachers?

Answer 50

Verbal reprimands (Express sharp disapproval or criticism of (someone) because of their behavior or actions)

Question 51

What are some problems associated with aversive stimuli as punishment?

Answer 51

• Intense punishment like yelling or screaming presents students with an out-of control model for handling stressful situations
• The use of punishment can appear to validate verbal and physical agression.

Question 52

Bandura’s Social cognitive theory

Answer 52

Social and cognitive factors, as well as behaviour, play important roles in learning

Question 53

Bandura’s reciprocal determinism model

Answer 53

Model consisting of three main factors (behaviour, person (cognitive), & environment) that interact to influence learning.

Question 54

Self-efficacy (person (cognitive) factor)

Answer 54

The belief that one can master a situation and produce positive outcomes. Has powerful influence over behaviour. Person with low self-efficacy might not try to study for a test b/c they dont believe it will do them any good.

Question 55

Observational learning/ imitation or modelling

Answer 55

Learning that occurs when a person observes and imitates someone else’s behaviour.

Question 56

Bandura’s classic bobo doll study

Answer 56

A child observes an adult model aggressively attack the bobo doll. The child model’s these aggressive actions and follows suit. This experiment showed how learning can occur by watching a model who is not reinforced or punished. It also demonstrates the distinction between learning and performance.

Question 57

Bandura’s model of observational learning

Answer 57

• Attention (attending to what the model is doing or saying)
• Retention (coding the infromation and keeping it in memory to be retrieved later)
• Motor reproduction
• Reinforcement or incentive conditions (motivating child to perform modelled behaviour)

Question 58

Cognitive behaviour approaches

Answer 58

Emphasis on having students monitor, manage, and regulate their own behaviour rather than let it be controlled by external factors.

Question 59

Self-instructional methods

Answer 59

Cognitive behaviour techniques aimed at teaching individuals to modify their own behaviour. Ex. replacing negative thinking with postive ones.

Question 60

Self-regulatory learning

Answer 60

The self-generation and self-monitoring of thoughts, feelings, and behaviours to reach a goal. It gives students responsibility for their learning.

Question 61

Butler’s strategic content learning model

Answer 61

Involves:
1) analyzing task demands
2) selecting, adapting, or creating personalized strategies
3) implementing and monitoring strategies
4) self-evaluating performance
5) revising goals or strategies
Emphasis is put on working collaboratively with students to discover a personalized strategic approach to learning.