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Intro To Behavior Analysis > Chapter 3 & 4 > Flashcards

Chapter 3 & 4 Flashcards

1
Q

Group experimental designs

A

Evaluate if the behavior of a treatment group (independent variable ON) is statistically significantly different from that of a control group (independent variable OFF). If so, then the difference is attributed to the independent variable.

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2
Q

Four weaknesses of group experimental designs

A

1) when the independent variable is a therapeutic intervention, no one wants to be assigned to the control group
2) focusing on the behavior of the group means we are not studying the behavior of the individual
3) the behavior of the treatment and control groups will differ simply because the people (or non-human animals) assigned to the two groups are different
4) they’re reliance on inferential statistics to evaluate if the independent variable change behavior

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3
Q

Single-subject experimental designs

A

Expose individuals to baseline (independent variable OFF) and experimental (independent variable ON) phases to determine if the independent variable systematically and reliably changes behavior

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4
Q

Internal validity

A

An experiment that provides clear evidence that a functional relationship exists between the independent variable and behavior change

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5
Q

Confounds

A

Variables that influence behavior within an experiment, but are not controlled by the researcher

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6
Q

Comparison (A-B) design

A

Arranges a baseline (A) phase (independent variable OFF) and an experimental (B) phase (independent variable ON)

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7
Q

Behavior is STABLE when

A

Over repeated observations, there is little “bounce” and no systematic trend

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8
Q

Reversal (A-B-A) design

A

The individuals behavior is evaluated in repeatedly, alternating baseline (A) and experimental (B) phases

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9
Q

Alternating-treatments design

A

The independent variable is turned ON and OFF rapidly to evaluate if this systematically in repeatedly change his behavior

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10
Q

Multiple-baseline design

A

Evaluates the functional relation between an independent variable and behavior by conducting a series of time-staggered A-B comparisons, either across behaviors, across situations, or across individuals

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11
Q

Multiple-baseline across-behaviors design

A

Time-staggered A-B replications are conducted across behaviors

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12
Q

Multiple-baseline across-situations design

A

Time-staggered A-B replications are demonstrated across situations

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13
Q

Multiple-baseline across-participants design

A

Time-staggered A-B replications are demonstrated across participants

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14
Q

For defining features of single-subject experimental designs

A

1) the focus is on the behavior of individuals, not groups
2) each subject experiences the baseline and experimental (intervention) phases
3) behavior is measured repeatedly and each phase until confident predictions about behavior may be made
4) internal validity is assessed through replication and evaluating the functional role of confounded variables

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15
Q

Three kinds of replications built into single-subject experimental designs

A

1) within-individual replication
2) across-individual replication
3) replication across labs or clinics

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16
Q

In _______ experimental designs, the focus is on the behavior of the group, not the individual.

A

Group

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17
Q

In Group experimental designs, inferential _______ are used to decide if behavior changed when the independent variable is manipulated

A

Statistics

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18
Q

In a _______-_______ experimental design, the focus is on the behavior of the individual, not the group.

A

Single-subject

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19
Q

When an experiment demonstrates that behavior changed, because the independent variable was turned ON and OFF, that experiment has high _______ _______

A

Internal validity

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20
Q

If another variable changed, when the independent variable is manipulated, that other variable could explain why behavior changed. That other variable is referred to as a _______.

A

Confound

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21
Q

Good experiments are those that can rule out confounds. These experiments have high _______ _______.

A

Internal validity

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22
Q

When confound cannot be ruled out, the experiment has _______ internal validity

A

Low

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23
Q

In the _______ design, behavior is compared between a baseline and a single intervention phase

A

Comparison (A-B)

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24
Q

Comparison designs are often referred to as quasi-experimental designs because they do not rule out _______ by repeatedly demonstrating that the independent variable has a systematic effect on behavior.

A

Confounds

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25
Q

In a single-subject experimental design, it is always true that every individual will experience the _______ and experimental (intervention) phases.

A

Baseline

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26
Q

In a single-subject experimental design, internal validity is assessed through _______. For example, if the independent variable systematically influences behavior, every time it is turned on and off, then the experiment has high internal validity.

A

Replication

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27
Q

The _______-_______ design is used either when it would be an ethical to turn off the independent variable, or when the independent variable is anticipated to produce a lasting (irreversible) effect.

A

Multiple-baseline

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28
Q

Two of the single-subject experimental designs establish internal validity by turning on and then off the independent variable. The first of these is the _______ design. The other is the _______-_______ design.

A

Reversal
Alternating-treatments

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29
Q

In a _______-_______ design, the effects of the independent variable may be replicated across behaviors, across situations, or across individuals.

A

Multiple baseline

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30
Q

Visual analysis

A

Involves looking at a graph of time-series single-subject behavior to see if a convincing change occurred when the independent variable was introduced/removed.

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31
Q

Trend

A

A systematic change in behavior over time

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32
Q

Level

A

The prevalence of the behavior during the stable portion of the phase/condition

33
Q

When a specific stimulus occasions a specific reflex response, we say that the stimulus _______ the repo se.

A

Elicits

34
Q

Habituation

A

Gradual reduction in responding following repeated presentations of the eliciting stimulus

35
Q

When a stimulus causes a reflexive response, we say that the stimulus _______ the response. For all other instances of behavior influenced by a stimulus, we say the stimulus _______ the response.

A

Elicits
Evokes

36
Q

When behavior systematically changes as a result of past experiences, we call this _______.

A

Learning

37
Q

Natural selection “programs” individuals with innate _______ behaviors that help them survive in environments resembling those of their evolutionary ancestors.

A

Reflexive

38
Q

These innate reflexive behaviors are _______ (elicited/evoked) by specific stimuli, such as loss of support under an infant’s head.

A

Elicited

39
Q

_______ is the term used to describe the gradual reduction in responding following repeated presentations of the evocative stimulus.

A

Habituation

40
Q

Elicited or evoked?
Johan walked into the room and noticed the lights were off. The darkness _______ the behavior of flipping the light switch on.

A

Evoked

41
Q

Elicited or evoked?
Dr. Smith tapped the patella tendon just below Ashley’s kneecap. This _______ a reflexive knee jerk response (Ashley’s leg kicked forward.)

A

Elicited

42
Q

Elicited or evoked?
The baby pictures on the cover of Nirvana’s Nevermind album was placed in a swimming pool. This aquatic stimulus _______ the swimming reflex.

A

Elicited

43
Q

Neutral stimulus

A

A stimulus that does not occasion the response of interest

44
Q

Unconditioned stimulus (US)

A

A stimulus that elicits a response without any prior learning

45
Q

Unconditioned response (UR)

A

The response reliably elicited by the US

46
Q

Conditioned stimulus (CS)

A

A formally neutral stimulus that now evokes a conditioned response

47
Q

Conditioned response (CR)

A

The response evoked by the CS. This may not be the same as the UR.

48
Q

The word “stimulus” refers to an environmental event that can be observed (seen, heard, smelled, etc) by an individual. Thus, the color red is a _______.

A

Stimulus

49
Q

More than one stimulus is referred to as stimuli. The plural is stimulus is _______.

A

Stimuli

50
Q

When food is placed into the dog’s mouth, the dog salivates. Food is the _______ _______ and salivating is the _______.

A

Unconditioned stimuli
Unconditioned response

51
Q

Before Pavlovian conditioning, the sound produced by shaking the box of dog biscuits was a _______ _______ because it did not increase salvation.

A

Neutral stimulus

52
Q

When the US elicits salvation, salivating is classified as a(n) _______.

A

Unconditioned response (UR)

53
Q

When the CS evokes salvation, salivating is classified as a(n) _______ _______.

A

Conditioned response (CR)

54
Q

Before Pavlovian conditioning, the neutral stimulus has no function - it does not influence behavior. After Pavlovian conditioning, the _______ of the neutral stimulus changes; it is now a CS that evokes a CR.

A

Funtion

55
Q

First thing learned in Pavlovian conditioning is that the CS signals a _______ _______ to the US.

A

Delay reduction - the time to the next US event is less than it was before the CS occurred.

56
Q

Second thing learned in Pavlovian conditioning is that the CS _______ when the US is coming.

A

Signals

57
Q

Third thing learned in Pavlovian conditioning is that the CS _______ which US is coming.

A

Signals

58
Q

Through Pavlovian conditioning, individuals learn 3 things: (1) the CS signals a _______ reduction to the US; (2) the CS signals _______ the US is coming; and (3) the CS signals _______ US is coming.

A

(1) delayed
(2) when
(3) which

59
Q

The first principle of effective Pavlovian conditioning is to use a phylogenetically important _______ _______.

A

Unconditioned stimulus (US)

60
Q

The second principle of effective Pavlovian conditioning is that the CS should be _______, that is noticeable.

A

Salient

61
Q

The third principle of effective Pavlovian conditioning is the CS should signal a large _______ _______ to the US.

A

Delay reduction

62
Q

The fourth and final principle of effective Pavlovian conditioning is to be sure that no other _______ signals a delay reduction to the US.

A

Conditioned stimulus (CS)

63
Q

If the CA always precedes the US by 2 seconds, and the average time between US events (US to US interval) is 200 seconds, what is the delay-reduction ratio?

Will this stimulus function as an effective CS?

A

100

Yes

64
Q

If the average time between US events is 60 seconds and the CS always preceded the US by 55 seconds, what is the delay-reduction ratio?

Will this stimulus function as an effective CS?

A

1.09

No

65
Q

Pavlovian generalization

A

Conditioned response to a novel stimulus that resembles the CS

66
Q

Pavlovian extinction

A

The procedure of repeatedly presenting the CS without the US, the effect of which is a reduction or elimination of the CS’s ability to evoke the CR.

67
Q

Graduated exposure therapy

A

The client is gradually exposed to successively stronger approximations of the CS. Before each new CS-approximation is presented, steps are taken to reduce/eliminate any fear evoked by the prior CS-approximation.

68
Q

Spontaneous recovery

A

Increase in conditioned responding following the passage of time since Pavlovian extinction

69
Q

In a procedure known as Pavlovian _______, the ______ is presented repeatedly without the US.

A

Extinction
CS

70
Q

The effect of Pavlovian extinction on behavior is a reduction or elimination of the CS’s ability to evoke the _______.

A

CR

71
Q

The therapy technique used to help. Annie’s overcome her fear of dogs is called ______ _______ therapy.

A

Graduated exposure

72
Q

An early form of graduated exposure therapy was used by Mary ______ _______ to help Peter overcome his fear of rabbits and other furry animals.

A

Cover Jones

73
Q

When graduated exposure therapy is used to treat phobias, the first CS ______ (e.g. a caged rabbit placed at a 12-ft distance) should be a stimulus anticipated to evoke little or no fear.

A

Approximation

74
Q

The most effective treatment for human phobias is known as ______ _______ therapy.

A

Graduated exposure

75
Q

Following an extinction session, it is common for the CS to ______ _______ it’s ability to evoke the CR.

A

Spontaneously recover

76
Q

When using Pavlovian extinction to treat human phobias, _______ _______ is a bad thing because, after the extinction session, the client experiences fear when the CS is presented.

A

Spontaneous recovery

77
Q

If more time passes between Pavlovian extinction sessions, _______ (more/less) spontaneous recovery will occur.

A

More

78
Q

Spontaneous recovery decreases as ______ (more/less) Pavlovian extinction sessions are conducted.

A

More

79
Q

Spontaneous recovery can be minimized by continuing each extinction session until the _______ is completely extinguished.

A

CR

Intro To Behavior Analysis (11 decks)

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