1. Contiguity

2. Classical conditioning

3.Law of effect

4.Operant Conditioning

5.Observational 

-A relatively permanent change in obseable behavior as a result of experience

-Focuses on external events as the cause of the change in behavior

It is NOT:

-Temporary change resulting fom injury, illness

-Change due to natural development

Stimuli: Environmental conditions that activate the senses. What is presented or present

Response: Behaviors that result (from the presentation of the stimuli) 

-Simple pairing of a stimulus and a response

-Pairing occur together, often, and close in time

-Component of classical conditioning

Example: Eating=Salivation 

-a form of learning in which an individual learns to produce an involuntary emotional or physiological response that is similar to an instinctive or reflexive response

-Learning where a response to a stimulus is brought under control of a new stimulus 

1.Unconditioned stimulus:  the stimulus that naturally causes the response prior to conditioning (food)

2. Unconditioned response: the response that occurs as a result of presenting the unconditioned stimulus (Salivation)

3. Neutral Stimulus: The stimulus that initially has nothing to do with the unconditioned stimulus but evenutally becomes the conditioned stimulus (Bell)

4. Conditioned stimulus: The new stimulus that causes the response after the repeated pairing of the unconditioned stimulus and the neutral stimulus (bell)

5.Conditioned response:same response to the unconditioned stimulus but now elicited by the conditioned stimulus (salivation) 

1. Generalization: Respond to different kinds of stimuli the same way (Bells with different pitches)

2. Discrimination: Noticing the differences among similar stimuli (Knowing difference between doorbell and bell)

3.Extiction: When the conditioned stimulus occurs repeatedly in the absense of the unconditioned stimulus which eventually causes them not to react

(Bell without food) 

Stimulus-Response theory

-Behavior is a response to stimuli in the environment

-If a behavior is followed by a satisfying change in the environment, the likelihood of it happening again increases and vice versa with a negative change

-Example: Wasn't necessarily the bell that caused the reaction but the fact that he received food.

Cat+lever=Food 

Manipulating consequences of behavior

-A form  of learning in which an observable response changes in the frequency or duration as the result of a consequence

-3 term contingency

Sd-Discriminitive stimulus

R-Response

Sr-Reinforcing stimulus 

Classical

-Involuntary

-Behavior follows the stimulus

-Neutral stimuli become associated with unconditioned stimuli

-Example: Learners associate classrooms with warmth

 -Pavlov

Operant 

-Voluntary

-Behavior precedes the stimulus

-Consequences of behavior influence subsequent or future behaviors

-Example: Learners attempt to answer questions and are praised so thier attempts to answer more questions increase 

-Skinner 

-We can cause desirable behaviors to increase by reinforcing them when they occur

-We can cause undesireable behaviors to diminish by puncishing them when they occur

It works if the reinforcers or punishers do what we want them to 

Reinforcement can be either positive or negative

-Positive reinforcement: a consequence that is given/presented that increases behavior

Example: Praise

-Negative reinforcement: a consequence such that something undesireable or aversive is removed and behavior increases 

Example: Taking away friday homework 

Intrinsic: Do it because they enjoy it

Extrinsic: given to students

Primary: Unconditioned (food)

Secondary:Conditioned (money=food)

Social: "good job"

Token: Gold stars

Activity: Given something you like for doing something else 

Punishment also can be either positive or negative

Positive Punishment: a consequence that is presented or gieven that reduces the occurence of a behavior

Example: Spanking, Writing a composition, name on the board

Negative Punishment: a consequence that is desireable is removed and the behavior decreases

Example: no ice cream if you dont clean your room, losing recess, silent lunch 

Drawbacks to Positive Punishment 

External vs. internal control

-typically a temporary supression of behavior

-Potential for a negative response; could serve as a reinforcer for some behaviors

Example: Attention they get for talking out

-May inhibit more than the intended behavior

Example: Raising hand and getting the wrong answer might cause them to not raise thier hand anymore

-Doesnt teach appropriate behavior 

Enjoyable activities can be used to reinforce participation in less desireable activities

Example: When your done with your math you can have free time 

Reinforcing successive approximations of the desired behavior; the teaching of a new skill or behavior by means of reinforcement for small steps toward a desired goal

Example: Sit-->Lay-->side-->Roll over 

The weakening and eventual elimination of a learned behavior as a reinforcement is withdrawn

Example: Stop Reinforcing 

The conditioning to believe that one has no control over the situation. Resistance is frutal

Example: Give up 

1. Establish the rules/expectations/behavior

2.Ignore the behaviors that are in do not meet desired expectations

3.Praise the rules that do meet the expectations

*Hard to practice, it only takes one reinforcement

*What NOT to extingush using extinction (hitting) 

-Introduce the eliciting stimulus at weak strength

-Gradually increase the stimulus strength but keep it below threshold

-builds tolerance

Examples: Sit for 5, 10, 20 

-Using a reinforcer so frequently that it loses its potency

Example: Praise too much

-Doesn't always work

Example: Can be used to distinguish something you dont want...make 100 paper airplanes 

-Pair the inappropriate behavior with a stimulus that elicits the appropriate response

-"Cant do two things at once"

Example: gloves=cant chew nails 

-Things that happen before a behavior that increase or decrease the likelihood of the behavior occuring

Prompt: Tells learner how to respond

Cue:Tells learner when to respond 

-Avoid aversive control, threats

-Use clues to signal and prompt the correct performance

-Reinforce the exact performance that you want the learner to learn

-Begin with contrived reinforcers, move to natural reinforcers 

Behavioristic

-Not classical or operant conditioning

-Conditioned emotional response (utopian) 

Continuous or Intermittent

             V

Interval or Ratio (Behavior)

Fixed or Ratio 

Definition of learning: A change in mental structures that creates the capacity to demonstrate different behaviors

-An internal process that may or may not result in immediate behavior change

-People learn from others and by gaining control over thier own learning

-Environment as cause of learning...reciprocal

-Direct reinforcement and punishment may not be necessary for learning 

Learning from the experience of others

-Vicarious reinforcement: learning by watching someone else get reinforced forr a behavior

Vicarious Punishment: Learning by watching someone else get punished for a behavior 

1. Attention

2. Retention

3. Reproduction

4. Motivation 

Learner pays attention to the model

Characteristics of the model:

-Similarity, competence, status 

Learner remembers what they have seen

Model behavior slowly and in small steps

-Uses cues and prompts for when and how to respond

-Memory Aids

 -Behavior should be observable

Learner tries to match thier behavior to the model's

-This phase should occur early in observational learning

-Role of practice with feedback

-Must be capable for learner 

Learner is reinforced, behavior will be repeated.

-Learner believes that imitation will result in reinforcement 

The process of accpeting responsibility and control for ones own learning

-Cognitive behavior modification: changing ones own behavior by means of self talk and self instruction