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1-8 Flashcards

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1
Q

behavior

A

a person’s actions that are constant traits about them-mannerisms, speech patterns, etc. rather than temporary states of emotion

have dimensions that can be measured-frequency, duration, intensity, latency

can be observed by others

have an impact on the physical and social environment

lawful-systematically influenced by environmental principles

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2
Q

overt behavior

A

can be observed by others, talking, walking, jacking off

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3
Q

covert behaviors

A

private events that only the person experiencing can observe, the internal horny

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4
Q

behavior modification

A

the applied science and professional practice concerned with analyzing and modifying human behavior

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5
Q

analyzing behavior

A

identifying the functional relationship between environmental events and a particular behavior to understand the reasons for behavior or determine why a person behaved in such a way.

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6
Q

modifying behavior

A

developing and implementing procedures to help people change their behavior, altering the environment, developing, procedures are developed by professionals with the goal of improving someone’s life

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7
Q

target behavior

A

the behavior that is to be modified

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8
Q

behavioral excess

A

an undesirable target behaviour that one wants to reduce

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9
Q

behavioral deficit

A

desirable behavior that one wants to increase

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10
Q

response

A

one instance is an occurrence of a behavior

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11
Q

response class

A

a group of responses with the same function, the response produces the same effect on the environment/same consequences

ex-multiple ways to move:walk, run, teleport

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12
Q

répertoire

A

the collection of all behaviors a person can perform

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13
Q

behavior is NOT

A

subjective descriptions of a personality trait- introverted, aloof etc

a diagnostic label- depression, BPD

products of behavior-losing weight is a product of working out

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14
Q

dead man test

A

“If a dead man can do it, then it ain’t behavior, and if a dead man can’t do it, then it is behavior”

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15
Q

Behaviours and the environment can interact

A
  • the environment can lead to certain behaviours
  • behaviours can affect one’s environment
  • environmental consequnces of a behaviour can affect subsequent behaviours
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16
Q

psychology has 3 aspects

A
  • theoretical: conceptual thinking, done at a computer, at a desk, in an office
  • experimental: basic research, often with animals in a lab
  • applied: practical research and treatments to solve a problem, usually on people, in the real world
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17
Q

scientific study of learning also has three branches

A

behaviorism, experimental analysis of behaviour, behaviour modification

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18
Q

behaviorism

A

philosophy of the science of behaviour

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19
Q

experimental analysis of behaviour

A

basic scientific research on the functional relationship between environmental events and resulting behaviour

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20
Q

behaviour modification/b-mod

A

the application of experimentally derived laws of learning to human behaviour (Kearney, 2015), and providing behavior analytic services to consumers

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21
Q

behaviour modification

A
  • includes analyzing the relationship between environment and behaviour
  • and changing the environment to help people modify their behaviour
  • these are applied to reach the goal of improving people’s lives
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22
Q

characteristics of b-mod

A

typically deals with overt and measurable behaviour, solutions are evaluated in terms of those same behaviours, treatments work by affecting an individual’s environment, comprised of stimuli: things perceptible in one’s immediate environment, all aspects are defined specifically, can be applied by non-professionals, based on the scientific study of learning, and the two kinds of conditions (operant and respondent), emphasizes scientific evidence in evaluating the effectiveness of an intervention, does not rely on hypothetical constructs: theoretical concept that mediate behaviour, places high importance on accountability for everyone

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23
Q

reinforcement is not ____

A

bribery

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24
Q

Applied behaviour analysis (ABA)

A

using knowledge about human behaviour to reduce socially undesirable behaviours and/or increase desirable ones

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25
Q

Psychology in the 20th century: the science of observable _________

A

behaviour

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26
Q

Ivan Pavlov

A
  • respondent behaviours are involuntary; elicited by stimuli that precede them
  • stimulus and response form a reflex
  • S-R psychology: focused on how environmental events and stimuli (S) affect responses (R)
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27
Q

E.L. Thorndike

A
  • described the law of effect: a behaviour that has a favourable outcome is more likely to occur again in that situation in the future (1911)

e.g., a cat placed in a “puzzle box” would discover how to open it and get food, and gradually would improve this behaviour

  • discussed how an animal can “modify its behavior” (chapter V), but did not coin the term behaviour modification
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28
Q

J.B. Watson

A
  • founded behaviourism
  • developed methodological behaviourism: the study of behaviour alone–not of any internal, mental state or event (1913)
  • rationale: mental events cannot be objectively observed or studied
  • proposed that most human activities were learned habits
  • S-R model
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29
Q

B.F. Skinner

A
  • radical behaviourism: Skinner’s philosophy on the science of behaviour (1938; 1953; 1974)
  • goal is to understand and explain all behaviour
  • this includes “private events” that occur “inside the skin” (e.g., thoughts and feelings):
  • S-R-S model (a.k.a. 3-term contingency, or ABCs of behaviour):
  • Antecedent Stimulus produces…
  • Behaviour (or Response) which in turn produces…
  • Consequence (also a Stimulus or event): reinforcement or punishment
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30
Q

Behaviour Research and Therapy journal began publication in…

A

1963, gave everyone doing research a place to publish their findings

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31
Q

the first book with b-mod in the title

A

Case Studies in Behavior Modification
(Ullman & Krasner, 1965)

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32
Q

Journal of Applied Behavior Analysis began in…

A

1968, first scientific source specifically for ABA

  • outlet for researchers to publish their findings
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33
Q

The Association for Behavior Analysis founded in…

A

1974,
- now called Association for Behavior Analysis International

  • has over 6,500 members
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34
Q

Some Areas of Application

A
  • autism and intellectual/developmental disabilities
  • clinical behaviour analysis/cognitive behaviour therapies
  • environmental sustainability
  • parenting and parent/child relationships
  • health
  • education
  • sport psychology
  • employment settings
  • self-management
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35
Q

dimensions

A

measurable qualities of behaviour-frequency, duration, intensity, latency

product recording, quality

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36
Q

controlling variables

A

environmental events/stimuli in the immediate environment

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37
Q

characteristics of ABA

A

-a focus on socially important behavior
-demonstration of functional relationships between environmental events and behavior
-clear descriptions of procedures
-connection of basic behavior principles
-production of meaningful, generalizable, and long lasting changes in behavior

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38
Q

new directions on bmod

A
  1. an evaluation of b-mod procedures implemented via telehealth
  2. a focus on diversity equity and inclusion
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39
Q

Experimental analysis of behaviour (EAB)

A
  • dependent variable: rate or frequency of response is most commonly used
  • repeated or continuous measurement made of precisely defined responses
  • within-subject experimental design:
  • one person’s response is compared to their own response in a different situation/at another time
  • in contrast, a typical between-subjects design compares one group (experimental) to another (control)
  • visual analysis of graphed data is preferred over statistical analysis and inference
  • description of functional relations driven by data is valued over formal theory testing
  • no hypothetical constructs are used (e.g., mental images, or superego)
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40
Q

Behaviour modification program consists of several phases:

A

screening/intake phase, preprogram assessment phase or baseline phase, treatment phase, follow up phase

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41
Q

screening/intake phase

A

obtain client demographic information, and reasons for seeking assistance

  • establish whether b-mod is appropriate for the client
  • inform client of practitioner’s policies and procedures
  • screen for crisis condition
  • diagnose client according to dsm5 to determine eligibility for treatment or insurance benefit coverage
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42
Q

preprogram assessment phase or baseline phase

A

define and measure initial “baseline” level of behaviour

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43
Q

treatment phase

A

actively apply training, intervention, or treatment program

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44
Q

follow up phase

A

determine effects on behaviour following termination of treatment program

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45
Q

Behavioural Assessment

A

measuring the target behaviour of a client (or target person)

  • performed by considering the “who, what, where, when, and how” of the target behaviour
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46
Q

behavioral goal

A

level of the target behaviour that a program is designed to achieve

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47
Q

outcome goal

A

broad, abstract result that one wishes to attain; often recognized as important by society; the “why”

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48
Q

How is the behaviour measured to be defined and quantified?

A
  • poor definition: “To eat healthier.”
  • better definition: “To eliminate dessert from the dinnertime meal and replace it with one vegetable serving, as defined by UnlockFood.ca (Dieticians of Canada, 2018).”
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49
Q

guidelines of defining and quantifying behavior

A

describe objectively: avoid labels (like “depressed”)

  • use active verbs
    e.g., passive: “The keys were dropped by X” versus active: “X dropped the keys.”
  • no inference made about internal states or motivation
    e.g., hunger or anger
  • defined so that multiple people can agree: interobserver agreement (IOA), a.k.a. interobserver reliability (IOR)
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50
Q

operational definition

A

a precise, objective definition of a term by specifying the operations the researcher or observer made to measure it; the “how”

e.g., using a pedometer, fitness tracker, or app to count steps

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51
Q

direct assessment

A

antecedents, target behaviours, and consequences are observed and recorded as they occur

e.g., by oneself, in self-monitoring

e.g., in the same room as client, or secretly watching through a two-way mirror

preferred

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52
Q

indirect assesment

A

based on second-hand (or third-hand), remembered information

e.g., questionnaires/rating scales

e.g., role-playing: client re-creates a problematic situation

e.g., information from consulting professionals (physicians, social workers, etc.)

e.g., interviews with clients and significant others

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53
Q

potential problems with direct and indirect assessment

A

☒ indirect generally less accurate than direct assessment
- observers may not have training
- memory can be fallible/distorted

☒ direct is more difficult than indirect assessment
- more time-consuming
- observers need to be trained
- others cannot observe covert behaviours

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54
Q

real-time recording

A

can be done at the time behavior is occurring or with a recorded video

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55
Q

Where does behaviour occur?

A
  • natural setting: behaviour observed in target person’s typical environment
    e.g., a student in a classroom
  • analouge setting: behaviour observed in a simulated location
    e.g., a lab made to look like a classroom
  • unstructured observation: observations made without giving instructions, or altering events or activities
    e.g., client performs their typical daily life activities
  • structured observation: observations made while instructions are given, or specific events are planned to occur systematically
    e.g., client asked to grasp various objects to see how pain affects movement
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56
Q

When are the observations made?

A

Target behaviours can be observed and recorded different ways during the observation period

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57
Q

continuous recording (or event recording)

A

record every instance of client’s behaviour during the entire observation period
- suitable if each response has similar duration and behaviour occurs at low rates
e.g., number of cigarettes smoked per day

  • pros & cons:
    ☑ provides actual measure of behaviour
    ☑ well-suited to self-monitoring
    ☒ very labour-intensive, impractical, or impossible
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58
Q

interval recording

A

record target behaviour within successive time intervals of equal duration
- suitable for responses with variable durations or high rates
e.g., watching TV, checking Instagram

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59
Q

partial-interval recording

A

record behaviour a maximum of once per interval, regardless of how many times it actually occurred (good for frequently occurring behaviours)

e.g., child talking to neighbour in class

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60
Q

whole-interval recording

A

record behaviour only if it persists during the entire interval (good for behaviours that have long durations)

e.g., child listening while teacher is talking

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61
Q

frequency-within-interval recording

A

the number of times that a behavior occurs is recorded in consecutive intervals during the observation period

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62
Q

time-sample

A

record behaviour during brief intervals separated from each other in time
e.g., record if child talks during 1 minute interval, measured every 10 minutes

  • pros & cons:
    ☑ easiest/least demanding to record
    ☒ more subject to sampling error
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63
Q

ABC observation data sheets

A

are used to identify and record antecedents, behaviours, and consequences

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64
Q

ABC observation checklist

A

after antecedents and consequences have been identified, they can be more quickly recorded using a checklist

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65
Q

reactivity

A

the phenomenon in which the process of recording behavior causes the behavior to change even before treatment is implemented for the behavior

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66
Q

Interobserver Agreement (IOA)

A

statistic calculated to determine consistency in recording of target behaviour
rationale:
* assessment is preferred to be highly consistent (>90%)
* IOA can reveal the biases of an observer
* IOA may be used to evaluate definition of target behaviour
- calculation depends on aspect being recorded

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67
Q

morals

A

our own principles

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68
Q

ethics

A

provided by a social system

69
Q

Clients have the following rights (Van Houten et al. [Association for Behavior Analysis], 1988):

A
  1. a therapeutic environment
  2. services whose overriding goal is personal welfare
  3. treatment by a competent behaviour analyst
  4. programs that teach functional skills
  5. behavioural assessment and ongoing evaluation
  6. the most effective treatment procedures available
70
Q

program evaluation

A

used to determine efficacy;
* dimensions of evaluation
* amount and importance of the change
* cost-benefit ratio

71
Q

dimensions of evaluation

A

generalization: does the behaviour occur in different situations other than the training context?

maintenance: how long does the behaviour remain altered?

72
Q

amount and importance of b mod for outcomes

A
  • clinical significance of change: does the individual benefit from the treatment in a meaningful way?
    e.g., Does it return the individual to the “normal range”?
  • social validity: does the behaviour change have a beneficial impact on daily functioning?
  • social comparison: compare client to equivalent or “normal” group
  • expert evaluation: subjective evaluation by experts
73
Q

cost-benefit ratio

A

are the benefits of the treatment larger than the costs required to conduct the treatment?

74
Q

revenge effect (or perverse incentive)

A

ironic, unintended consequence of treatment, opposite of desired outcome
e.g., the cobra effect (Dubner, 2012)

75
Q

Components of a line graph:

A
  1. x-axis and y-axis lines (these may not be added automatically by Microsoft Excel)
  2. labels for x-axis and y-axis (time vs. target behaviour dimension) and units (e.g., days vs. %)
  3. numbers on x-axis and y-axis
  4. data points and lines connecting them
  5. phase line(s), if there are different phases (in Microsoft Excel, manually add a “line” shape)
  6. phase label(s) (in Excel, manually add text boxes)
    e.g., baseline, treatment, follow-up

NO LEGEND

76
Q

independent variable

A

the treatment applied to the client
e.g., applying punishment by scolding child

77
Q

dependent variable

A

target behaviour measure
e.g., child raising voice to call for parent

78
Q

confounding (or extraneous) variable

A

another factor that may affect behaviour that is not controlled for (avoid this)

e.g., when applying punishment to a child, a parent also pays attention to them

79
Q

functional relationship

A

treatment procedure regularly causes a change in the target behaviour; requires two criteria:

1) IV-DV relationship: changing IV causes change in DV

2) replication: consistent pattern of results

80
Q

research design

A

determines whether the treatment (independent variable) was responsible for the observed change in the target behavior (dependent variable)

81
Q

functional relationship

A

When a research shows that a behavior modification procedure causes a target behavior to change

A target behavior changes when an independent variable is manipulated, while all other variables are held constant

The process is replicated or repeated one or more times and the behavior changes each time

82
Q

A-B design

A
  • has one baseline phase (A) and one treatment phase (B)
  • in baseline phase, collect at least three data points that do not show a trend (which would indicate behaviour change) Note: some studies presented in this course violate this guideline!
  • pros & cons:
    ☑ advantage: satisfactory for self-management
    ☒ not a true research design: lacks replication, so it cannot ascertain cause & effect; change may be due to confounding variable
    e.g., nail biting reduced because fingers got slammed in a door–not because of treatment
83
Q

A-B-A-B (or reversal) design

A
  • has two baseline phases and two treatment phases
  • examines same behaviour, in the same client, in the same setting
  • can be varied to include more than one kind of treatment
    e.g., A-B-A-C or A-B-C-A-C can compare B and C treatments
  • pros & cons:
    ☑ advantage: can establish cause and effect
    ☒ potential problem: it may be unethical to withdraw a beneficial intervention
    e.g., morbidly obese person may gain weight back during second baseline

☒ potential problem: behaviour may not revert back in second baseline

e.g., tennis player who learned a new, better way to serve may not go back to old way

84
Q

Multiple-baseline designs

A
  • more than one A-B design is carried out
  • characteristics:
  • baselines may vary in length before treatment begins
  • intervention phase is staggered across separate designs
  • can provide evidence that treatment is effective
  • pros & cons:
    ☑ advantage: has no reversals; thus, good for behaviours that do not revert
    ☑ if behaviour change occurs only when the B phase starts in each condition, we can conclude it was the result of the intervention
    ☒ potential problem: treatment may spread across subjects, behaviours, or settings during supposed baseline phase
    e.g., a man who believed he was a woman named Amanda also believed he was Leonardo da Vinci and Jesus in past lives; treatment for “Jesus” delusion also reduced delusion he was da Vinci (Lowe & Chadwick, 1990)
85
Q

multiple baseline across subjects

A

apply treatment to several different people

e.g., nurses wearing protective gloves with HIV-positive patients

86
Q

multiple baseline across behaviors

A

apply treatment to several different target behaviours

e.g., proper pronunciation of “th,” and “z,” and “zh” sounds

87
Q

multiple baseline across setting

A

apply treatment in several different settings

e.g., treatment of stuttering at home, at work, in public

88
Q

alternating-treatments (or multielement) design

A
  • baseline and treatment (or two treatment) phases are applied in rapid succession
  • extraneous factors that could affect the results (like time of day, therapist administering the treatment, location of treatment, etc.) can be counterbalanced
    e.g., treatment might be given in the morning one day and in the afternoon the next day
  • treatment effects shown by fractionation: consistent vertical separation between treatment curves
    e.g., standard tutoring vs. modified (peer) tutoring (Kohler & Greenwood, 1990)
  • pros & cons:
    ☑ advantage: extraneous variables will have less of an effect
    ☑ advantage: evaluates effects of different treatments
    ☒ potential problem: treatments may interact with each other
89
Q

Changing-criterion design

A
  • criterion for successful treatment progressively changes (usually becoming more stringent over time)
  • uses A-B design, but goal for target behaviour changes in the treatment phase
    e.g., number of revolutions per minute pedaled on a stationary exercise bicycle by obese boys (De Luca & Holborn, 1992)
  • pros & cons:
    ☑ advantage: well-suited to behaviours that can be approximated gradually
    ☒ potential problem: unsuitable for behaviours that may not change gradually
90
Q

E. L. Thorndike (1911)

A
  • placed hungry cat into an escapable “puzzle box,” with a plate of fish outside the box
  • cat could eventually open the box, using trial and error
  • behaviours became quicker over time
  • law of effect
91
Q

law of effect

A

behaviour followed by pleasant consequences is more likely to occur again in that situation

92
Q

Operant Behaviour

A

functioning or tending to produce effects: effective; of or relating to the observable or measurable

that is, a behaviour that operates on the environment (Skinner, 1937)

  • is “emitted” or “evoked” (not “elicited” by a stimulus, as in respondent conditioning)
93
Q

operant (or instrumental) conditioning

A

entails manipulating consequences of behaviour

  • the consequences may increase or decrease a behaviour
  • the consequence of a behaviour can itself be a stimulus or event that leads to further behaviour

e.g., eat salty snack → get thirsty → drink sugary pop

  • consequences occur immediately after a behaviour
94
Q

reinforcement

A

the process in which the consequence of a behaviour strengthens the behaviour

  • behaviour is more likely to occur in the future (frequency), or occurs more quickly (latency), etc
95
Q

reinforcer

A

a stimulus, object, or event that strengthens a behaviour; often is an appetitive stimulus (characterized by a natural desire to satisfy bodily needs)

e.g., after a dog follows your command, you give it a treat: reinforcement is giving the treat to increase the behaviour; the reinforcer is the treat itself

96
Q

positive reinforcement

A

a situation in which a behaviour is followed by the presentation of an appetitive (pleasant) stimulus that increases the behaviour

(Note: textbook calls an appetitive stimulus a “positive reinforcer” or simply “reinforcer.”)

e.g., I tell a joke → you laugh; this makes me more likely to tell more jokes in the future

97
Q

negative reinforcement

A

a situation in which a behaviour is followed by the removal of an aversive (unpleasant) stimulus that increases the behaviour

e.g., putting up an umbrella → stops cold rain falling on you; this makes you more likely to use an umbrella in the future when it’s raining

98
Q

Subtypes of negative reinforcement

A
  • escape behaviour: causes removal of existing aversive stimulus
    e.g., when you feel cold, you put on a sweater
  • avoidance behaviour: prevents presentation of aversive stimulus
    e.g., before you go outside, you put on a sweater
    Escape and avoidance are seldom used therapeutically, because the client experiences an aversive situation.
99
Q

natural reinforcement

A

occurs spontaneously as part of everyday life

e.g., your friend laughs when you tell a joke

100
Q

programmed reinforcement

A

planned and systematic; given as part of a behavioural treatment

e.g., giving yourself rewards as part of a self-management program

101
Q

social reinforcement

A

involves another person to deliver reinforcing consequences

e.g., teacher praises a student for completing her homework

102
Q

automatic reinforcement

A

the individual gets reinforcing consequences directly from the environment, independent of the actions of other people

e.g., you scratch an itch to make it go away

103
Q

tangible (or material) reinforcement

A

access to a preferred object (includes consumable reinforcement)

e.g., getting toys, stickers, or snacks after good behaviour

104
Q

activity reinforcement

A

engaging in a preferred behaviour after doing a non-preferred behaviour

e.g., the pomodoro technique: set a timer for 25 minutes and do work, then take a 5-minute break and do something fun; repeat (Cirillo, 2018)

105
Q

premack principle

A

(Premack, 1959): a high-probability behaviour can serve as positive reinforcement for performing a low-probability behaviour, thus increasing it

e.g., after studying for an hour, you play video games for an hour–making it more likely you’ll study again in the future

106
Q

temptation bonding

A

making a more desirable behaviour (e.g., listening to a favourite podcast, getting a pedicure) contingent on performing a less desirable behaviour (e.g., washing dishes, spending time with a difficult relative)

(strictly speaking, temptation bundling is not activity reinforcement, but synchronous reinforcement; e.g., see Diaz de Villegas et al., 2020)

107
Q

unconditioned (or primary) reinforcer

A

stimulus or event that has natural reinforcing effects (i.e., not due to prior conditioning or learning); may enhance survival

e.g., food, water, absence of pain

108
Q

conditioned (or secondary) reinforcer

A

: previously neutral stimulus that has become associated with an unconditioned reinforcer

e.g., money is a generalized conditioned reinforcer which can be used to obtain almost any other primary reinforcer

109
Q

token reinforcement

A

tokens can be exchanged for backup reinforcers (like money, food, or TV time)

peemogem

e.g., animal clicker training: animals are reinforced with food which is paired with a click sound; eventually the sound becomes reinforcing on its own (Karen Pryor, 1984)

110
Q

reward value

A

quantity and quality of the reinforcer, and its value to the individual

111
Q

motivating operations (MOs)

A

antecedent events that can (temporarily) alter the effectiveness of reinforcement, and thus affect behaviour; also called setting events
- types of setting events (Kazdin, 2000):

  • social: e.g., presence of an attractive person
  • physiological: e.g., having a headache
  • environmental: e.g., quiet library for studying
112
Q

establishing operation (EO)

A

establishes/increases the effectiveness of reinforcement

e.g., caloric deprivation is EO for food

113
Q

abolishing operation (AO)

A

decreases the effectiveness of reinforcement

e.g., satiation (fullness) is AO for food

114
Q

contingency

A

consequences should consistently follow the behaviour

115
Q

Immediacy

A

Time between occurrence of a behaviour and the reinforcing consequence

An effective reinforcer should occur immediately after the response occurs

Longer delay between behavior and reinforcer = less effective

116
Q

Magnitude

A

Generally the effectiveness of a stimulus as a reinforcer is greater if the amount or magnitude of the stimulus is greater

True for both positive and negative reinforcement

117
Q

continuous reinforcement

A

reinforcement given for each response

  • leads to rapid acquisition (performing a new behaviour)

e.g., putting money into a vending machine → getting candy every time

118
Q

intermittent reinforcement

A

or partial: only some responses are reinforced

  • acquisition phase is longer

e.g., asking random strangers out on a date → someone accepts only occasionally

119
Q

fixed ratio

A

reinforcer given after a set number of responses

  • FR 10: every 10 bar-presses → 1 food pellet
  • high response rate; brief post-reinforcement pause

e.g., salesperson gets a bonus every time they sell 10 cars

120
Q

variable ratio

A

reinforcer given after a random number of responses (number deviates around a mean)

  • VR 20: on average, every 20 bar-presses → 1 food pellet
  • high response rates

e.g., slot machines

121
Q

fixed interval

A

reinforcer given when response occurs after a certain length of time

  • FI 5”: first response after every 5 seconds → 1 food pellet
  • responses increase as reinforcement time nears

e.g., checking mailbox behaviour increases as typical delivery time approaches

122
Q

variable interval

A

reinforcer given when response occurs after a variable length of time (length deviates around a mean)

  • VI 30”: first response after an average of 30 seconds since the last reinforcement → 1 food pellet
  • slow, steady responding

e.g., paddling out to surf

123
Q

Extinction

A

if a behaviour that was previously reinforced stops being reinforced, the behaviour will weaken or decrease

not the same as forgetting

124
Q

extinction burst

A

behaviour may briefly increase in frequency, duration, or intensity after the reinforcement is eliminated

e.g., child swears: parents ignore it; swearing increases before declining

125
Q

extinction-induced aggression

A

novel behaviours, often emotional or aggressive, may be exhibited

e.g., failing to receive attention for swearing, child throws a toy on the ground and screams

126
Q

spontaneous recovery

A

after a period of extinction, a behaviour may reappear, despite the lack of reinforcement

127
Q

previous schedule of reinforcement

A
  • continuous schedule leads to faster decrease in behaviour (lower resistance to extinction or RTE)
  • intermittent schedule leads to slower decrease in behaviour (greater RTE)
    e.g., in the past, sometimes ignoring to child’s swearing, but sometimes attending to it → greater RTE
128
Q

magnitude of previous reinforcement

A

larger reinforcer produces greater RTE

129
Q

punishment

A

the process in which the consequence of a behaviour weakens the behaviour

  • behaviour is less likely to occur in the future (frequency), or occurs more slowly (latency), etc.
130
Q

punisher

A

a stimulus, object, or event that weakens a behaviour; often is an aversive (unpleasant) stimulus

131
Q

positive punishment

A

a situation in which presentation of aversive stimulus decreases behaviour, add something shitty

e.g., squirting lemon juice into the mouth of a 4-year-old child who frequently bit other children and her teacher

132
Q

negative punishment

A

a situation in which removal of an appetitive stimulus decreases behaviour

take away something nice

e.g., music played in a cafeteria during lunchtime would be turned off for 10 seconds if the noise level reached a certain dB level

time out and response cost

133
Q

extinction is ____, punishment is _____

A

gradual, rapid

134
Q

unconditioned (or primary) punisher

A

stimulus or event that is naturally aversive (i.e., not due to prior conditioning or learning); may have “biological importance”: harmful effects or affect survival

135
Q

conditioned (or secondary) punisher

A

previously neutral stimulus that has become associated with an unconditioned punisher, and thus also acts as a punisher

e.g., reprimands, threats, warnings

136
Q

generalized conditioned punisher

A

conditioned punisher that has been paired with a number of other punishers (e.g., hearing the word “No!”)

137
Q

punishment contingency

A

punishment is most effective when it follows every behaviour

  • inadvertent reinforcement that occurs during punishment → behaviour increases

e.g., in reprimanding a child for screaming, the parent gives the child attention, which they want; this strengthens the screaming behaviour

138
Q

Establishing Operation

A

Event or condition that makes a consequence more effective as a punisher (or a reinforcer)

139
Q

Abolishing Operation:

A

Event or condition that makes a consequence less effective as a punisher (or a reinforcer)

140
Q

The 3-term contingency (Skinner, 1969):

A
  • also known as the “ABCs” of behaviour
  • in the presence of a particular antecedent cue or signal (a stimulus), a specific behaviour will be followed by a certain consequence

antecedent → behaviour → consequence

e.g., phone rings → you answer it → you get to talk to your girl/boy friend

141
Q

Antecedents

A
  • include the stimuli, events, or situations that precede a behavioural response
  • these provide the context in which consequences may occur
  • all antecedents are stimuli
142
Q

overt antecedents

A

stimuli directly observable with your senses

e.g., you hear your phone ring → answer it

143
Q

covert antecedents

A

internal experiences; not open to observation by others

e.g., you feel hungry → get a snack

144
Q

immediate antecedants

A

occur right before–or overlap with–behaviour

e.g., fire alarm goes off → leave the building

145
Q

distant antecedant

A

stimuli (often covert) that precede the behaviour by a long time; also can affect behaviour for a long time

  • medication effects, health status, history of abuse can influence current behaviour

e.g., person abused by spouse → avoids long-term relationships many years later

146
Q

stimulus control

A

the extent to which an antecedent stimulus can influence performance of a specific behaviour

  • when a stimulus exercises a high degree of stimulus control, the behaviour is highly likely to occur in the presence of the cue

e.g., every time you hear your ring tone you grab your phone

147
Q

stimulus class

A

related stimuli that have the same effect on behaviour

feeling hungry and it being a designated meal time results in the same behaviour of eating

148
Q

Stimulus discrimination training

A

administering a certain consequence for a specific behaviour when a particular stimulus is present, but not when another stimulus is present

149
Q

in the presence of the discriminative stimulus (SD), the behaviour is…

A

reinforced

150
Q

in the presence of any other antecedent stimulus (SΔ or S-delta or “ess delta”), the behaviour is…

A

NOT reinforced

151
Q

real-world situations typically involve ________ antecedents

A

multiple

e.g., passing a slow-moving vehicle depends on 1) the vehicle, 2) dashed centre line, 3) oncoming traffic, 4) weather/road conditions, etc.

152
Q

three-term contingency notation

A

SD → R (response) → SR (reinforcing stimulus)

SΔ → R (response) → (nothing)

e.g., red traffic light (SD = discriminative stimulus) → press brake (R = response) → safe! (SR- = negative reinforcement)

153
Q

stimulus generalization

A

occurs when a stimulus similar to the SD also produces the behaviour

154
Q

generalization gradient

A

stimuli most similar to the SD produce the strongest response

Guttman and Kalish (1956): pigeon pecks in response to wavelength

155
Q

stimulus equivalent

A

two or more different stimuli that can be used for the same purpose

e.g., the quantity four can be written as 4, four, or IV

156
Q

respondent behaviours are ________ or controlled by stimuli

A

elicited

157
Q

unconditioned stimulus

A

stimulus that naturally elicits a reflexive response, without any learning or conditioning

e.g., meat powder

158
Q

unconditioned response

A

reflexive response naturally elicited by an unconditioned stimulus

e.g., salivation

159
Q

neutral stimulus

A

stimulus that has no effect on reflexive responses

e.g., sound of metronome

160
Q

conditioned stimulus

A

initially neutral stimulus that is paired with an unconditioned stimulus

e.g., sound of metronome

161
Q

conditioned response

A

response elicited by a conditioned stimulus

e.g., salivation

162
Q

trace conditioning

A

NS presented before US; they do not overlap in time

163
Q

delay conditioning

A

onset of NS occurs before onset of US; both overlap in time

164
Q

simultaneous conditioning

A

NS and US are presented at the same time

165
Q

backward conditioning

A

US presented before NS

166
Q

Higher-Order Conditioning

A

if an NS is paired with an established CS a number of times, the NS becomes a CS that will then elicit the same CR

167
Q

respondent behaviours are…

A

(automatic, reflexive, involuntary) by a CS or US

168
Q

operant behaviours are…

A

(voluntary) by an SD

Psych 282 (2 decks)

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