SEIP exam one

Explain the concept of discovery of learning

• learners come up with problem solving skills

• gaining a deeper understanding of information

• learning by watching and discovering

Positive reinforcement

Presentation of a stimulus that is going in INCREASE the behavior

Negative reinforcement

Removal or aversive that increase the behavior of a stimulus

Punishment

Presentation of a stimulus that is going to DECREASE the behavior

Extinction

When previously reinforced behavior is no longer going to be reinforced

Stimulus control

Relationship between antecedent (i.e., preceding) stimulus and occurrence of a behavior (linked)

Modeling

Demonstration of a behavior

Shaping

Reinforcement of a successive approximation to a desired behavior

B. F skinner

Voluntary behaviors

• Concerned primarily with consequence of behavior and

functional relationship between behavior and consequence

Pavolv

Bandura

Pin- pointing

Refine broad generalizations into specific observable behaviors

Accuracy

15 problems out of the 20 were answered correctly

Duration

Will stay in your desk for at least 20 minutes

Latency

Within 1 minute after the teachers request

Topography

What does the shape of the behavior look like?

Force

The intensity of the behavior

Locus

Where does the behavior occur on the body or in the environment

Y axis- Ordinate

identifies the target behavior

X axis- Abscissa

How frequent the data is getting collected

Anecdotal recording

• As a complete description as possible

• Does not identify predefined target behaviors

• Used primarily for analysis, not evaluation

  • ABC recording

  • - Antecedent, behavior and consequence

Tangible products

• convenient

• Versatility is useful in a variety of settings

• Advantage- durability of the sample of behavior being obtained

Observing a sample of behavior

• The number of times

• Specific time frames

• Length of behavior

Event recording

• behavior needs to be pinpointed

• accuracy and ease of data collection

• not appropriate for high-frequency behaviors or behaviors occurring for long periods of time

Interval recording

• Defines a specific time period divided into equal intervals

• data is taken at any time within the interval

  • usually within seconds

• Limited because it does not provide an exact count during the interval

  • Partial interval - swearing

  • Whole interval- walking around

Time sampling

• minutes rather than seconds

• defines a specific time period

  • may miss behaviors

• data is taken at the end of the interval

Independent variable

The behavior that is not going to change

Dependent variable

The behavior that is going to change through intervention

A

baseline

B

Intervention