Download Behaviorism Study Guide Spring 2013

Behaviorism Study Guide
Objectives:
● Identify when the use of behaviorist strategies is most appropriate
● Describe a system of reinforcers and punishers you might use in your future classroom
● Discuss the differences between classical and operant conditioning
Key Terms:
Pages 272-283
Learning (Behaviorist definition)
Contiguity
Stimulus
Response
Classical conditioning
Neutral stimulus
Unconditioned stimulus (US)
Unconditioned response (UR)
Conditioned stimulus (CS)
Conditioned response (CR)
Generalization (not in text)
Discrimination (not in text)
Operant conditioning
Antecedents
Consequences
Reinforcement/Reinforcer
Positive reinforcement
Negative reinforcement
Punishment
Presentation punishment
Removal punishment
Continuous reinforcement schedule
Intermittent reinforcement schedule
Extinction
Cueing
Prompt
Pages 284-305
Applied behavior analysis (ABA)
Notes from Guidelines: Using Praise Appropriately (pg. 285):
Premack Principle
Shaping
Successive approximations
Task analysis
Positive practice
Notes from Guidelines: Encouraging Positive Behaviors (pg. 288):
Response cost
Group consequences
Contingency contract
Token Economy (token reinforcement system)
Fading (not in text)
Self-management
Self-reinforcement
Criticisms of Behavioral Methods
Lessons for Teachers
Summary:
Application Questions:
1. Explain how the brain’s natural tendency to make associations (classical conditioning),
particularly with regard to emotion, might play a role in your students’ learning and attitudes.
2. Describe an instance of each of the following from your own life: positive reinforcement,
negative reinforcement, presentation punishment, removal punishment.
3. Explain how you might use shaping to help students learn a difficult concept or skill.