Behaviorism Quiz

Behaviorism

a learning theory in psychology that states all behaviors are learned through interaction with the environment rather than internal thoughts or feelings

Introspect

not reliable or measurable everyones perception is different.

Learning

and observable change in behavior or learning through environmental stimuli/conditioning

Equipotentiality

humans and animals have the same potential/ability to learn

Classical conditioning

During and after conditioning is where the learning happens and before conditoning is the involuntary life a type of learning where a neutral signal is linked with a natural trigger to create an automatic, learned reaction

acqusition process

ucs+ns=ucr but ucs+cs=cr (still reacting relfexively but reacting because I have been conditoned)

Little albert john watson

generalization, associative bias ucs is so strong (traumatic) that Cr happens in response to any stimulus

contingency

present ns before the ucs

Contiguity

be consistent about presenting every time UCS seems like UCS depends on NS

Counterconditioning

find a ucs that leads to a positive ucr snd start to pair it with a cs that elicits a negative cr to undo training

operant conditioning

not reflexive it is voluntary behavior

edward thorndike

cat in the box experiment —> law of effect= voluntary behaviors that lead to a satisfactory outcome are more likely to be repeated

BF Skinner

explores the princpals of operant conditioning

reinforcement

satisfy experience ( I want/ I like)

punishment

unsatisfying experience ( I don’t like/ want it)

positive (+)

adding something/ giving to student

negative (-)

taken away from student

Empirical Evidence

Information based on observation and experiments rather than opinions or guesses.

Equipotentiality

The idea that any stimulus can become associated with any response through learning.

Deterministic

The belief that behavior is caused by specific factors rather than happening randomly.

Ivan Pavlov

A psychologist who studied classical conditioning using dogs and showed that dogs could learn to associate a sound with food

Mary Cover Jones

Psychologist known for helping children overcome fears through conditioning techniques, especially counterconditioning.

Acquisition Process

• The period when a person or animal learns a new association or behavior.

• Contiguity & Contingency

Associative Bias

The idea that some associations are easier to learn than others because of biological or environmental factors.

Generalization

When a learned response or behavior occurs in similar situations or with similar stimuli.

Counterconditioning

Replacing an unwanted response with a new, more appropriate response by creating a different association.

Operant Conditioning

Learning in which consequences influence whether a behavior happens again.

Law of Effect

Behaviors followed by satisfying consequences are more likely to happen again, while behaviors followed by unpleasant consequences are less likely.

Prompts, Cues, & Fading

• Prompt: Help given to encourage the correct behavior.

• Cue: A signal that tells someone what behavior to perform.

• Fading: Gradually removing prompts so the person can perform independently.

shaping & Successive Approximations

• Shaping: Teaching a new behavior by reinforcing steps toward the final behavior.

• Successive Approximations: Small steps that gradually get closer to the desired behavior.

Chaining

Teaching a complex behavior by breaking it into smaller steps and teaching the steps in order.

Functions of Behavior

22. he reason or purpose a behavior occurs. Common functions include:

• Attention

• Escape/avoidance

• Access to something desired

• Sensory/automatic reinforcement

Applied Behavior Analysis (ABA) & Functional Behavioral Analysis (FBA)

ABA: Uses behavior principles to increase helpful behaviors and decrease harmful or unwanted behaviors.

FBA: Identifies why a behavior is happening by looking at what happens before and after it

Positive Behavioral Interventions & Supports (PBIS)

A school-wide approach that teaches and reinforces positive behaviors to create a safe and supportive learning environment.

When brook was five years old, she fell out of a tree house and broke her arm. now she avoids being near the edge of high places. at this point in brook’s life, what is the edge of the high place?

conditioned stimulus

NOT something that behaviorists assume is true about learning…

in order to learn successfully, a learner must possess knowledge of their environment.

In order for the acquisition process to work most effectively in classical conditioning, what is the most important thing for a teacher to do?

make sure the experience that creates a reflexive response from your learner happens immediately after then experience you want them to be trained with.

staying inside for ten minutes instead of going to recess is

negative punishment

What researcher was primarily responsible for develloping the principal of generalization?

John watson

Schedules of reinforcement

when to apply: R/p to effectively teach and maintain behavior.

continuous

apply r/p everytime behavior happens most effective when first learning

partial

fixed: consistent

variable: inconsitent A) interval=time B) ratio=amount variable is most effective long term

pattern

continuous—> partial—> fixed

Two parts of complex behavior

shaping: Reinforcing a reasonable attempt at a new skill then reinforcing successive approximations as students master attemps

chaning: teacher does x# od steps in a complex routine then reinforces that student doing the last step

prompting

physical visual modeling guide to correcy behaviors

cueing

visual verbal hint/reminder to trigger independant demonstration of behavior

fading

slowly removing prompts then slowly removing verbal then only using visual cues

FBA foundational behavioral analysis

Escape: avoid and unpleasasnt experince or environemnt

Attention: wanting human connection to feel seen or heard

Tangiable: “stuff” you collecy possess etc

sensory: engage/please 5 senses

positive behavioral intervention supports

Pre-teach and reinforce good behavior to reduce punishments. Focus on what you praise first—> most kids will self-correct. Tiers of support—> of preteach + praise does not work, then you need to prompt/cue. Praise specific and precise behaviors to draw attention to correct models.

What is learning and how does it work from a behaviorist perspective?

Learning occurs when a person's observable behavior changes as a result of interactions with the environment. Behaviorists focus on things that can be observed and measured, such as stimuli, responses, reinforcement, and punishment.

Classical vs. Operant Conditioning

Classical Conditioning:
Learning occurs when a person associates two stimuli together, causing one stimulus to produce a response that originally happened because of another stimulus.

Example: A student becomes nervous when they see a test because they have previously experienced stressful tests.

Operant Conditioning:
Learning occurs when a behavior is influenced by its consequences. Behaviors followed by reinforcement are more likely to happen again, while behaviors followed by punishment are less likely to happen.

Example: A teacher praises a student for raising their hand, making the student more likely to raise their hand again.

How teachers can use operant conditioning

• Positive reinforcement: Praise a student for participating appropriately.

• Rewards: Give students recognition or another appropriate reward for completing work.

• Feedback: Immediately tell students what they did correctly so they know what behavior to repeat.

• Consistent consequences: Have predictable responses to classroom behaviors.

• Reinforce desired behaviors: Give attention and encouragement to behaviors you want students to continue.

How and why is behaviorism limited as a learning theory?

Behaviorism focuses mainly on observable behaviors and may not fully explain internal mental processes such as thinking, reasoning, motivation, memory, emotions, and understanding.

When is behaviorism more effective?

Behaviorism can be especially useful when teaching:

• Basic skills

• Routines and procedures

• Memorization

• Practice and repetition

• Classroom behaviors

• Skills where you can clearly observe whether the student has learned them

When is it less effective?

It is less effective when learning requires:

• Critical thinking

• Creativity

• Problem-solving

• Deep understanding

• Making connections

• Explaining why something work