Psych in Ed. Exam 1 by Wendy Potter https://padlet.com/wendypotter27/prin2xpmeeuv Chapters 7 and 8 en-us 2017-01-16 23:05:47 UTC 2017-01-21 19:49:30 UTC hello@padlet.com https://padlet-assets.s3.amazonaws.com/icons/File.png What is learning? wendypotter27 https://padlet.com/wendypotter27/prin2xpmeeuv/wish/147426059 It occurs when experience (including practice) causes relatively permanent change in an indivdual's knowledge, behavior, or potential for behavior. ]]> 2017-01-16 23:09:53 UTC https://padlet.com/wendypotter27/prin2xpmeeuv/wish/147426059 How is learning different than Development? wendypotter27 https://padlet.com/wendypotter27/prin2xpmeeuv/wish/147426127 Learning happens only by nurture. Develpment has the nurture/nature argument. ]]> 2017-01-16 23:11:36 UTC https://padlet.com/wendypotter27/prin2xpmeeuv/wish/147426127 Punishment wendypotter27 https://padlet.com/wendypotter27/prin2xpmeeuv/wish/147426674 Involves DECREASING or SUPPRESSING behavior (not straigthening like Neg. reinforcement). A behavior followed by a punishment is less likely to be repeated in similar situations in the future. ]]> 2017-01-16 23:26:58 UTC https://padlet.com/wendypotter27/prin2xpmeeuv/wish/147426674 Positive Reinforcement wendypotter27 https://padlet.com/wendypotter27/prin2xpmeeuv/wish/147426741 When the behavior or response produces new stimulus. The CONTINGENT presentation of a stimulus following a response. ]]> 2017-01-16 23:28:40 UTC https://padlet.com/wendypotter27/prin2xpmeeuv/wish/147426741 Negative Reinforcement wendypotter27 https://padlet.com/wendypotter27/prin2xpmeeuv/wish/147426814 It's the CONTINGENT removal of an aversive (unpleasant) stimulus right after a response that increases the future rate of the response. ]]> 2017-01-16 23:30:40 UTC https://padlet.com/wendypotter27/prin2xpmeeuv/wish/147426814 Contiguity: wendypotter27 https://padlet.com/wendypotter27/prin2xpmeeuv/wish/148529345
  • Events are linked due to their proximity in time
  • Whenever two or more sensations (a stimulus) occurs, the other will be remembered too. (a response).
  • The sequential occurrence or proximity of stimulus and response, causing their association in the mind.
    •  Example: When someone says “south” and you think/associate the words “Dakota” or “Carolina. You have heard these words together many times.

    ]]>     2017-01-21 19:36:40 UTC https://padlet.com/wendypotter27/prin2xpmeeuv/wish/148529345     Unconditioned stimulus/response: wendypotter27 https://padlet.com/wendypotter27/prin2xpmeeuv/wish/148529390
  • No conditioning required. No prior training needed to establish the natural connection.
  • Example: Dog salivating when it sees food.

    • ]]>     2017-01-21 19:38:19 UTC https://padlet.com/wendypotter27/prin2xpmeeuv/wish/148529390     Conditioned stimulus/response: wendypotter27 https://padlet.com/wendypotter27/prin2xpmeeuv/wish/148529406
  • An automatic response established by training to an ordinarily neutral stimulus.
    •  Example: Using three elements (food, salvation, tuning fork). A dog can be conditioned to salivate after hearing a tuning fork. Combine the tuning fork every time food is on the way. After repeating this several times the dog will salivate at when the it hears the sound of a tuning fork

    ]]>     2017-01-21 19:38:55 UTC https://padlet.com/wendypotter27/prin2xpmeeuv/wish/148529406     Contingency wendypotter27 https://padlet.com/wendypotter27/prin2xpmeeuv/wish/148529446
  • Causal associations. Correlation. 
  • In operant conditioning - Voluntary behavior causes outcomes. Change in the environment. Ex. Infant pushing food around on the table. Might not be pre-thought about. 
  • Outcomes only occur because the behavior has occurred. 
  •  A contingency contract may be entered into by a teacher and student, a parent and child, or a therapist and client. It specifies the target behavior, the conditions under which the behavior will occur, and the benefits or consequences that come with meeting or failing to meet the target.
  • Useful when the goal is to learn explicit information or change behaviors and when the material is sequential and factual.

    • ]]>     2017-01-21 19:40:05 UTC https://padlet.com/wendypotter27/prin2xpmeeuv/wish/148529446     Reinforcement wendypotter27 https://padlet.com/wendypotter27/prin2xpmeeuv/wish/148529535
  • Any consequence that increases the probability of a behavior happening again when in the same environment.
  • Tangible rewards, attention and praise, activities.
  • If behavior is getting stronger/more frequent it IS being reinforced.
  • Premack Principle. WhenThen. Once you take a bath, then you get a story.
  • The process of encouraging or establishing a belief or pattern of behavior.
    • ·       Behavior encouraged: Positive=reward. Example: Stimulus presented: High grade on paper, teacher writes “nice work!”
    • Behavior suppressed: negative=escape. Example: Stimulus removed: Excused from chores.
    • Example: Gymnast does a flip correctly and how you had told her to do so. Saying “excellent!” would be positive reinforcement.
    • The effects you intend do not matter.

    ]]>     2017-01-21 19:43:12 UTC https://padlet.com/wendypotter27/prin2xpmeeuv/wish/148529535     Punishment wendypotter27 https://padlet.com/wendypotter27/prin2xpmeeuv/wish/148529564
  • Any consequence that decreases the probability of the behavior happening again when in the same environment. 
  • If behavior is getting weaker/less frequent it IS being punished.
  • Involves decreasing or suppressing behavior
  • It is the effect that defines the consequence as punishment, and different people have different perceptions of what  is punishing
  • Two types of Punishment: Presentation or Positive (presenting or adding a stimulus following the behavior Ex: Assign extra work) and Removal or negative (Removing  the stimulus Ex: Taking away recess).
  • The effects you intend do not matter.

    • ]]>     2017-01-21 19:44:06 UTC https://padlet.com/wendypotter27/prin2xpmeeuv/wish/148529564     Generalization vs. discrimination wendypotter27 https://padlet.com/wendypotter27/prin2xpmeeuv/wish/148529580
  • Generalization: The tendency to respond in the same way to different but similar stimuli. For example, a dog conditioned to salivate to a tone of a particular pitch and loudness will also salivate with considerable regularity in response to tones of higher and lower pitch. Two events are similar enough that we respond as if they were the same.
  • Discrimination: The ability to perceive and respond to differences among stimuli. It is considered a more advanced form of learning than generalization, the ability to perceive similarities, although animals can be trained to discriminate as well as to generalize. Restriction of a function to a very specific event

    • ]]>     2017-01-21 19:44:40 UTC https://padlet.com/wendypotter27/prin2xpmeeuv/wish/148529580     Functional behavior assessment wendypotter27 https://padlet.com/wendypotter27/prin2xpmeeuv/wish/148529597
  • Functional Behavior assessment (FBA): The process of understanding the “why” of a problem behavior is known as a FBA. Using a wide range of procedures to map to A-B-Cs of the situation (antecedents-behaviors-consequences). Teachers try to identify the reason for the behavior. 
  • Behavioral Intervention Plan (BIP): A BIP is designed for a specific child to try to help that child learn to change her or his behavior. Once the function of a student's behavior has been determined, the Individual Education Program (IEP) Team should develop the behavior intervention plan.
  • Results in statement of - Under this circumstance (antecedent), student does (target behavior), in order to (functional consequence). 

    • ]]>     2017-01-21 19:45:13 UTC https://padlet.com/wendypotter27/prin2xpmeeuv/wish/148529597