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Transcript
Learning Objectives OBJECTIVE 8.1 – Define learning and reinforcement; explain the role of reinforcement in conditioning; and differentiate between antecedents and consequences, and explain how they are related to classical and operant conditioning. OBJECTIVE 8.2 – Briefly describe the history of classical conditioning and give examples of how classical conditioning takes place, utilizing the following terms: a. neutral stimulus (NS); b. conditioned stimulus (CS); c. unconditioned stimulus (UCS); d. unconditioned response (UCR); e. conditioned response (CR). OBJECTIVE 8.3 – Explain how reinforcement occurs during the acquisition of a classically conditioned response; describe higher-order conditioning; and discuss the informational view of classical conditioning. OBJECTIVE 8.4 – Describe and give examples of the following concepts as they relate to classical conditioning: a. extinction; b. spontaneous recovery; c. stimulus generalization; and d. stimulus discrimination. OBJECTIVE 8.5 – Describe the relationship between classical conditioning and reflex responses and explain what a conditioned emotional response (CER) is and how it is acquired. Include the process of desensitization and the concept of vicarious classical conditioning. OBJECTIVE 8.6 – Briefly describe the history of operant conditioning, including Thorndike’s law of effect and the work of B.F. Skinner; contrast the two types of conditioning; and differentiate between the terms reward and reinforcement OBJECTIVE 8.7 – Explain operant conditioning in terms of the informational view; define response-contingent reinforcement; and describe the deterimental effect of delaying reinforcement and how response chaining can counteract this effect. OBJECTIVE 8.8 – Explain why superstitious behavior develops and why it persists; describe the process of shaping; and explain how extinction and spontanous recovery occur in operant conditioning and how reinforcement and extinction are involved in negative attention-seeking behavior. OBJECTIVE 8.9 – Compare and contrast positive reinforcement, negative reinforcement, and the two types of punishment and give an example of each. OBJECTIVE 8.10 – Define and give examples of primary reinforcers, secondary reinforcers, tokens, and social reinforcers. Include an explanation of how secondary reinforcers become reinforcing. OBJECTIVE 8.11 – List two key elements that underlie learning; describe the importance of feedback and the three factors which increase its effectiveness; and explain how conditioning techniques can be applied to energy conservation and instructional programs. Include a description of programmed instruction, computer-assisted instruction, and interactive simulations. OBJECTIVE 8.12 – Compare and contrast the effects of continuous and partial reinforcement and describe, give an example of, and explain the effects of the following schedules of partial reinforcement: a. fixed ratio (FR); b. variable ratio (VR); c. fixed interval (FI); and d. variable interval (VI). OBJECTIVE 8.13 – Explain the concept of stimulus control and describe the processes of generalization and discrimination as they relate to operant conditioning. Murphey’s Objectives for Chap. 8 OBJECTIVE 8.14 – Explain how punishers can be defined by their effects on behavior; discuss the three factors that influence the effectiveness of punishment; and differentiate the effects of severe punishment from mild punishment. OBJECTIVE 8.15 – List the three basic tools available to control simple learning (reinforcement, nonreinforcement, and punishment) and the six guidelines which should be followed when using punishment. Discuss three problems associated with punishment, why it can be habitforming, and its effects on the behavior of children when used frequently. OBJECTIVE 8.16 – Define cognitive learning; describe the concepts of a cognitive map and latent learning; and explain the difference between discovery learning and rote learning. OBJECTIVE 8.17 – Discuss the factors that determine whether observational learning (modeling) will occur; describe Bandura’s Bo-Bo doll; explain why what a parent does may be more important than what a parent says; and briefly describe the general conclusion that can be drawn from studies on the effects of TV violence on children. OBJECTIVE 8.18 – Briefly describe the seven steps in a behavioral self-management program; explain how self-recording and behavioral contracts can aid a self-management program; and describe four strategies for changing bad habits. Include a explanation of the Premack principle.