Area 3: Principles, Processes, and Concepts 3-10 to 3-19 Flashcards
Define and provide examples of functional relations
- b = f (x1) (x2)…where b is the behavior and (x1) and (x2) are environmental variables of which the behavior is a function
- It exsists when a well controlled experiment reveals that a specific change in the DV can reliabily be produced by specific manipulations of an IV and that the change in the DV was unlikely to be the result of other extraneous/confounding variables
- The ULTIMATE product of a natural scientific infestigation of the relation between behavior and its determining variables.
- Functional relations are also CORRELATIONS
Define and provide examples of extinction
…a procedure that occurs when reinforcement of a previously reinforced behavior is discontinued. As a result, the frequency of that behavior decreases in the future.
~A behavior maintained by positive reinforcement is placed on extinction when the reinforcing stimulus is no longer forthcoming as a consequence of the behavior.
~A behavior maintained by negative reinforcement is placed on extinction when the stimulus is longer terminated or removed after the behavior.
Examples:
No longer attenting to annoying disruptive behavior that functions as attention seeking
NOT allowing the kiddo to no longer escape a task that was previously escaped from (e.g., prompting through task completion)
Disconnecting a light switch to remove the visual sensory consequence that was preceded by a kiddo persistently flipping a light switch.
* punishment, response blocking, and noncontigent reinforcement (NCR) ARE NOT extinction.
Define and provide examples of generalization
…spread of the changes in behavior produced by a contingency to other stimulus conditions that haven’t been exposed to that contingency or directly treated
Examples: generalization across subjects, settings, behavior, etc.
* Reflects a losy-goosy degree of stimulus control
Define and provide example of discrimination
…learning to respond to one stimulus but not to another, similar stimulus
Example: A young child who has learned to “daddy” in the presence of her father says “daddy” in the presence of a variety of other men (stimuli) – a neighbor, a clerk, Uncle Jim.
Concept formation is a complex example of stimulus control that requires both stimulus ____ within a class of stimuli and ____ between stimulus classes
- _generalization _
- _discrimination _
Describe and provide examples of the *respondent conditioning paradigm *
Pavlov’s Doggie!…
…the procedure of repeatedly pairing an initially-neutral stimulus (the conditioned stimulus) and an unconditioned stimulus, through which the conditioned stimulus develops the capacity to elicit a conditioned response
Examples: pairing a puff of air with a clicking sound will eventually elicit a blinking reponse with just the clicking sound
Describe and provide examples of the operant conditioning paradigm:
- Consequences can affect only ___ behavior.
- Consequences select response ___, not ____ responses.
- ____ consequences have the greatest effect
- Consequences select any behavior that ___them.
- Operant conditioning occurs ___.
…refers to the process and selection of consequences on behavior:
- Consequences can affect only future behavior.
- Consequences select response classes not individual responses.
- Immediate consequences have the greatest effect
- Consequences select any behavior that precedes them.
- Operant conditioning occurs automatically.
Examples: if the movement and sounds produced by the baby’s batting at the mobile with her hands increase the frequency of hand movements in the direction of the toy, operant conditioning has occured.
Define and provide examples of echoics:
…a type of verbal operant that occurs when a speaker repeats the verbal behavior of another speaker.
…repeating the words, phrases, and vocal behavior of others
…controlled by a verbal dicriminative stimulus that has point-to-point correspondence and formal similarity with the response.
Examples:
A kiddo saying, “cookie” after hearing the word spoken by her mother.
Define and provide examples of imitation:
- Any __ movements may funciton as a model for imitation
- An imitative behavior must be emitted within __-__ of the presentation of a model
- The model and the behavior must have F___ s___
- The model must be the ___ variable for an imitative behavior.
…4 behavior-environment relations define imitation:
- Any physical movements may function as a model for imitation
- An imitative behavior must be emitted within 3-seconds of the presentation of a model
- The model and the behavior must have formal similarity
- The model must be the controlling variable for an imitative behavior.
Define and provide examples of mands:
…a type of verbal operant in which a speaker ask for what he needs or wants.
- Derived from command, demand, and countermand
- The form of the response is under the functional control of motivating operations (MOs) and specific reinforcement
Example:
Mario is given a bowl of soup without a spoon. He says “spoon” and his mother brings him one. As a result, Mario is more likely to say the same thing under similar conditions in the future.
Define and provide examples of tacts:
…a type of verbal operant in which a speaker names things and actions that the speaker has direct contact with through any of the sense modes.
…a verbal operant under the functional control of nonverbal discriminative stimulus, and it produces generalized conditioned reinforcement.
Example:
A kiddo saying, “airplane” because he sees an airplane in the sky.
Define and provide examples of intraverbals:
…a type of verbal operant in which a speaker differentally responds to the verbal behavior of others.
…occurs when a verbal discriminative stimulus evokes a verbal response that does not have point-to-point correspondence with the verbal stimulus.
~Facilitates the acquistion of other verbal and nonverbal behavior like conversational skills
~Can evoke several relevant intraverbal responses (e.g, hearing the word “farm” evokes “barn, cow, rooster, horse, etc”
Examples: singing songs, telling stories, describing activities, explaining problems, responding to questions, etc.
Define and provide examples of contingency-shaped behavior:
…a term used to indicate behavior selected and maintained by controlled, temporarally close consequences.
~Behavior that has been strengthened (or weakened) in settings by the DIRECT-ACTING EFFECTS of consequences in those settings
~Involves immediate consequences and is typically strengthened gradually through trial and error
Example: Bobby whispers funny comments to his teammates on the pee-wee hockey team while his coach is trying to explain how to execute the play
- Bobby’s teammates laugh, and his whispering is strengthened in that setting
- His whispering behavior is contingency-shaped behavior
Define and provide examples of rule-governed behavior:
…behavior controlled by a rule (e.g., a verbal statement of an antecedent-behavior-consequence contingency) that enables human behavior (e.g., fastening a seatbelt) to come under the indiret control of temporally remote or improbable, but potentially significant consecquences
Example:
Buckling your safety belt is THE LAW…buckling your seatbelt is done to avoid injury in a car accident).
Describe 3 common differences between rule-governed and contingency-shaped behavior:
1) Contingency-Shaped involves immediate consequences
~ Rule-governed behavior often involves delayed consequences
2) Contingency-shaped is strengthened gradually through trial-and-error
~ Rule-governed behavior leads to immediate behavior change (does not take a few trials for behavior change to occur)
3) Contingency-shaped: involves an antecedent stimulus, usually an SD (verbal or non-verbal), which sets the occasion for some response
~ Rule-governed behavior: involves two antecedent stimuli; one of each is verbal that describes the relation between some other stimulus, a response and a consequence
