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54 Cards in this Set
- Front
- Back
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Classical Conditioning:
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The type of learning that takes place when a conditioned stimulus alone elicits a desired response
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Primary Reinforcement:
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Reinforcement that is associated with meeting primary needs such as air, food and water
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Operant Learning:
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The type of learning that takes place in response to the application or withdrawal or rewards and punishments
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Reciprocal Inhibition:
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A form of classical conditioning that promotes confidence by pairing stressful thoughts with behavior that is incompatible with an anxiety reaction
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Secondary Reinforcement:
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Reinforcement that derives its reinforcing properties through its association with primary needs; examples include money, medals, pats on the back and warm smiles
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Omission training:
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Said to have taken place when a response results in the loss of schedule reward. In the case of either punishment or omission training, the effect is a negative one that is intended to diminish the strength of the response
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Punishment:
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The delivery of aversive stimulation contingent on some behavior. Negatives: Suppresses a response, entrench behavior it was designed to stop, just tells you what not to do, not what to do, creates too much emotional arousal
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Shaping:
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Selective reinforcement of successive approximations of a desired response
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Differential Reinforcement:
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Reinforcement of behavior by consistently praising correct performance and selectively ignoring errors
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Public Recording:
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A reinforcement technique in which formal evaluations are publicly displayed
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ABA design:
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A type of research design involving recording during non-treatment, treatment, followed by non-treatment conditions
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Conditioned Reinforcement:
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Reinforcement that occurs when a previously neutral stimulus that has been paired with a primary reinforcer elicits the same response as the primary reinforcer
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Fading:
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A procedure that ensures the persistence of desired behaviors after reinforcement is ended
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Chaining:
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A stimulus response chain in which each response except the last serves as a signal for the next response
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Response Cost:
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Penalizing undesirable behavior by taking away a reward object previously gained for appropriate behavior
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Total Chain:
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Everything completed at once
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Forward Chain:
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Step by step mastery
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Backward Chain:
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For golf, going from the green to the tee box
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Distributed Practice:
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Practice sessions over long periods of time
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Massed Practice:
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Training crammed into short time frame
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Learned helplessness:
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A sense of helplessness transferred from a situation in which a person has no control to new situations in which he or she might experience success with little effort
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Arousal:
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An all-inclusive, broad-ranging continuum of physiological and psychological activation at any point in time
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Anxiety:
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A negatively charged emotional state characterized by internal discomfort and nervousness (interpretation of arousal)
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Cerebral Cortex:
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Neural tissues making up the brain’s covering; cortical activation determines the extent to which an arousal state, such as nervousness, becomes a relevant emotional phenomenon
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Hypothalamus:
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A forebrain structure involved in the control of the endocrine system and thus linked to arousal
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State Anxiety:
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Situational apprehension, the intensity of which varies with the strength of the fear-eliciting cue (situation based)
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Cognitive State Anxiety:
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State anxiety characterized by worry and emotional distress
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Inverted-U hypothesis:
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A hypothesis about the relation between psychological arousal and performance-namely, that arousal above or below an optimal level is likely to create poor performance
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Trait Anxiety:
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Disproportionate fear of a broad range of situations
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Precompetitive Anxiety:
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Fear of performance failure, fear of negative social evaluation, fear of physical harm, situation ambiguity and disruption of well-learned routine
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Individualized zones of optimal functioning (IZOF) theory:
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The theory that each athlete has his or her own optimal level of anxiety and his or her own zone of optimal functioning; an alternative to the inverted-U hypothesis
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Catastrophe theory:
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The theory that high levels of both somatic and cognitive anxiety will produce a catastrophic decrement in performance; an alternative to the inverted-U hypothesis
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Reversal Theory:
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A theory that emphasizes the importance of each individual’s reversible views of what constitutes his or her preferred levels of anxiety; an alternative to the inverted U-hypothesis
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Trait theory:
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An approach to leadership based on the assumption that certain traits distinguish leaders from non-leaders
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Behavior theory:
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An approach to the study of leadership based on the assumption that the behavior of leaders differs from the behavior of no-leaders
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-Consideration:
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Behavior that indicates trust, rapport, concern for subordinates and interest in maintaining two-way communication
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-Structure:
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Behavior that leaders engage in to make sure that things get done-planning , motivating, role assignments, etc…
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Path-Goal Theory:
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The study of leadership that proposes that effective leaders motivate subordinates to achieve goals by making rewards available and making the path there free of obstacles.
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Life-Cycle Theory:
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An approach to the study of leadership that focuses on maturity of the followers. Changes in maturity of followers prompt changes in leader’s task behavior and relationship behavior
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Functional Model:
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An approach to the study of leadership that proposes that effective leaders attend to both the instrumental and the expressive needs of subordinates
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Transformational Leadership:
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Style of leadership based on vision, rhetorical skills and excellence in impression management
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Transactional Leadership:
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Style of leadership characterized by enunciation of organizational goals accompanied by systems of reward to accomplish these goals
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Life Cycle Model of cohesion:
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The idea that cohesion progresses in a predictable way through a series of stages: forming, storming, norming and performing
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Self-Efficacy Theory:
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A social cognitive approach to attribution suggesting that success or failure depends on a person’s beliefs about his or her own ability and about the likelihood that a given behavior will lead to a specific outcome (Albert Bandura)
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Efficacy Expectation:
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We get what we expect
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Weinberg’s ways to increase intrinsic motivation:
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Coaches should structure their activities in ways that guarantee a certain amount of success, athletes involved in goal setting and decision making, praise all players regardless of importance of role on the team, set realistic goals, variation in drills and practice (see pg.153)
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Team half-life:
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The amount of time it takes for the roster of a particular team to turn over by 50%
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Motivation:
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3 assumptions of motivation: The same as Arousal, positive thinking is the only way, is an innate gift. Sources of motivation: Ways of thinking, social and personality
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Attribution Theory:
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Attempts to explain the underlying causes of a person’s behavior
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Casual Theory (cause and effect):
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An inference about why something happened
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Dispositional Attribution:
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A inference about a quality or trait that an individual may possess
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Self-Serving Attributional Bias:
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Bias resulting from attributing success to internal factors (ability, effort) and failure to external events (task, difficulty and luck).
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Cognitive Attributional Model:
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The idea that a person’s success or failure is a function of ability, effort, task difficulty and luck (Weiner’s view pg.138)
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Overjustification Hypothesis:
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Process whereby reinforcement is provided beyond what is minimally necessary, thus causing a person to question the justification for responding in the first place
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