Test 3

Question 1

Fixed Ratio

Answer 1

reinforcement/ punishment every “n”th instance of the behavior. ex) 1$ for every 10 items produced

Question 2

Fixed interval

Answer 2

reinforcement/ punish behavior after x amount of time

ex) paycheck after 2 weeks of work

Question 3

Variable Ratio

Answer 3

reinforment/ punishment after an unpredictable # of behaviors

ex) slot machines
- produces rapid, steady responses

Question 4

Variable Interval

Answer 4

reinforcement/punish after varying time intervals of behavior

ex) pop quizes, checking email,
- produces slow steady responces

Question 5

fixed

Answer 5

always the same

Question 6

variable

Answer 6

varying amounts

Question 7

ratio

Answer 7

after a number of behaviors

Question 8

interval

Answer 8

after an amount of time

Question 9

Extinction

Answer 9

• “unlearn” an opernant condition association by removing reinforcers or punishers
• if the conditioned stimulus is presented repeatedly without the unconditioned stimulus, the previously learned behavior will disappear.
• Ex) The dog could have been presented with no food when the bell rang repeatedly and the dog would no longer produce saliva when the bell was rung.

Question 10

Unconditioned stimulus

Answer 10

the behavior or event that evokes an automatic response

• mint

Question 11

Unconditioned response

Answer 11

the reflexive response to unconditional stimulus

o Salivation

Question 12

Neutral stimulus

Answer 12

stimulus that does not usually elicit a response

- computer beep

Question 13

Conditioned stimulus

Answer 13

former neutral stimulus, now elicits same response as the US

- computer beep

Question 14

Conditioned response

Answer 14

response elicited by CS

- putting out hand / salivating when Dwight hears computer beep

Question 15

Generalization

Answer 15

associate the consequences of one behavior with similar behaviors
ex) got scared of clowns as child, not afraid of all red heads

Question 16

Discrimination

Answer 16

• learn reinforcement/ punishment only occurs in some situatoins
• species can learn to differentiate between similar but different stimuli.

Question 17

positive reinforcement

Answer 17

• present a desired stimulus to reward desired behaviors

ex) food, praise, $ used to increase wanted behavior

Question 18

negative reinforcement

Answer 18

• remove an aversive stimulus to reward desired behaviors

ex) do drill well, no sprints at end of practice

Question 19

positive punishment

Answer 19

• present an aversive stimulus to punish undesired behaviors

- talk during practice, sprints added

Question 20

negative punishment

Answer 20

remove a desired stimulus to punish undesired behaviors

ex) come home late, can’t go out next weekend

Question 21

Praise and ignore approach

Answer 21

teachers ignore inappropriate behaviors displayed by an individual while praising the appropriate behaviors of others.
o Ex: teacher may ignore a student who blurts out the answer to a question while praising the other students for raising their hands and being patient.

Question 22

Premack Principle

Answer 22

teacher may increase one behavior of students by providing an activity as reinforcement rather than giving tangible rewards
o Extremely effective for young children
• Ex: reinforcement might be playing a game, socializing with friends, drawing

Question 23

shaping &successive approximation-

Answer 23

used when behavior is not currently being displayed and therefore cannot be reinforced. 
o	If a student never brings a pencil or paper to class the teacher doesn’t have the opportunity to reinforce the behavior because it doesn’t occur.

• shaping involves reinforcing small steps that move toward the behavior until the entire behavior is displayed.
  ex) For a child who is struggling with leaning to read, teacher can shape behavior by first praising the student for attempts to sound out a difficult word, then for each time this child correctly sounds out words, then for increased reading fluency, and finally for answering comprehension questions.

Question 24

Positive Practice-

Answer 24

teacher has the student perform the right or appropropriate behavior,
o Students may write words they misspelled to practice the correct way to spell them.
o Teacher may have students who run down the hallway return to the end of the hall and practice walking— decreasing the likelihood that student will do it again.

Bill tosses paper on the floor, so now Mr. Nye has him get it to put in o put in the trash. The exemplifies

Question 25

Satiation

Answer 25

teacher asks the student to perform the negative / inappropriate behavior repeatedly, until it is no longer rewarding. Diminishes desirability of an inappropriate behavior by requiring the student to do it over and over ``` Student got caught throwing spit balls is required to spend the entire class period creating those balls and spitting them at a specific target • Only use if the behavior is not harmful. ```

Question 26

Overcorrection

Answer 26

- making restitution for inappropriate behavior o Student writes on their desk in the classroom and is asked to remove all the markings from his desk and all of the other desks as well.

Question 27

Social Isolation-

Answer 27

“time-out” removing an individual from one setting where reinforcement is given, to another setting where reinforcement is denied o Student is moved to an empty, uninteresting room or is removed from an activity to sit alone.

Question 28

Response Cost

Answer 28

- taking away something the individual desires o Student athletes who use drugs or drink face response cost of being suspended for certain number of games or banned from the team. o Not being able to eat lunch in the cafeteria with friends

Question 29

Cue

Answer 29

non verbal events that signal that a behavior is expected | o Kindergarten teachers use turning the lights off to signal children to be quiet

Question 30

Prompts

Answer 30

verbal reminders that accompany a cue | o First few times kindergarten teacher turns off the lights he or she also says “please quietly sit down in your seats”

Question 31

Observational Learning

Answer 31

learning by observing others

Question 32

vicarious reinforcement

Answer 32

Behavior imitated more frequently if a model has been reinforced for that behavior o A child eats all of their dinner in order to receive dessert because they watched an older sibling receive dessert after finishing their dinner

Question 33

Response Facilitation Effect-

Answer 33

``` a behavior is imitated more frequently if a model has been reinforced for that behavior---called vicarious reinforcement o An adolescent who views another student receiving free time to talk with friends because she has completed her homework during class time is more likely to complete the homework to receive that same reinforcement ```

Question 34

Response Inhibition Effect

Answer 34

a behavior is less frequently if a model has been punished for that behavior --- called vicarious punishment - You are a student in Ms. Jones’ class. Billy, one of your classmates, is caught cheating on a test. Ms. Jones takes Billy’s test, rips it up in front of the whole class, and tells Billy that he will receive a zero for his score. You decide at that moment that you will never cheat on a test, in fear of your test being ripped up too. Imitate less frequently if a model has been punished

Question 35

Response Disinhibition Effect

Answer 35

a behavior is imitated more frequently if a model’s behavior is not punished when the behavior typically is punished. o Cheating on an exam typically results in punishment. If some students are successful in cheating on an exam without receiving punishment, other students are more likely to preform that same cheating behavior.

Question 36

What are the characteristics of a good model?

Answer 36

* Salience * Competence * Status & prestige of the model * Similarity * Relevance * Observed reinforcement * Self-efficacy

Question 37

extrinsic motivation

Answer 37

gain something from environment- motivated by reward o Trophy, award, something tangible - A student studies really hard for a final exam so she can go on a vacation with her friends. This is an example of

Question 38

Intrinsic motivation

Answer 38

- engage in behavior because it is personally rewarding- reward is not the desire for behavior o Participate in a sport because you enjoy it

Question 39

What is meant by locus of control?

Answer 39

Belief that the result of ones behavior is due to either external or internal factors

Question 40

External

Answer 40

out of your control; luck, or other people’s behavior Jane said she failed the test because it was too difficult.

Question 41

Internal

Answer 41

under ones control; ability or effort

Question 42

Task contingent rewards

Answer 42

- given for participating in an activity or for completing an activity- can undermine intrinsic motivation- o Students see this as controlling – the student must only do what the teacher wants to get a reward. Ms. Wynn gives extra credit to students who come to class.

Question 43

Performance contingent rewards-

Answer 43

given for doing well or achieving a certain level of performance o Get a sticker for correctly completing all math problems

Question 44

What is expectancy x value theory?

Answer 44

• Motivation is the product of E x V • Expectancy- expectations for success/failure; competency beliefs • Value- types: attainment, intrinsic, utility • Cost the general idea is that there are expectations as well as values or beliefs that affect subsequent behavior.

Question 45

Mastery-approach

Answer 45

- focus on improving intellectually, acquiring new skills and knowledge, and developing competence.

Question 46

Mastery-avoidance

Answer 46

want to avoid situations in which they might fail to achieve mastery. o Avoid a strike out when coming up to bat or avoiding the possibility of answering a question incorrectly

Question 47

Performance-approach-

Answer 47

motivated simultaneously by a need to achieve and a fear of failure o Their goal is to demonstrate their ability to other and outperform others. Shawna wants to play piano in front of her music class to show that she is the best. Her goal is :

Question 48

Performance-avoidance-

Answer 48

concerned with judging their competence relative to others o Failing a test hey believe others will succeed on, to avoid failure these students use several self handicapping strategies

Question 49

Stability (permanent/temporary)

Answer 49

– whether we perceive the cause as being stable or unstable over time.

Question 50

Controllability (controllable/uncontrollable)-

Answer 50

our personal responsibility for the cause of the success or failure

Question 51

Incremental view of ability-

Answer 51

- perceive ability as unstable and controllable; they consider it to be ever-changing. o Success to their ability, they will be motivated to continue to improve their knowledge and skills. When they attribute to failure to low ability they will become motivated to find alternative strategies for succeeding next time

Question 52

Entity view of ability-

Answer 52

- believe that ability is stable and uncontrollable; they see it as fixed and unchangeable o When students experience success, they want to continue to demonstrate their competence if they believe that competence is valued by others, such as teachers and peers. When they attribute to failure to lack of ability, their expectations for future success diminish, negatively affecting their motivation to learn ex) Miriam thinks that she can’t do math well because she is not smart enough. This best illustrates

Question 53

Which best describes the key component of leaning in social cognitive theory?

Answer 53

vicarious learning

Question 54

In expectancy value theory, which best illustrates the idea of expectancy?

Answer 54

Can I do this task?

Question 55

Tamika is stung by a bee outside. When she sees flowers she gets nervous. So not flowers are

Answer 55

Conditioned stimulus

Question 56

Which name is most closely associated with social cognitive theory?

Answer 56

Albert Bandura

Question 57

Which most accurately describes the relationship of development to motivation?

Answer 57

Learners become more extrinsically motivated as the develop

Question 58

A student who has learned helplessness about his spelling ability is most likely to say

Answer 58

“No matter how much I study I cant remember how to spell”

Question 59

A tv character is a is an example of what model?

Answer 59

symbolic

Question 60

Which are the four sources of self-efficacy?

Answer 60

Past performance, persuasion, modeling, physiological states

Question 61

Classical conditioning is relevant to teaching because it can help teachers..

Answer 61

Develop effective classroom discipline plans

Question 62

Which best describes a characteristic of an activity likely to promote flow?

Answer 62

Participants should have a sense of control

Question 63

Punishment works best on a _____ schedule?

Answer 63

Continuous