TE 150 EXAM 1 Already Passed
Unconditioned Stimulus - =In classical conditioning, a stimulus that unconditionally—naturally
and automatically—triggers a response.
Example: Food in Pavlov's Dog
Conditioned Stimulus - =In classical conditioning, an originally irrelevant stimulus that, after
association with an unconditioned stimulus, comes to trigger a conditioned response.
Example: Bell in Pavlov's Dog
Neutral Stimulus - =In classical conditioning, a stimulus that elicits no response before
conditioning.
Example: Bell in Pavlov's Dog
Unconditioned Response - =In classical conditioning, the unlearned, naturally occurring response
to the unconditioned stimulus, such as salivation when food is in the mouth.
Example: Salivation to food in Pavlov's Dog
Conditioned Response - =In classical conditioning, the learned response to a previously neutral
(but now conditioned) stimulus.
Example: Salivation to bell in Pavlov's Dog
Positive Reinforcement - =Increasing behaviors by presenting positive stimuli, such as food. A
positive reinforcer is any stimulus that, when presented after a response, strengthens the
response.
Example: Giving students who volunteer to answer questions candy.
Negative Reinforcement - =Increasing behaviors by stopping or reducing negative stimuli, such
as shock. A negative reinforcer is any stimulus that, when removed after a response, strengthens
the response. (Note: negative reinforcement is not punishment.)
Example: You clean your room to stop getting yelled at by your mom.
,Positive Punishment - =Adding an aversive stimulus to decrease the probability of a behavior
occurring again.
Example: Giving a student detention for mocking the teacher.
Negative Punishment - =The removal of a pleasant stimulus to decrease the probability of a
behavior occurring again.
Example: Recess time taken away because class was noisy.
Fixed-interval Reinforcement - =In operant conditioning, rewards are provided after a specific
time interval has passed after a response.
Example: Weekly quizzes to reinforce studying before quizzes.
Variable-interval Reinforcement - =In operant conditioning, rewards are provided after an
unpredictable time interval has passed since the response.
Example: Pop quizzes to reinforce studying all the time.
Fixed-ratio - =In operant conditioning, reinforces a response only after a specified number of
responses.
Example: Getting extra credit for every 5 quizzes you get an A on.
Variable-ratio - =In operant conditioning, reinforces a response after an unpredictable number of
responses.
Example: Slot machines
Premack Principle - =A preferred (high probability) activity can serve as a reinforcer for an less
preferred (low probability) activity.
Should make reinforcers contingent (to allow child to learn connection and associate behavior
with consequence) and timely.
Example: If clean room (low), can go to the party (high).
, Shaping - =In operant conditioning, teaching new behaviors with gradual reinforcement to guide
behavior toward closer and closer approximations of the desired behavior.
Example: John never does his homework. You're his teacher.
1. John writes his name on worksheet.
2. John does one problem.
3. John does five problems.
4. John does all odd numbers on worksheet.
5. John does entire worksheet.
Differential Reinforcement - =Providing a reinforcer when the correct or an appropriate response
occurs and not doing so when it does not occur or another response occurs).
Example: Offering someone a mint every time they do the favor for you that you ask them to do,
not offering them a mint when they don't do the favor.
Positive Practice - =Practicing correct responses immediately after errors.
Example: Student blurts out the answer to the question the teacher asks. Teacher politely asks the
student to try raising their hand before answering the question. Student then raises his hand, gets
called on, and proceeds to answer the question.
Functional Behavior Assessment - =The process of understanding the "why" of a problem
behavior. Observing and evaluating problematic behavior in order to better understand it. Before
we can improve a behavior, we must understand its function. Procedures used to get info about
antecedents, behaviors, and consequences to determine the reason or function of the behavior.
Example: Interviewing students about their behaviors by asking them to describe what they did
that got them in trouble in school, what happened just before they acted out, and what happened
right after. Students benefitted from talking to an adult that was trying to understand their
behaviors instead of just reprimanding them even though they were not always sure why they
acted out.
Positive Behavior Supports - =Interventions designed to replace problem behaviors with new
actions that serve the same purpose for the student.
Example: Baby cries and falls because it wants attention.
Unconditioned Stimulus - =In classical conditioning, a stimulus that unconditionally—naturally
and automatically—triggers a response.
Example: Food in Pavlov's Dog
Conditioned Stimulus - =In classical conditioning, an originally irrelevant stimulus that, after
association with an unconditioned stimulus, comes to trigger a conditioned response.
Example: Bell in Pavlov's Dog
Neutral Stimulus - =In classical conditioning, a stimulus that elicits no response before
conditioning.
Example: Bell in Pavlov's Dog
Unconditioned Response - =In classical conditioning, the unlearned, naturally occurring response
to the unconditioned stimulus, such as salivation when food is in the mouth.
Example: Salivation to food in Pavlov's Dog
Conditioned Response - =In classical conditioning, the learned response to a previously neutral
(but now conditioned) stimulus.
Example: Salivation to bell in Pavlov's Dog
Positive Reinforcement - =Increasing behaviors by presenting positive stimuli, such as food. A
positive reinforcer is any stimulus that, when presented after a response, strengthens the
response.
Example: Giving students who volunteer to answer questions candy.
Negative Reinforcement - =Increasing behaviors by stopping or reducing negative stimuli, such
as shock. A negative reinforcer is any stimulus that, when removed after a response, strengthens
the response. (Note: negative reinforcement is not punishment.)
Example: You clean your room to stop getting yelled at by your mom.
,Positive Punishment - =Adding an aversive stimulus to decrease the probability of a behavior
occurring again.
Example: Giving a student detention for mocking the teacher.
Negative Punishment - =The removal of a pleasant stimulus to decrease the probability of a
behavior occurring again.
Example: Recess time taken away because class was noisy.
Fixed-interval Reinforcement - =In operant conditioning, rewards are provided after a specific
time interval has passed after a response.
Example: Weekly quizzes to reinforce studying before quizzes.
Variable-interval Reinforcement - =In operant conditioning, rewards are provided after an
unpredictable time interval has passed since the response.
Example: Pop quizzes to reinforce studying all the time.
Fixed-ratio - =In operant conditioning, reinforces a response only after a specified number of
responses.
Example: Getting extra credit for every 5 quizzes you get an A on.
Variable-ratio - =In operant conditioning, reinforces a response after an unpredictable number of
responses.
Example: Slot machines
Premack Principle - =A preferred (high probability) activity can serve as a reinforcer for an less
preferred (low probability) activity.
Should make reinforcers contingent (to allow child to learn connection and associate behavior
with consequence) and timely.
Example: If clean room (low), can go to the party (high).
, Shaping - =In operant conditioning, teaching new behaviors with gradual reinforcement to guide
behavior toward closer and closer approximations of the desired behavior.
Example: John never does his homework. You're his teacher.
1. John writes his name on worksheet.
2. John does one problem.
3. John does five problems.
4. John does all odd numbers on worksheet.
5. John does entire worksheet.
Differential Reinforcement - =Providing a reinforcer when the correct or an appropriate response
occurs and not doing so when it does not occur or another response occurs).
Example: Offering someone a mint every time they do the favor for you that you ask them to do,
not offering them a mint when they don't do the favor.
Positive Practice - =Practicing correct responses immediately after errors.
Example: Student blurts out the answer to the question the teacher asks. Teacher politely asks the
student to try raising their hand before answering the question. Student then raises his hand, gets
called on, and proceeds to answer the question.
Functional Behavior Assessment - =The process of understanding the "why" of a problem
behavior. Observing and evaluating problematic behavior in order to better understand it. Before
we can improve a behavior, we must understand its function. Procedures used to get info about
antecedents, behaviors, and consequences to determine the reason or function of the behavior.
Example: Interviewing students about their behaviors by asking them to describe what they did
that got them in trouble in school, what happened just before they acted out, and what happened
right after. Students benefitted from talking to an adult that was trying to understand their
behaviors instead of just reprimanding them even though they were not always sure why they
acted out.
Positive Behavior Supports - =Interventions designed to replace problem behaviors with new
actions that serve the same purpose for the student.
Example: Baby cries and falls because it wants attention.
