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Behaviour modification > b mod final > Flashcards

b mod final Flashcards

1
Q

unconditioned/ primary reinforcer

A

consequence that functions as a reinforcer without prior learning (eg. food, water, sex)

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2
Q

infant test

A

a reinforcer is an unconditioned reinforcer if it functions as a reinforcer for a newborn infant (exceptions: things that don’t become natural reinforcers until puberty, like sex)

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3
Q

conditioned reinforcer

A

consequence that acquires the capacity to function as a reinforcer through learning (association with unconditioned/primary reinforcer or other conditioned reinforcer)

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4
Q

backup reinforcer

A

reinforcer that gives the originally neutral stimulus its ability to reinforce behaviour

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5
Q

token economy

A

system in which tokens that can be accumulated are given as reinforcers for behaviour, then exchanged for backup reinforcers at a later point in time (often used with groups)

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6
Q

advantages of conditioned reinforcers, such as praise (2)

A

(1) can be delivered more immediately than a backup reinforcer and (2) can be used to bridge the delay between a behaivour and a backup rinforcer

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7
Q

conditioned punisher

A

consequence that acquires the ability to punish behaviour through association with (predictive of) backup punishers (eg. demerit, threat)

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8
Q

unconditioned punisher

A

consequence that functions as a punisher without prior learning (eg. pain, electric shock)

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9
Q

factors influencing effectiveness of conditioned reinforcement (4)

A

(1) powerful backup reinforcers produce powerful conditioned reinforcers, (2) variety (the more backup reinforcers the better), (3) schedule of pairing with backup (more frequent is better) and (4) respondent extinction

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10
Q

simple conditioned reinforcer

A

associated with a single backup reinforcer

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11
Q

generalized conditioned reinforcer

A

associated with many backup reinforcers

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12
Q

pitfalls of conditioned reinforcers (2)

A

(1) unknowingly misapply principle of conditioned reinforcement and (2) cease pairing a conditioned reinforcer with the backup reinforcer

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13
Q

liking for licks

A

spanking becomes a conditioned reinforcer because it is predictive of a treat/toy provided by a parent that feels guilty about spanking (no longer a punishment)

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14
Q

unknowlingly misapplying principle of conditioned reinforcement

A

pairing backup reinforcer with stimuli meant to be punishing; consequence meant to be a punisher by parent may actually come to function as a reinforcer for the undesirable behaivour because of the attention (conditioned reinforcement) it brings

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15
Q

extinction

A

non-reinforcement of a previously reinforced behaviour leads to a decrease in the likelihood of that behaviour occurring in that context; gradual and can be preceded by an initial increase in the behaviour frequency

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16
Q

factors that influence extinction (8)

A

(1) control the occurrence of reinforcers for the behaviour, (2) combine extinction with reinforcement of an alternative behaviour, (3) control the setting in which extinction is carried out, (4) use instruction, (5) Humphrey’s Paradox, (6) extinction bursts, (7) extinction elicits aggression and (8) spontaneous recovery

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17
Q

controlling reinforcement during extinction (4)

A

make sure behaviour is not inadvertantly reinforced by others or the environment, (2) make sure you control the correct reinforcer, (3) understand that sensory/automatic reinforcement is difficult to control and (4) be prepared for criticism,

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18
Q

Humphrey’s Paradox

A

extinction occurs quicker for a behaviour that is reinforced every time it occurs than for a behaviour that is intermittently reinforced, because it is easiter to discriminate that the contingency of reinforcement has changed

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19
Q

resistance to extinction = ____ in extinction = ?

A

persistence; index of the stength of a behaviour

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20
Q

extinction bursts

A

behaviour gets worse before it gets better; when extinction procedure is initiated, behaviour increases in frequency/ intensity before it gradually declines; DO NOT give up

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21
Q

extinction elicits aggression

A

placing a behaviour on extinction can produce an emotional reaction that can take the form of aggression directed toward other people or things in the context; less likely when extinction is combined with reinforcement of an alternative behaviour

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22
Q

spontaneous recovery

A

after a delay, a behaviour that has been extinguished can recover spontaneously (at a lower level than originally)

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23
Q

remedy for spontaneous recovery

A

conduct further extinction sessions, because recovery will be less following each session

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24
Q

extinction: positively reinforced behaviour

A

extinction involves withholding a reinforcer that was previously delivered contingent upon a behaviour

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25
Q

extinction: negatively reinforced behaviour

A

extinction involves preventing avoidance or escape from aversive stimulus (aversive stimulus is no longer removed by behaviour)

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26
Q

common misconception:

extinction = ____ the behaviour (ONLY true if reinforcer is attention)

A

ignoring

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27
Q

pitfalls of extinction (2)

A

(1) distribute attention unwisely (only to problem behaviours) and (2) apply extinction unknowingly to the behaviour of others in your context

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28
Q

shaping

A

development of a new behaviour through reinforcement of successive approximations to a final desired behaviour

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29
Q

shaping combines ___ and ____

A

reinforcement; extinction

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30
Q

what does extinction do in shaping?

A

induces variability in a response that was previously reinforced; variability inceases likelihood that the behaviour will meet the new criterion

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31
Q

factors influencing the effectiveness of shaping (4)

A

(1) precisely specifying the terminal behaviour, (2) choosing the starting behaviour, (3) choosing the shaping steps and (4) moving along at the correct pact

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32
Q

requirements for starting behaviour in shaping (2)

A

(1) occurs frequently enough to be reinforced within the session time and (2) approximates the final behaviour

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33
Q

pitfalls of shaping (2)

A

(1) can inadvertently shape a harmful behaviour and (2) failing to shape a desirable behaviour

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34
Q

intermittent reinforcement

A

not every response produces reinforcement

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35
Q

continuous reinforcement

A

every response produces reinforcement

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36
Q

intermittent reinforcement is used to ____ behaviour

A

maintain

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37
Q

advantages of intermittent schedules of reinforcement (4)

A

(1) reinforcer is effective for longer due to slower satiation (especially consummables), (2) behaviour is more resistent to extinction, (3) individuals work more consistently for reinforcement and (4) behaviour will be more readily transfered to control by natural reinforcers in the environment

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38
Q

fixed ratio (FR) schedule

A

reinforcement occurs after set number of responses

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39
Q

advantages of fixed ratio (FR) (2)

A

(1) high resistance to extinction and (2) produces high steady rate of responding (after PRP)

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40
Q

post-reinforcement pause (PRP)

A

no responses immediately after reinforcement; the more responses required to obtain reinforcement, the longer the PRP will be

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41
Q

which intermittent reinforcement schedules have a PRP and why?

A

fixed ratio and fixed interval; because they are predictable

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42
Q

ratio strain

A

increasing the number of responses required for reinforcement too quickly causes deterioration in responses (too rapid of a ratio change)

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43
Q

avoiding ratio strain

A

gradually increase number of response required to obtain reinforcement

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44
Q

variable ratio (VR) schedule

A

reinforcement after varied number of responses (average out to a fixed number)

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45
Q

advantages of VR (2)

A

(1) high steady rate of response and (2) no PRP

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46
Q

VR maintains behaviour at ____ ratio values than FR

A

higher

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47
Q

VR has ____ resistance to extinction than FR

A

greater

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48
Q

fixed interval (FI) schedule

A

reinforcement produced by the first response after a fixed interval of time (response before interval has elapsed has no effect)

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49
Q

PRP in fixed interval (FI) schedules varies directly with _____ of the ____

A

duration; interval

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50
Q

variable interval (VI) schedule

A

reinforcement produced by the first response after an interval of varying length (averages out)

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51
Q

in FI schedules, responses increase as the ___ of the interval nears

A

end

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52
Q

advantages of VI (2)

A

(1) moderately steady rate of response and (2) no PRP

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53
Q

in practice, ____ schedules are less common than ___ schedules

because?

A

interval; ratio

because:

  • FI has long PRP
  • VI has lower response rate than VR
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54
Q

what schedule type is a proposed model for procrastination?

A

fixed interval (FI)

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55
Q

limited hold

A

interval when reinforcement is available if response is made; if response does not occur during the limited hold interval, reinforcement is lost

56
Q

limited hold schedules are most like ___ schedules

A

ratio

57
Q

abstract ex: of an interval limited hold schedule

A

FI 2min/ LH 10sec

_____FI_____ { LH } ______FI______ { LH }

58
Q

with a ___ FI, an FI/LH produces responses similar to a FR

A

small/short

59
Q

limited hold schedules are used to produce ___-like responding with ____ schedules

A

ratio; interval

60
Q

real example of a limited hold schedule

A

bus

61
Q

are LH schedules more or less common than basic interval schedules in the real-world?

A

more

62
Q

ratio schedule with limited hold

A

setting a deadline for required number of responses

63
Q

what does an FR(30)/ LH(2min) schedule mean?

A

reinforcement requires 30 responses in 2 minutes

64
Q

duration schedule

A

must produce behaviour for full duration (fixed or interval) for reinforcement

65
Q

real example of duration schedule

A

hourly wage

66
Q

fixed duration (FD) produces a ____ but variable duration (VD) does not

A

PRP

67
Q

when are duration schedules used?

A

when behaviour can be monitored continuously and reinforcement is based on duration

68
Q

concurrent schedule

A

more than one reinforcement schedule is used at the same time and the individual can respond on any schedule to get reinforcement

69
Q

matching law (allocation of behaviour)

A

distribution of responses in concurrent schedules tends to match rate of pay off

70
Q

components of a situation in which a behaviour occurs (3)

A

ABC’s : (1) Antecedent stimuli, (2) the Behaviour itself and (3) the Consequences of the behaviour

71
Q

ABC assessment

A

identifiying the antecedents and consequences of a behaviour

72
Q

stimulus control

A

the degree of correlation between the occurence of a particular antecedent stimulus and the occurrence of a subsequent response

73
Q

discriminative stimulus: S^D

A

a stimulus in the presence of which a resposne will be reinforced; cue that a particular response will pay off (availability of reinforcement)

74
Q

discriminative stimulus: S^delta

A

a stimulus in the presence of which a response will not be reinforced; cue that a particular repsonse will NOT pay off (non-availability of reinforcement)

75
Q

stimulus discrimination training

A

the procedure of reinforcing a repsonse in the presence of an S^D and extinguishing that response in the presence of an S^delta

76
Q

effects of stimulus discrimination training (2)

A

(1) good stimulus control (strong correlation between a particular stimulus and response) and (2) stimulus discrimination

77
Q

stimulus generalization

A

the procedure of reinforcing a repsonse in the presence of a stimulus or situation and the effect of the response becoming more probably in the presence of another stimulus or situation

78
Q

reasons for stimulus generalization (3)

A

(1) unlearned (strong physical similarity), (2) learned (limited physical similarity) and (3) learned (no physical similarity)

79
Q

conceptual behaviour

A

emitting appropriate resposnes to all members of a common-element stimulus class and not to stimuli that do not belog to the class (Eg. all red things)

80
Q

stimulus equivalence class

A

a set of completely dissimilar stimuli that an individual has learned to group or match together or respond to in the same way

81
Q

factors influencing the effectiveness of stimulus discrimination training (4)

A

(1) choosing distinct signals, (2) minimizing the opporutnities for error, (3) maximizing the number of trials and (4) using rules: describe the contingencies

82
Q

contingency

A

an if-then type of arrangement

83
Q

rule-governed behaviour

A

controlled by the statement of a rule

84
Q

behaviour chaining

A

sequence of discriminative stimuli and responses in which each response produced the S^D for the next response with the last response producing a terminal reinforcer (S^r+)

85
Q

link

A

each S^D->R is a link in the chain; if an R fails to produce a S^D then the chain fails at that point (weak link)

86
Q

methods of behavioural chaining (3)

A

(1) total task presentation, (2) backward chaining and (3) forward chaining

87
Q

total task presentation

A

learner attempts to do all the behaivours in the sequence and continues until all steps in the chain are mastered

88
Q

when is total task presentation used?

A

when sequence is fairly short and simple with discrete tasks (then it’s the BEST choice)

89
Q

advantages of total task presentation (3)

A

(1) teacher spends less time in partial assembly, (2) can produce results quicker and (3) maximizes learner independence (particularily if steps are already familiar)

90
Q

backward chaining

A

systematically constrct the chain in reverse order starting with the S^D and R that produce the terminal reinforcement

91
Q

advanatage of backward chaining

A

always stengthening the S^Ds as conditioned reinforcers by associating them with the terminal reinforcement

92
Q

forward chaining

A

teach inital link first using the terminal reinforcement, then train the initial and second link followed by the terminal reinforcement… and so on

93
Q

what is the most common chaining method in the natural environment?

A

forward chaining and then total task presentation

94
Q

factors influencing the effectiveness of chaining (6)

A

(1) task analysis, (2) encourage use of prompts by learner, (3) conduct a preliminary modeling trial, (4) begin trainign the chain, (5) use ample social praise and other reinforcers and (6) decrease extra assistance at each step as quickly as possible

95
Q

error correction in chaining

A

provide necessary instructions to promt resposne or use physical guidance to help learner perform step correctly

96
Q

pitfalls of chaining (2)

A

(1) unaware misapplication and (2) partial knowledge misapplicaiton

97
Q

adventitious chaining

A

contains response that is not necessary for reinforcement

98
Q

adventitious chaining has a _____ component

A

superstitious

99
Q

superstitious conponent of adventitious chaining

A

unnecessary response component that is not functional for reinforecement

100
Q

partial knowledge misapplication in chaining

solution

A

learner learns to make errors when instructor’s response is to repeat the question and give answers (engage in an imitation trial)

solution: increase reinforcement for correct response on question trials and lower reinforcement for imitation

101
Q

differential reinforcement of low rates (DRL)

A

only reinforcement if interval between successive responses is >x seconds; goal is to reduce but not eliminate rate of response

102
Q

types of DRL (2)

A

(1) spaced-responding and (2) limited-responding

103
Q

spaced-responding DRL

A

requires that a behaviour NOT occur during a specified period/interval, but after interval, a response will produce reinforcement

104
Q

limited-responding DRL

A

max number of responses taht can occur in an interval, if max is exceeded then no reinforcement is provided

105
Q

differential reinforcement of zero responding/ other responding (DRO)

A

a reinforcer is presented only if a specified response does not occur during a specified period of time

106
Q

size of DRO should increase until: (2)

A

(1) behaviour is occuring very rarely/ not at all and (2) a minimum amount of reinforecement is being given for its nonoccurrence

107
Q

differential reinfrocement of incompatible behaviour (DRI)

A

withholding reinforcers for a target behaviour and reinforcing an incompatible response

108
Q

differential reinforcement of alternative behaviour (DRA)

A

a procedure that involves the extinction of a problem behaviour combined with reinforcing a behaviour that is topographically dissimilar to, but not necessarily incompatible with, the problem behaviour

109
Q

punisher (aversive stimulus)

A

an immediate consequence of an operant behaviour that causes that behaivour to decrease in frequency

110
Q

principle of punishment

A

if, in a give situation, someone does something that is immediately followed by a punisher, then that person is less likely to do the same thing again when she or he next encounters a similar situtation

111
Q

ways “punisher” is different than the common meaning (3)

A

(1) occurs immediately after the problem behaviour, (2) it is not a form of moral sanction, vengeance or retribution and (3) it is not used to deter others from engaging in the target behaviour

112
Q

types of punishers (4)

A

(1) physical punisher, (2) reprimand, (3) timeout and (4) response cost

113
Q

physical punishers

A

stimuli that activate pain receptors (nociceptors) or otherwise cause discomfort (without prior learning)

114
Q

reprimand

A

a strong negative verbal stimulus immediately contingent on behaviour; generally a conditioned punisher

115
Q

timeout

A

a period of time immediately following a particular behaviour during which an individual loses the opportunity to earn reinforcers

116
Q

types of timeout (2)

A

(1) exclusionary and (2) nonexclusionary

117
Q

exclusionary timeout

A

removing an individual briefly from a reinforcing situation immediately following a behaviour

118
Q

nonexclusionary timeout

A

introducing into the situation, immediately following a behaviour, a stimulus associated with less reinforcement

119
Q

response cost

A

immediate removal of a valued stimulus contingent upon a behaviour (negative punishemnt)

120
Q

factors influencing the effectiveness of punishment (5)

A

(1) maximizing conditions for desirable alternative behaviour, (2) minimizing the cause problem behaviour, (3) selecting punisher, (4) add antecedents for punishment and (5) delivering punisher

121
Q

selecting a punisher (3)

A

(1) punisher must be effective, (2) potentially a verbal reprimand and (3) effectiveness is increased if the punishment is varied

122
Q

antecedents for punishment (S^DP)

A

will lead to a faster decrease in problem behaviour and increase in desirable behaviour; rules, warnings… etc

123
Q

delivering punishers (4)

A

(1) the sooner the better, (2) intermittent punishemnt is LESS effective (be consistent), (3) delivery should not be paired with positive reinforcement (liking for licks; attention) and (4) be calm and matter of fact!!

124
Q

physical punishment is associated with … (6)

A

(1) increased aggression, (2) increased antisocial behaivour, (3) poor academic achievement, (4) poor parent-kid relationships, (5) mental health problems and (6) diminished moral internalization

125
Q

in Canada, parents and teachers can use physical punishment with “ ___ ___”

A

reasonable force (no objects or on face)

126
Q

potential harmful side effects of punishment (6)

A

(1) aggressive behaviour, (2) emotional behaviour, (3) escape and avoidance behaviour, (4) no new behaviour, (5) modeling of punishment and (6) overuse of punishment

127
Q

principle of escape conditioning (negative reinforcement)

A

the removal of certain, already present, stimuli (aversive stimuli) immediately after the occurrence of a behaviour will increase the likeliood of that behaviour

128
Q

escape extinction

A

reversing escape conditioning by not allowing the behaviour to cause the aversive stimulus to be removed

129
Q

principle of avoidance conditioning

A

a contingency in which a behaviour prevents an aversive stimulus from occurring thereby resulting in an increase in the frequency of the behaviour

130
Q

warning stimulus (conditioned aversive stimulus)

A

stimulus that signals a forth-coming aversive stimulus (in avoidance conditioning)

131
Q

discriminated avoidance conditioning

A

avoidance conditioing that includes a warning signal that enables the individual to discriminate a forthcoming aversive stimulus

132
Q

respondent behaviour

A

reflexive; aka unconditioned reflexes

133
Q

unconditioned stimulus

A

elicits a response (unconditioned response) without prior learning or conditioning

134
Q

conditioned reflex

A

a stimulus-response relationship in which a stimulus elicits a repsonse because of prior respondent conditioning

135
Q

factors influencing respondent conditioning (5)

A

(1) greater number of pairings of a CS with an US, the great ability of the CS to elicit the CR, (2) stronger conditioing if the CS precedes the US by about a 1/2 second, (3) a CS acquires greater ability to elicit a CR if the CS is always paired with the US than if it is only occasionally paired with the US, (4) when several neurtal stimuli precede a US, the stimulus that is most consistently associated with the US is the one most likely to become a strong CS and (%) respondent conditioning will devleop more quickly and strongly when the CS or US or both are intense rather than weak

Behaviour modification (2 decks)

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