Behavioral views of learning

Association of two events because of constant pairing.

Event that activates behavior.

Observable reaction to a stimulus.

Association of automatic responses with new stimuli.

Responses(generally automatic or involuntary) elicited by specific stimuli.

Stimulus that automatically produces an emotional or psysiological response.

Stimulus that evokes an emotional or psysiological response after conditioning.

learned response to a previously neutral stimulus.

Voluntary (and generally goal-directed) behaviors emitted by a person or animal.

Learning in which voluntary behavior is strengthened or weakened by consequences or antecedents.

Events that precede an action.

Events that follow an action.

Use of consequences to strengthen behavior.

Any event that follows a behavior and increases the chances that the behavior will occur again.

Strengthening behavior by presenting a desired stimulus after behavior.

Strengthening behavior by removing an aversive stimulus when the behavior occurs.

Irritating or annoying

Process that weakens or surpresses behavior.

Decreasing the chances that a behavior will occur again by presenting an aversive stimulus following the behavior. Type 1 punisment.

Decreasing the chances that a behavior will occur again by removing a pleasant stimulus following the behavior. type 2 punisment.

Presenting a reinforcer after some but not all responses.

Length of time between reinforcers.

Reinforcement based on the number of responses between reinforcers.

The dissappearance of a learned response.

Capacity for the presence of absence of antecedents to cause behaviors.

Providing a stimulus that ' sets up' a desired behavior.

A reminder that follows a cue to make sure the person reacts to the cue.

The application of behavioral learning principles to understand and change behavior.

Principle stating that a more-preferred activity can serve as a reinforcer for a less-preferred activity.

Reinforcing each small step of progress toward a desired goal or behavior.

Small components that make up a complex behavior.

System for breaking down a task hierarchically into basic skills and subskills.

Practicing correct responses immediately after errors.

Requiring a person to repeat a problem behavior past the point of interest and motivation.

Criticisms for misbehavior: rebukes.

Punishment by loss of reinforcers.

Removal of a disruptive student for 5 or 10 minutes.

Technically, the removal of all reinforcement. In practice, isolation of a student from the rest of the group for a brief time.

Interventions designed to replace problem behaviors with new actions that serve the same purpose for the student.

Procedures used to obtain information about antecedents, behaviors, and consequences to determine the reason or function of the behavior.

Systematic application of antecedents and consequences to change behavior.