| A | B |
|---|
| learning | a relatively permanent change in behavior as a result of experience. |
| The change in behavior that is used to identify learning | can either be an increase or a decrease in behavior. |
| maturation | getting older; does not require practice |
| role of practice and experience: | all learning requires some practice and experience specifically related to the change in behavior |
| generalization | transfer acquired knowledge across a wide variety of situations |
| Situational Specificity and Learning: | Behavior changes due to learning tend to be specific to the practiced response. |
| Duration of Learning Effects: | The results of learning are relatively long lasting. |
| Stimulus Learning: | What is learned is a relationship between stimuli or events in the environment rather than a particular response. |
| Performance: | The things that an individual actually does (i.e. observable actions). |
| learning | actually involves a potential change in performance. |
| learning is... | a relatively permanent change in the neural mechanisms of behavior resulting from experience with environmental events specifically related to that behavior. |
| Naturalistic Observation: | Involves observing and measuring behavior as it occurs under natural conditions, in the absence of interventions or manipulations introduced by an investigator. |
| Experimental Observation: | Involves measuring behavior under conditions specifically designed by the investigator to test particular factors or variables that might influence the learning or performance of behavior. |
| The Fundamental Learning Experiment: | we seek to isolate a specific past experience as the cause of a change in behavior. |
| Parts of a fundamental experiment | control group; experimental group |
| Control group | receives either no treatment, or a form of treatment not related to the behavior change under consideration. |
| Experimental group | receives treatment geared toward effecting behavior change. |
| The control problem | Special consequences of the fact that learning can only be inferred from a comparison of subjects with a particular training history and subjects that are otherwise comparable but lack that history: |
| learning cannot | be Investigated with Naturalistic Observation: |
| The Control Procedure | Has to be Designed With as Much Care as the Experimental Procedure: |
| Learning is Usually | Investigated with at Least Two Independent Groups of Subjects: |
| Importance of Behavioral Assessment: | 1. Measuring the behavior before treatment2. Behavioral assessment can provide information3. Measuring the target behavior before and after treatment |
| Measuring the behavior before treatment | provides information that can help you determine whether treatment is necessary. |
| Behavioral assessment | can provide information that helps you choose the best treatment. |
| Measuring the target behavior | before and after treatment allows you to determine whether the behavior changed after treatment was implemented. |
| Types of Behavioral Assessment: | Indirect Assessment: involves using interviews, questionnaires, and rating scales to obtain information on the target behavior from the person exhibiting the behavior or others (e.g. parents, teachers, staff).Direct Assessment: is when a person observes and records the target behavior as it occurs. |
| Behavioral Definitions | 1. Are objective and unambiguous and involve the use of active verbs.2. Do not involve reference to internal states.3. Do not make inferences about intentions of the individual being observed.4. Avoid labels to define behavior. |
| Natural Versus Contrived Settings | Natural Settings: consist of places in which the target behavior typically occurs.Contrived Settings: a setting that is not part of an individual’s normal routine. |
| Continuous Recording: | The observer observes continuously throughout the observation period and records each occurrence of the target behavior. |
| Frequency: | the number of times the behavior occurs in an observation period. |
| Duration: | the total time occupied by a behavior from onset to offset. |
| Intensity: | the amount of force, energy or exertion involved in a behavior. |
| Latency: | the time from some stimulus event to the onset of behavior. |
| Product Recording: | is an indirect assessment method that can be used when a behavior results in a certain tangible outcome that you are interested in. |
| Interval Recording: | the observer divides the observation period into a number of smaller time periods or intervals, and makes observations throughout each interval, recording whether or not the behavior occurred during that interval. |
| Partial Interval Recording: | does not take into account frequency or duration of behavior, rather only whether or not the behavior occurred in that interval. |
| Whole Interval Recording: | the occurrence of a target behavior is marked in an interval only when the behavior occurs during the entire interval. |
| Frequency-Within-Interval Recording: | here the observer records the frequency of a target behavior but does so within consecutive time intervals during the observation period. |
| Time-Sample Recording: | involves dividing the observation period into intervals of time, but you record the behavior during only part of each interval, with observation periods that are separated by periods without observation. |
| TYPES OF CONDITIONING | Operant Conditioning: involves the manipulation of consequences.Respondent Conditioning: involves the manipulation of antecedent stimuli. |
| Unconditioned Response (UR): | a response that is elicited by an antecedent stimulus even though no conditioning or learning has occurred. |
| Unconditioned Stimulus: | an antecedent stimulus that elicits an unconditioned response. |
| Conditioned Stimulus: | a previously neutral stimulus that comes to elicit the reflexive response following repeated pairings with an unconditioned stimulus (US). |
| Conditioned Response: | a reflexive response that occurs following presentation of a conditioned stimulus (CS). |
| Delay Conditioning: | the CS is presented and then the US is presented before the CS ends |
| Trace Conditioning: | the CS precedes the US but the CS ends before the US is presented. |
| Simultaneous Conditioning: | the CS and US are presented at the same time. |
| Backward Conditioning: | The US is presented before the CS. |
| Higher-order Conditioning: | occurs when a neutral stimulus is paired with an already established CS and the neutral stimulus becomes a CS. |
| Respondent Extinction: | involves extinction of the CR as a result of repeated presentation of the CS without the US. |
| Spontaneous Recovery: | is when the CS elicits the CR after extinction has occurred. |
| Discrimination: | the situation in which the CR is elicited by a single CS or narrow range of CS’s. |
| Generalization: | occurs when a number of similar CS’s or a broader range of CS’s elicit the same CR |
| FACTORS THAT INFLUENCE RESPONDENT CONDITIONING: | 1. The Nature of the US and CS.2. The Temporal Relationship Between the CS and the US. 3. Contingency Between the CS and the US.4. The Number of Pairings.5. Previous Exposure to the CS |
