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30 Cards in this Set
- Front
- Back
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Generalized Imitation |
"do as I do." Imitation of the response of a model without previous reinforcement for imitation of that specific response -Observer is reinforced by the model -Observer is then reinforced by another person when repeating behavior - |
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Vicarious reinforcement |
our tendency to repeat or duplicate behaviors for which others are being rewarded. |
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vicarious punishment |
our tendency to not do behaviors for which others are being punished. |
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Problems with Strict Behaviorist View of Social Learning |
1. New behaviors can be learned just by watching others do them 2. Delayed imitation 3. Vicarious reinforcement is powerful |
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Cognitive Factors in Social Learning |
1. Learning is a mental, not behavioral change 2. Certain cognitive processes are required for learning (paying attention, rehearsal, mental representations (codes), awareness and outcome expectations |
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Outcome expectations |
Hypotheses about what will happen in the future as opposed to what has happened (before) in ABA |
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Incentive |
Expectation of future possible reinforcement |
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Efficacy Expectations |
Beliefs about whether individuals can perform to create a successful outcome. |
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Reciprocal Causation |
Interaction between: 1. Environment - conditions 2. Person - characteristics 3. Behavior - actions/reactions |
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Effective Modeling |
Attention Retention Motor Reproduction Motivation (self-efficacy) |
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Self-efficacy |
Ability to see oneself as capable of performing to get incentive/reward in future based on that performance |
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Mirror Neurons |
Activate when animals see each other do action -related to empathy -important for observational learning |
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Graduated Modeling |
Progressing from simple to more complex behaviors -used for elimination of fears -very young clients who cannot just jump into complex yoga poses |
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Participant Modeling |
Model first performs behavior (touch the snake), then client imitates behavior gradually to the point of holding the snake, licking the snake's head, etc. |
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Positive Punishment |
appearance of a stimulus to decrease probability of behavior in future (hitting someone to get them to stop hitting their brother) |
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Negative Punishment |
taking away a certain desired item after the undesired behavior happens in order to decrease future responses |
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Verbal Punishment pros |
-Frequently used -not physically damaging -works well if backed up by other consequences -easy to administer -easy to teach - |
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Verbal punishment cons |
-can turn into positive reinforcement quickly -loses effectiveness over time -sometime hard to follow through on verbal statements -can be emotionally abusive -hard to get consistent results -only works when used individually, and not in front of peers |
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Physical Punishment pros |
-Brief -fast acting -immediate results - |
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physical punishment cons |
-potential for physical abuse -can turn into positive reinforcement -lead to long-term abuse -unacceptable societally - |
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Withdrawal of Positive Consequences |
1. Planned ignoring 2. Loss of privileges 3. Time out |
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Time out |
-remove child from positive situation -put in non-stimulating environment -1 minute per age |
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Response Cost |
-Child loses positive reinforcer as result of behavior -grounding or loss of "car" - |
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Overcorrection |
Restitution, making child clean up mess |
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Factors influence effectiveness of punishment |
1. Consistency 2. Contingency 3. Contiguity 4. Schedule 5. Alt sources of reinforcement? (food bar for food) 6. Reinforcement of other behaviors? 7. Intensity |
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Side effects of punishment |
1. negative emotional reactions 2. escape and avoidance 3. modeled punishment (might do the same to someone else) 4. Perpetuation of punishment (the only way that works) 5. Suppression of behavior (not only for target, but also for other behaviors as well) |
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Logical Consequences |
Tying consequences to behavior |
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Natural Consequences |
What follows naturally if individual does something (no umbrella when it rains, cold food if running around before dinner) |
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Two Process Theory of Punishment |
Both Classical and Operant conditioning at work rat presses lever and receives an aversive shock lever becomes CS to elicit fear lever becomes aversive rat moves away from lever rat doesn't press lever anymore |
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One process theory |
Punishment is direct opposite of reinforcement |
