Match the operant procedures with their defining contingencies. Set I: (a) Reward training; (b) Escape training; (c) Active avoidance training; (d) Omission training. Set II: (i) A scheduled appetitive outcome is delivered only if the target response is withheld; (ii) Making a response prevents or postpones an aversive event; (iii) Making a response terminates an ongoing aversive event; (iv) Making a response produces an appetitive outcome that strengthens responding; (v) Making a response produces an aversive consequence that reduces responding.
(a)-(iv), (b)-(iii), (c)-(ii), (d)-(i)
Reward training is positive reinforcement (a–iv). Escape ends an aversive event (b–iii), while active avoidance prevents or postpones it (c–ii); both involve negative reinforcement. Omission makes delivery of an appetitive outcome contingent on withholding the response (d–i). A warning cue may occur in signalled avoidance, but is not universal to all avoidance procedures.
Important Questions from Principles and theories of learning - Teaching
Who of the following developed the concept of Behaviour shaping through the use of principle of successive approximation?
Strengths of "Behaviourism" as learning theory are:
(a) It provides clear predictions
(b) It has real life application
(c) It is too deterministic
(d) It has reductionist approach
(e) It emphasizes objective measurement
Choose the answer from the following options:
Which of the following subordinate laws in Thorndike's Theory of learning is equivalent to Watson or Pavlov's Classical Conditioning Theory?
In Hull’s ‘re-inforcement theory’ which of the following was postulated as intervening variable ?
Which philosopher is most closely associated with the view that the mind begins as a blank slate and gains ideas through experience?
