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Learning
a relatively permanant change in behavior, knowledge, capability or attitude that is acquired through experience
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classical conditioning
is a type of learning through which an organism learns to associate one stimulus to another
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unconditioned stimulus
UCS - produces a response without any learning
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unconditioned response
UCR - response to an UCS
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conditioned stimulus
CS - neutral stimulus, that after pairing with a UCS, becomes associated with it and elicits a CR
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conditioned response
learned response that comes to be elicited by a conditioned stimulus as a result of its repeated pairing with an UCS
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extinction
weakened and eventual disapperance of the CR as a result of repeated presentation of the CS without the UCS
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(stimulus) generalization
tendancy to make a CR to a stimulus that is similar to the original CS
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cognitive perspective
- Robert Rescorla
- conditioning depends on whether the CS provides information that enables reliable predictions of the UCS
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drug use
the CS associated with drug use lead individuals to seek out those substances
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taste aversion
intense dislike/avoidance of particular food that has been associated with discomfort
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Thorndike's Law of Effect
- -the consequences of a response will determine whether the tendancy to respond in the same way in the future will be strengthened/weakened
- -responses followed by "satisfying consequences" are more likely to be repeated
- -responses with unpleasant responses will be avoided
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operant conditioning
type of learning in which the consequences of behavior are manipulated in order to increase/decrease frequency of response or to shape a new response
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operant
voluntary behavior that accidentally brings about a consequence
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reinforcer
anything that follows a response and strengthens it or increases probability that it will occur again
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discriminitive stimulus
- -signals whether a certain response or behavior is likely to be rewarded, ignored or punished
- -children misbehave with grandparents because the discriminitive stimulus (parents) is not present
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shaping
consists of gradually molding a desired behavior by reinforcing any movement in the direction of the desired response. gradually, the responses are guided toward the ultimate goal
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successive approximations
a series of gradual steps, each more similar to the final desired response than the one before
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reinforcement
any event that follows a response and either strengthens the response or increases the probability that the response will be repeated
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positive reinforcement
when you have a pleasant or desirable consequence that follows a response and increases the probability that the response will be repeated; the same as a reward
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negative reinforcement
when you have termination of an unpleasant condition following a response, but you are still trying to increase the probability that the response will be repeated
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anything with reinforcement is intended to increase behavior
anything with reinforcement is intended to increase behavior
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primary reinforcer
- reinforcer that fulfills a basic need for survival and does not depend on learning
- ex: food, water
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secondary reinforcer
- acquired or learned through association with other reinforcers
- ex: money, praise
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4 types of schedules of reinforcement
- fixed-ratio schedule
- variable ratio schedule
- fixed interval schedule
- variable interval schedule
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fixed ratio schedule
- reinforcement provided after a fixed number of correct responses
- the faster the response, the more reinforcers they recieve
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variable ratio schedule
- reinforcement is provided after a variable number of correct responses
- ex: gambling
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fixed interval schedule
- reinforcement is provided following a correct response after a specific amount of time has passed
- ex: salary pay, not hourly
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variable interval schedule
- reinforcement is given after the first correct response following a varying amount of time
- ex: random drug tests
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punishment
removal of a pleasant stimulus of the application of an unpleasant stimulus intended to decrease the probability of a response; intended to decrease behavior
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the difference between punishment and negative reinforcement:
punishment adds an unpleasant condition (ex: grounded for not cleaning room) while negative reinforcement is when an unpleasant condition is terminated/avoided (ex: grounded until your room is clean)
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punishment does not distinguish an undesired behavior, it suppresses the behavior when the punishing agent is present but the behavior often continues when the threat of punishment is gone.
punishment indicates that a behavior is unacceptable but does not help people develop more appropriate behaviors
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punishment should be used in conjunction with reinforcement for appropriate behaviors
- -the person who is punished may retaliate, avoid or try to escape the punisher
- -the loss of a privelege is usually more effective than physical punishment
- -punishment can lead to aggressive behaviors
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Punishment is necessary to stop:
Unwanted behavior
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Factors that influence the effectiveness of punishment:
- Timing
- Intensity
- Consistancy
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If you do have to delay punishment:
The child should be reminded of why they are being punished and why the behavior was inappropriate
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Unnecessarily severe punishment gives the opposite effect
If punishment is too mild, you will have no effect
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Reducing & Eliminating Undesired Behavior
- 1. Clarify problem behavior and the consequence for that behavior
- 2. Provide immediate consequences when the behavior occurs
- 3. Provide consistant consequences
- 4. Deliver instructions and corrections calmly
- 5. Explain reasoning behind the consequences
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Strategies to Help Children Learn Positive Behaviors
- 1. Provide regular, positive attention
- 2. Listen carefully to children and help them learn words to express their feelings
- 3. Allow children to make choices when possible
- 4. Reinforce desirable behaviors with frequent praise and ignoring trivial misdeeds
- 5. Model correct and predictable behavior and respectable communication and appropriate conflict resolution
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Escape learning
When you perform a behavior because it prevents and terminates an adversive events
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Avoidance learning
Engaging in behaviors to avoid an adverse consequence
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Learned helplessness
When you have been repeatedly exposed to inescapable and unavoidable adversive events, you often give up because you feel that what you do will not matter anyway
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Behavior modification
Method for changing behavior
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Steps of behavior modification
- 1. Identify target behavior
- 2. Gather & record baseline data
- 3. Plan your behavior modification program
- 4. Chose reinforcers
- 5. Begin recording and reinforcing progress
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Token economy
Program that motivates socially desirable behavior by reinforcing it with tokens that can be exchanged for rewards
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Time out
Remove child from all sources of positive reinforcement
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Cognitive processes
Mental processes such as thinking, knowing, problem solving & remembering
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Latent learning
Occurs without parent reinforcement and is not demonstrated until the organism is motivated to do so
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Observational learning
Learn from observing other people and consequences they experience "modeling"
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Modeling effect
Learning a new behavior from a model through the acquisition of new responses
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Elicitation effect
Exhibiting a behavior similar to that shown by a model in an unfamiliar situation
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Disinhibitory effect
Displaying a previously supressed behavior because a model does it without being punished
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Inhibitory effect
Supress a behavior because a model is punished for the behavior
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