Reading...
Play button
Play button
Use LEFT and RIGHT arrow keys to navigate between flashcards;
Use UP and DOWN arrow keys to flip the card;
H to show hint;
A reads text to speech;
28 Cards in this Set
- Front
- Back
|
The Behavioral Approach is divided into what 3 categories
|
Radical Behaviorism
Social Learning Cognitive Behaviorism |
|
|
List 5 Characteristics of the behavioral approach
|
1. Behavior is learned
2. Learning depends on the law of effect 3. Situational pressures are critical 4. Seek prediction/control, not understanding why 5. Believe that what we learn in early childhood is important, but only in the sense of what did you learn during that time |
|
|
What is the law of effect
|
When engaged in certain behavior, if the result is positive then you are more likely to do that behavior again, and the opposite is true
|
|
|
What is meant by seek prediction /control not understanding why
|
Behavioral approach is not interested in the thought process involved
|
|
|
Who Was Watson
|
Considered the founder of behavioralist perspective.
Little Albert. played with a white rat and eventually a loud noise was played and little albert learned to be afraid of the white rat |
|
|
Who was Pavlov
|
Classical Conditioning
Unconditioned stimulus and unconditioned response Extinction Generalization |
|
|
List Pavlov 4 weapons of influence in advertising
|
Authority - celebrity is doing it
Social Proof - everyone is doing it Liking - people like you are doing it Scarcity Follows UCS TO UCR THEN CS TO CR Product to you liking product |
|
|
Who was skinner
|
Operant Conditioning
Said both reinforcements and punishments can influence learning |
|
|
List Skinner's 4 types of reinforcements and punishments
|
1 Give Pleasure- Positive Reinforcement
2 Take Away Pain - Negative Reinforcement - Promote behavior ex: extend curfew if good report card 3. Give Pain - Punishment Ex: Spanking 4. Take away pleasure - deprivation ex: take away car |
|
|
List the ways in which punishments and rewards can be delivered
|
Continuous vs Partial Reinforcement
Fixed Vs Variable and Interval vs Ratio Schedules |
|
|
What is fixed interval
|
based on time, getting paid every two weeks at work
|
|
|
What is fixed interval
|
based on time, getting paid every two weeks at work
|
|
|
What is fixed ratio
|
based on behavior, build so many circuit boards and get a reward
|
|
|
What is fixed ratio
|
based on behavior, build so many circuit boards and get a reward
|
|
|
What is Variable Interval
|
based on time random, pop quiz
|
|
|
What is Variable Interval
|
based on time random, pop quiz
|
|
|
Variable Ratio
|
Random based on behaviors
|
|
|
Variable Ratio
|
Random based on behaviors
|
|
|
Almost any behavior can be taught through what
|
Shaping
|
|
|
Almost any behavior can be taught through what
|
Shaping
|
|
|
Explain shaping
|
Requires the spontaneous emission of a relevant response, complete control over reinforcers and a long process of successive approximation
Ex: Bear riding tricycle in circus Mostly used on animals Used on humans with extreme problems ex: schizophrenia Get closer to behavior through small steps |
|
|
Describe the Lepper, greene and nisbett study
|
Children were allowed to draw with markers. Some led to believe the best drawing would win an award, others led to believe no award would be given but one was, and the control was given no rewards. Two weeks later how much time did the children spend using markers. The group that was expecting a reward did not use the markers but the other two did. This disproves the radical approach
|
|
|
Who was Albert Bandura
|
Social Learning
Observational learning is the best and most common way to learn new behaviors. Self regulation is a key factor in the observational learning process |
|
|
List the 4 stages of observational learning
|
Attention
Retention Production Performance |
|
|
Describe attention
|
Characteristics of the model, observer, and behavior are important
|
|
|
Describe Retention
|
Encoding and mental rehearsal are required. Practice
|
|
|
Describe Production
|
Can I do the behavior better, must be capable, experience helps
|
|
|
Describe Performance.
|
Both personal and vicarious outcomes can shape expectancies
|
