Chapter 7: Behavioral Views of Learning

Events that precede an action.

Irritating or unpleasant

Explanations of learning that focus on external events as the cause of changes in observable behaviors.

Association of automatic responses with new stimuli.

Learned Response to previously neutral stimulus.

Stimulus that evokes an emotional or physiological response after conditioning.

Association of two events because of repeated pairing.

Presenting a reinforcer after every appropriate response.

Events that follow an action

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

Instructions that are concise, clear, and specific, and that communicate an expected result. Statements work better than questions.

The disappearance of a learned response.

Presenting a reinforcer after some but not all responses.

Length of time between reinforcers.

Process through which experience causes permanent change in knowledge of a behavior.

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

Stimulus not connected to a response.

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

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

Strengthening behavior by presenting a desired stimulus after the behavior.

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

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

Process that weakens or suppresses behavior.

Reinforcement based on the number of responses between reinforcers.

Use of consequences to strengthen behavior.

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

Decreasing the chances that a behavior will occur again by removing a pleasant stimulus following the behavior; also called Type 2 punishment.

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

Observable reaction to stimulus.

Event that activates behavior.

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

Naturally occuring emotional or physiological response.

Stimulus that automatically produces an emotional or physiological response.

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

Systematic application of antecedents and consequences to change behavior.

A contract between the teacher and a student specifying what the student must do to earn a particular reward or privaledge.

Learning by doing and experiencing the consequences of your actions.

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

Arrangement where a class is divided into teams and each team receives demerit points for breaking agreed-upon rules of good behavior.

Rewards or punishments given to a class as a whole for adhering to or violating rules of conduct.

Learning by observation and imitation of others--vicarious learning.

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

Practicing correct responses immediately after errors.

A tool for positive behavior support that involves identifying the context for a student's misbehavior, clearly specifying the alternative expected behavior, modifying the situation to make the problem behavior less likely, then rehearsing the expected positive behaviors in the new context and providing powerful reinfiorcers.

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

Criticisms for misbeahvior; rebukes.

Punishment by loss of reinforcers.

Management of your own behavior and acceptance of responsibility for your own actions. Also the use of behavioral learning principles to change your own beahvior.

Controlling (selecting and administering) your own reinforcers.

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

Removal of a disruptive student for 5 to 10 minutes.

Theory that emphasizes learning through observation of others.

Small components that make up a complex behavior.

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

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

System in which tokens earned for academic work and positive classroom behavior can be exchanged for some desired reward.