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behavioral approach
psych
| Question | Answer |
|---|---|
| watching your students and seeing what triggers their reactions | behavioral approach to learning |
| training students to do or be something | conditioning |
| a behavior. a reaction, something you do. can be physical or emotional | response |
| a thing that elicits a response. can be anything that involves the 5 senses | stimulus |
| *a tap on the shoulder..makes them pay attention *the smell of chalk...May make them sick *the taste of gov. surplus cheese...may make you happy or sick to your stomach *the sight of red ink on a test..makes student nervous | tactile stimulus olfactory stimulus taste stimulus visual stimulus |
| someTHING that you are neutral about. you don't care about it. you feel nothing for it. | neutral stimulus |
| learning through association. it happens through associating two things together.it happens without you really thinking about it. (it's how students develop a good or bad feeling about teachers, tests, etc) | classical conditioning |
| discoverer of Classical Conditioning | Ivan Pavlov |
| Pavlov was experimenting with the digestion of dogs, when he realized that the dog drooled when lab asst. came into room. Dog made association between lab asst. and food. cuz lab asst. fed the dog. | how classical conditioning was discovered |
| a natural thing out there in the world that elicits a response(dog food) | unconditioned stimulus |
| an untrained reaction to a natural thing in the world(drool) | unconditioned response |
| something that means nothing to you until you have an experience with it(bell) | neutral stimulus |
| something that is trained into you( sound of bell becomes this when dog associates it with food) | conditioned stimulus |
| ucs>ucr ns introduced cs>cr ns becomes cr ucr = cr | the classical conditioning formula |
| ucr>ucs. before you messed with them. happened naturally(food=drool) **NS introduced along with old thing(UCS) has to be done a few times for them to get association(bell=food) *ns becomes cs,(bell). which > cr(drool) | classical conditioning formula example |
| developed the behavioral approach . believed that the goal of psychology is to predict and control behavior (little albert experiment) | John B. Watson |
| an experiment done by John B. Watson showing how you can produce a phobia in a person.he used classical conditioning UCS(loud bang)> UCR(fear) NS(white rat) CS(white rat)>CR(fear) (watson developed a fear of rats in Al) | the Little Albert experiment |
| when a person develops an association with related things that remind them of the original association (albert developed a fear of not only white rats, but all furry things!) | stimulus generalization |
| **UCS(mr.bill-boring history teacher)>UCR(yawn) **NS(topic of WWI) **CS(history)>CR(yawn) (Mr. Bill ruined history for a student!) | classical conditioning formula example |
| **UCS(Mrs. Denise-good teacher)>UCR(excitement) **NS(french) **CS(french)>CR(excitement) how Mrs. Akillas loved french(she had a good teacher) | classical conditioning formula example |
| UCS(being confused)>UCR(nervousness) NS(math) CS(math)>CR(nervousness) Bad teacher ruined math for a student | classical conditioning formula example |
| shaping a person's behavior with punishment or rewards | operant conditioning (stimulus response learning) |
| used a box named after him to train rats with operant conditioning | B. Fred Skinner |
| as opposed to classical conditioning operant condition requires more ________ | attention |
| to give | positive |
| to take away or remove | negative |
| to support and encourage a behavior two ways: positive and negative | reinforcement |
| your end goal is to stop a behavior. doing everything in your will to do so. two types: castigation, Penalty/removal | punishment |
| giving a student or child something they like to encourage a behavior (ex: give a student a sticker every time they get a good grade. give your kid allowance money for doing their chores) | positive reinforcement |
| when you take away something they hate to encourage a good behavior. it brings them relief.(ex: "students who earn an A on daily quizzes will not have to take the final!") | negative reinforcement |
| when you give a child something that they do not like to end a behavior.(teacher gives student "the look" for talking in class) | castigation |
| taking away something a child likes to end a behavior (no ice cream shop today for child who is mean to his brother). | penalty/removal |
| love withdrawal power assertion induction | 3 types of discipline |
| when teacher or parent threatens not to love or care about child. they don't pay attention to them. they only accept child if they make no mistakes and do as their told. very harmful to a student. throws off their focus off | love withdrawal |
| when teacher threatens a student with punishment, either physically or orally. the teacher has a fit. very harmful to student, they worry about their safety and not their behavior. teaches them to bully someone who is botehring you. | power assertion |
| using logic to explain to student what they did wrong. teacher stays calm and collected while responding to the student's behavior, disciplining with their head, not their emotion. most effective form of discipline for kids who are old enough for logic | induction |
| *it should be predictable and consistent *clearly state their error *teach them an alternative behavior *avoid power struggles *time the punishment *use stimulus control(catch them being good. praise them) | guidelines for giving punishment |
| be mild with your delivery of punishment in the classroom *verbal reprimands(soft-spoken& in private) *time out(somewhere boring. for 2 to 10 mins) *in-school susp.(very effective when it's session is devoted to teaching good behaviors and has tutoring | effective forms of schoool punishment |
| physical punishment psyhcological punishment extra class work out of school suspension taking away recess | ineffective forms of school punishment |
| blending simular stimuli(things, ex: rat and beards). making broad assumptions about things. (stereotyping) *ex: assuming that just because history is boring that all school subjects are boring | stimulus generalization(one way learning occurs) |
| when a student learns to tell the difference between two things that are alike. (history may be boring, but english is awesome) | stimulus discrimination(one way learning occurs) |
| Paul Alberto and Anne Troutman say that these steps will help in this process 1. use differential reinforcement 2.terminate reinforcement(extinction) 3.remove desirable stimuli 4.present aversive stimuli(punishment) punishment should be used last. | decreasing undesirable behaviours |
| teacher reinforces behaviour that is more desired and different than what the child is doing (use computer for learning,not gaming) | differential reinforcement |
| withdrawing positive reinforcement from a child's inappropriate behaviour. many bad behaviors are kept going by positive reinforcement(like the teacher's attention).teacher must learn to ignore bad behaviour and only pay attention to good beh.combine both | terminating reinforcement(extinction) |
| 1. keep student in class, but deny pos. reinf.2.for time out to be effective, situation where student was must be positively reinforcing, and situation where student is placed must lack pos reinf.3.before time out, tell student why they're going | strategies for using time out |
| 4.positively reinforce student's positive behaviour when they are not in time out. 5. keep records of each time-out session, especially if a room is used | more strategies for using time out |
| pulling an individual away from positive reinforcement | time out |
| taking a positive reinforcer away from an individual | response cost |
| bringing out an unpleasant thing to reduce a bad behaviour. this process is only considered punishment if it decreases undesirable behaviour. | presentation of aversive stimuli |
| most common type of aversive stimuli. most effective when used with a frown or eye contact | verbal reprimands |
| 1.when you yell or scream, you are giving a bad example to students for handling hard situations 2.punishment can instill fear, rage, or avoidance in students 3. punishment causes students to lose focus badly | numerous problems with using aversive stimuli |
| 4. punishment tells students what NOT to do, not what to do. when you tell them they're wrong. make sure you tell them what is right 5. punishment can be reinforcing(some students like the limelight) 6. punishment can be abusive, even if it's not intend | more problems with using aversive stimuli |
| be mild infrequent age-appropriate used in the context of a positive parent-child relationship | if physical punishment is used, it must follow these guidelines |
| it can be very harmful to a child's development | when physical punishment involves abuse |
Created by:
stephyface2468
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