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;
24 Cards in this Set
- Front
- Back
|
Classroom Behavior: Problem |
Attention when student misbehaved encouraged student's misbehavior. |
|
|
Classroom Behavior: Solution |
Provide attention during desired behavior, but ignore disruptions |
|
|
Token Economy |
Points or tokens are established as secondary reinforcers throughout pairings with a variety of more potent reinforcers. EX: Child behaves appropriately, given points that can be later exchanged for backup reinforcers such as candy |
|
|
Token Economy Advantages |
1. Can be delivered immediately 2. Because the points are exchangeable for a wide range of backup reinforcers, they are always likely to be attractive. |
|
|
Autism |
Modeling: Teachers first demonstrated or modeled the desired behavior. EX: Teacher pronounced a word, reinforced the child as soon as they repeated it. |
|
|
Problem of Extinction |
Ex: Tom received a reward he valued for studying, he studied; when this reward discontinued, he stopped studying. The hope is for the natural reinforcer will take over. |
|
|
Partial Reinforcement |
Continuous reinforcement is used to establish a behavior initially, but the frequency of reinforcement is progressively reduced as training continues. |
|
|
Generalization |
Technique to maximize the persistence of behavior by reinforcing it in a variety of settings/ |
|
|
Fading |
Fading out the reinforcement program gradually, rather than terminating it abruptly.
|
|
|
Harmful Effects of Reinforcement |
Bribery and Greed |
|
|
Harmful effects cont: Undermining Intrinsic Motivation |
Reinforcement can replace intrinsic motivation
|
|
|
Cognitive Dissonance Theory |
The feeling of uncomfortable tension which comes from holding two conflicting thoughts in the mind at the same time. |
|
|
Perceived Coercion |
A sense of being controlled is aversive and could be responsible for their subsequent loss of interest in the task. |
|
|
Perceived Competence |
If reinforcement was contingent on the quality of performance rather than simply on completing the task, it might be more likely to increase feeling of competence and this lead to greater enjoyment and interest. |
|
|
Praise or money? |
Material rewards are more likely to be seen as attempts at manipulation rather than as expressions of genuine appreciation (like praise). |
|
|
Principle of minimal force |
To use the least powerful reinforcer that is likely to be effective |
|
|
Promoting Autonomy |
One way to encourage a feeling of cooperation rather than coercion is to have the potential recipient of a reward involved in the design of the program |
|
|
Willpower |
Implies that we have a will that we can use to make ourselves do what we want. May not be the case |
|
|
Reinforcement contingencies (immediate vs long term) |
Small but immediate: eat choc bar, reinforced with taste. Large but delayed: diet, reinforced with weight loss. Will power depends on context |
|
|
Self control techniques: Stimulus Control |
Idea is that the stimuli present when a response is reinforced become associated with the response, so that the response is more likely to occur when these stimuli are present. |
|
|
Self control techniques: Self Reinforcement |
If you wanted to improve your studying behavior, you could reinforce yourself by allowing yourself a 15 min break when you completed 20 pages of reading. |
|
|
Applications for studying |
1. Pick good reinforcer for you 2. Start with attainable goal time, work toward longer sessions |
|
|
Ego Depletion |
Idea that self-control or willpower draw upon a limited pool of mental resources that can be used up. When the energy for mental activity is low, self-control is typically impaired, which would be considered a state of ego depletion. |
|
|
Implementation Intention |
A self-regulatory strategy in the form of an "if-then plan" that can lead to better goal attainment, as well as help in habit and behavior modification. |
