| A | B |
|---|
| LEARNING | A change in an individual that results from experience. |
| BEHAVIORAL LEARNING THEORIES | Explanations of learning that emphasize observable changes in behavior. |
| COGNITIVE LEARNING THEORIES | Explanations of learning that focus on mental processes. |
| STIMULI | Environmental conditions that activate the senses |
| UNCONDITIONED STIMULUS | A stimulus that naturally evokes a particular response |
| UNCONDITIONED RESPONSE | A behavior that is prompted automatically by a stimulus |
| NEUTRAL STIMULI | Stimuli that ahve no effect on a particular response |
| CONDITIONED STIMULUS | A previously neutral stimulus that evokes a particular response after having been paired with an unconditional stimulus. |
| CLASSICAL CONDITIONING | The process of repeatedly associating a previously neutral stimulus with an unconditioned stimulus in order to evoke a conditioned response. |
| OPERANT CONDITIONING | The use of pleasant or unpleasant consequences to control the occurance of behavior. |
| SKINNER BOX | An apparatus developed by B.F. Skinner for observing animal behavior in experiments in operant conditiong |
| CONSEQUENCES | Pleasant or unpleasant conditions that follow behaviors and affect the frequency of future behaviors. |
| REINFORCER | A pleasurable consequence that maintains or INCREASES a behavior. |
| PRIMARY REINFORCER | Food, water, or other consequences that satisfies a basic need. |
| SECONDARY REINFORCERS | A consequence that people learn to value through its assoication with a primary reinforcer. |
| POSITIVE REINFORCER | Pleasurable consquences given to strengthen behavior. |
| NEGATIVE REINFORCER | Release from an unpleasant situation, given to strengthen behavior. |
| PREMACK PRINCIPLE | Rule stating that enjoyable activities can used to reinforce participation in less enjoyable activities. |
| INTRINSIC REINFORCERS | Behaviors that a person enjoys engaging in for their own sake, without any other reward. |
| EXTRINSIC REINFORCERS | Praise or reward given to motivate people to engage in behavior that they might not engage in without them. |
| PUNISHMENT | Unpleasant consequences used to weaken behavior. |
| PRESENTATION PUNISHMENT | An aversive stimulus following a behavior, used to decrease the chances that the behavior will occur again. |
| AVERSIVE STIMULUS | An unpleasant consequence that a person tries to avoid or escape. |
| REMOVAL PUNISHMENT | WIthdrawal of a pleasant consequence that is reinforcing a behavior, designed to decrease the chances that the behavior will recur. |
| TIME OUT | Procedure of removing a student from a situation in which misbehavior was being reinforced. |
| SHAPING | The teaching of a new skill or behavior by means of reinforcement for small steps toward the desired goal. |
| EXTINCTION | The weakening and eventual elimination of a learned behavior in the early stages of extinction. |
| EXTINCTION BURST | The increase in levels of behavior in the early stages of extinction. |
| SCHEDULE OF REINFORCEMENT | The frequency and predictability of reinforcement. |
| FIXED-RATIO (FR) SCHEDULE | Reinforcement schedule in which the desired behavior is rewarded following a fixed number of behaviors. |
| VARIABLE-RATIO (VR) SCHEDULE | Reinforcement schedulein which desired behavior is rewarded following an unpredictable number of behaviors. |
| FIXED-INTERVAL SCHEDULE | Reinforcement schedule in which desired behavior is rewarded following a constant amount of time. |
| VARIABLE-INTERVAL SCHEDULE | Reinforcement schedule in which desired behavior is rewarded following an unpredictable amount of time. |
| MAINTENANCE | Continuation of behavior. |
| ANTECEDENT STIMULI | Events that precede behaviors. |
| CUES | Signals to what behavior(s) will be reinforced or punished. |
| DISCRIMINATION | Perceptions of and response to differences in stimuli. |
| GENERALIZATION | Carryover of behaviors, skills, or concepts from one setting or task to another. |
| SOCIAL LEARNING THEORY | Learning theory that emphasizes not only reinforcement but also the effects of cues on thought and of thought on action. |
| MODELING | Imitation of others' behavior. |
| OBSERVATIONAL LEARNING | Learning by observation and imitation of others. |
| VICARIOUS LEARNING | Learning based on observations of the consequences of others' behavior. |
| SELF-REGULATION | Rewarding or punishing one's own behavior. |
| COGNITIVE BEHAVIOR MODIFCATION | Procedures based on both behavioral and cognitive principles for changing ones own behavior by means of self-talk and self-instruction. |
