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;
25 Cards in this Set
- Front
- Back
|
(t/f) infants act on their environment and are affected by the consequences of their actions.
|
True
|
|
|
Operant conditioning occurs very early in life demonstrating its :
|
significance as a basic process of learning.
|
|
|
In operant conditioning, when positive punishment occurs, :
|
an aversive stimulus is added to the environment.
|
|
|
In operant conditioning, when positive reinforcement occurs, :
|
a positive stimulus is added to the environment.
|
|
|
In operant conditioning, when negative reinforcement occurs, :
|
an aversive stimulus is removed from the environment.
|
|
|
In operant conditioning, when negative punishment occurs, :
|
a positive stimulus is removed from the environment.
|
|
|
Time-out can be a useful cooling off procedure for children over __ years old.
|
7
|
|
|
The basic procedure of time-out:
|
put child in a boring place for a few minutes whenever he/she misbehaves (esp. if behavior is dangerous or defiant, maybe if behavior is disruptive and ignoring and prompting another behavior is not possible or effective)
|
|
|
Getting started with the time-out:
|
Describe the time-out procedure and the behaviors that will lead to time-outs before you start using it. When infraction occurs, label it (1-2 words/year) and take the child to time-out. Say little else. Ignore misbehavior during time-out and return child to time-out if s/he leaves. Mild restraint can be used, but only if absolutely necessary.
|
|
|
Effective locations for time-outs:
|
Time-out chair, room, or less desirable location (if not at home).
|
|
|
Recommended length of time-out:
|
1 minute/year, once quiet and composed.
|
|
|
Requirements of time-out:
|
Child does not leave the chair or room until the time-out is over.
|
|
|
Conclusion on time-out:
|
After time-out has ended, consider briefly explaining to the child why what he/she did was wrong, what to do instead. (1/2 words/yr of age), and possibly having the child apologize or practice appropriate behavior.
|
|
|
Why are time-outs useful/effective?
|
Because it removes the child from the more preferred conditions. Time-in maximizes preferred experience, providing a greater contrast for time-out and promotes appropriate behavior.
|
|
|
Ways to increase contrast between time-out and time-in:
|
Make time-in very stimulating; physical affection, letting them help, catching them being good, second and third hand compliments, special time, family nights/game nights.
|
|
|
Extinction:
|
discontinuation of consequences leading to gradual reduction in the behavior (e.g., ignoring tantrums).
|
|
|
Stimulus Discrimination (S-dee, S^d):
|
Distinguishing between stimuli signaling different responses will be reinforced.
|
|
|
Stimulus discrimination signals that a particular response :
|
will be reinforced or punished (e.g., men vs. women, dad vs. other men, mom vs. dad).
|
|
|
Stimulus Generalization:
|
responding similarly to stimuli with some common physical property (e.g., categorizing cats, dogs).
|
|
|
Stimulus-response chains:
|
a sequence wherein the result of a response, acts as an S^d for subsequent response. (feeding, games)
|
|
|
Four term contingency:
|
S^d : behavior ---> consequence. (Establishing operations/ motivative operations)
|
|
|
Establishing/motivative operations (EO/MO):
|
Events or conditions that alter the effect of consequences (establishes the reinforcing value of a consequence).
|
|
|
Respondent behavior is :
|
1) voluntary
2) operants tied to consequences (prompted by antecedents) 3. operants include a wider range of behaviors. |
|
|
Operant behavior is :
|
1) involuntary
2) respondents tied to antecedents 3) respondents tied to reflexive stimulus-response situations |
|
|
Both processes of respondent and operant can occur together, the same stimulus can be both a :
|
CS and an S^d.
|
