PSY-320: Social and Motor Learning

__ is a label describing the behavior of an individual organism that is partly under the control of stimuli emitted by other organisms.

social behavior

__ are socially-mediated antecedents. __ is any stimulus emitted by one organism that functions as an SD for the behavior of another organism.

prompts

a __ is any stimulus change emitted by one organism that functions as a reinforcer or punisher for the behavior of another organism..

socially-mediated consequence

__ are stimulus changes that are not socially mediated and, instead, occur as a natural product of a behavior.

automatic consequences

__ and __ are some of the key influences on how i define social behavior as well as socially-mediated antecedents and consequences/

don hake and andy lattal

__ is a behavior pattern that is very unusual or improbable for the species so that it would seldom be learned through trial and error

true imitation

__ isa theory that four factors are needed for imitation to occur: attentional processes, retentional processes, motor reproductive processes, and incentive and motivational processes

bandura’s theory of imitation

__ is when the learner must pay attention to the model’s behavior

attentional processes

__ is when the learner must retain information gained through observation

retentional processes

__ is when they must have the necessary motor skill to imitate the model

motor reproductive processes

__ is when they must have sufficient incentive to attempt imitation

incentive/motivational processes

__ is when a sample stimulus is presented (SD) alongside two comparison stimuli (SD and S D-elta). A response (choice) to the stimulus that matches the sample is reinforced.

matching to sample

__ is the idea that organisms will imitate in situations that are similar to those where imitation has been reinforced in the past

generalized imitation

albert bandura criticized the idea of generalized limitation based on 2 claims:

1. it didn’t account for why consequences to a model sometimes affect the behavior of an observer

2. it didn’t account for why some children don’t imitate until hey are specifically offered rewards for doing so

__ is the description of the skill

modeling

__ is the “now you try”

instruction

__ is performing the skill under supervision

guided practice

__ is descriptions of your performance of the skill

feedback

__ is a method for teaching new behaviors that includes techniques such as modeling, verbal instruction, prompting, guided practice, and feedback.

behavior skills training (BST)

__ is a type of modeling that is based on errorless learning principles in which the model’s behaviors steadily progress from simple to more difficult behaviors

graduated modeling

__ is the feedback given to the learner about how close their movement came to the goal

knowledge of results

__ is detailed feedback given to the learner, such as information about which parts of the movement were performed well nad how other parts of the movement could be improved.

knowledge of performance

__ is a sequence of learned behaviors that must occur in a specific order with a primary reinforcer delivered only after the final response

response chain

__ is a brain or spinal cord mechanism that controls a sequence of movements and does not rely on sensory feedback from one movement to initiate the enxt movement in the sequence.

motor programs

__ states that a reinforcer can have multiple functions including:

1. strengthen the response and make it more probable in the future

2. serve as an SD for the next response by signaling that SR+ is availbale in the context it was delivered

information theory of reinforcement

__ is a theory of motor-skill learning that consists of verbal behavior stage in which improvement depends on the delivery of feedback from the teacher followed by the motor stage in which the learner can continue to improve without the teacher’s feedback.

adam’s two-stage theory

__ is when the learner develops a perceptual trace (internal sensation) of good performance, relying on it to identify successful and unsuccessful attempts at the skill

cognitive interpretation

__ is once performance reaches a threshold of proficiency, feedback becomes redundant as the learner’s behavior contacts automatic consequences independent of the teacher’s feedback

behavioral interpretation