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Psy 4210 > chapter 8 and 11 test > Flashcards

chapter 8 and 11 test Flashcards

1
Q

the procedure of punishment

A

decrease the probability of similar responses under similar circumstances

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2
Q

what is the difference between punishment and punisher

A

punishment is the process

punisher is the actual consequence

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3
Q

Catania’s three criteria of punishment are different from positive reinforcement

A

behavior must have a consequence

behavior must decrease in strength

the decrease in strenght must be the result of the consequence.

(oppositive) to the three criterias of reinforcement

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4
Q

negative punishment

A

the consequence is subtracted

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5
Q

positive punishment

A

the consequence is added

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6
Q

Why are punishment and negative reinforcement confusing

A

reinforcer and punisher consequences are either added or removed. neither is an indicator for good or bad

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7
Q

two problems with (physical) punishment are that the recipient may try to run away called____________, or fight back, called______________

A

avoidance/escpae

aggression

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8
Q

a third problem with (physical) punishment when aggression or escape are not possible, its a general (3 words) ______________

A

sepression of behavior

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9
Q

the simplest alternative to punishment is to try to prevent the behavior from occurring by altering the environment in some, called (2 words) _________, or one may try to withhold all reinforcement from the undesired behavior, called________

A

response prevention

extinction

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10
Q

list the different variables that affect punishment

A

contingency

temporal contiguity

punisher intensity/magnitude

punisher probability

introductory level of punishment

reinforcement of the punisher

alternative resources of reinforcement for the punished behavior

motivating operations

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11
Q

describe the role of contigency in punishment

A

all things equal the greater the contingency between behavior and punisher, the quicker and faster the behavior decrease, or the greater the suppression of behavior.

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12
Q

uncondtioned punishers

A

pain

intense noise

intense light

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13
Q

conditioned punishers

A

saying no

look of disapproval

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14
Q

automatic punishers of punishment

A

events that naturally follow a response

are usualy not mediated by other individuals

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15
Q

punishment like reinforcement is an equal opportunity consequence

A

works to (strengthen) good or bad behaviors

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16
Q

temporal contiguity in punishment

A

all things equal, the greater the temporal contiguity between behavior and the punisher, the more effective the punishment, or the quicker and stronger the decrease in the probability in responding.

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17
Q

Earling Boe and Russel Church [1967] experiment:

A

In an experiment in which a group of rats received a shock for lever pressing, the higher contingency to shock lower the reduction of lever pressing during extinction, oppose to the rats with a lower contingency to shock per level pressing.

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18
Q

the longer delay between a behavior and punisher the (4 words)__________________, and the experiment that illustrates the point?

A

less effective the punishment

experiment by David Camp and colleagues (1976).

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19
Q

Within a lab setting Camp & colleage experiment was important for?

A

rats decrease of level pressing behavior was greater for immediate shock vs a delay of 2 seconds and 30 seconds.

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20
Q

Ann Abramowitz,and Susan O’Leary (1990) outside the lab study…

A

immediate reprimands were effective in suppressing off-tasking behaviors, but delayed reprimands were useless.

21
Q

punisher magnitude

A

all things equal the higher the intensity of the punisher the more effective decreasing the probability of behavior.

22
Q

electric shock and punisher magnitude importance

A

the degree of control to deliver precise electric shock. (magnitude of the shock)

23
Q

all things equal, the greater the probability of punishment, the quicker and stronger the decrease in the probability of responding

A

punisher probablity

24
Q

all things equal, the lower the introductory level of punishment, the less effective the punishment

A

introductory level of punishment

25
Q

what should the introductory level of punishment, for parents who punish their children’s behavior, and why?

A

high magnitude punishment

weak magnitude to gradual inceasre in intensity leads to habituation.

26
Q

the less reinforcement a behavior has the quicker the effects of punishment, or the more reinforcement of a behavior has the slower the effects of punishment

A

reinforcement of the punished behavior

27
Q

motivating operations

A

the greater the MO/(EO) the less the effect of punishment on behavior

28
Q

alternative sources of reinforcement

A

When punishing an unwanted behavior provide an alternative means of obtaining the reinforcers that maintain that behavior.

29
Q

response dimension that can be punished

A

response rate

response magnitude

response duration

response topography

30
Q

lower-prabability behaviors will punish high-probability behaviors

A

premacks principle of punishment

31
Q

problems with physical positive punishment

A

escape

aggression

apathy

abuse

imitation

32
Q

Any operant training procedure
in which certain kinds of behavior are systematically reinforced
and others are not.

A

Differential reinforcement

33
Q

Differential reinforcement of alternative behavior

A

a behavior that is different from an undesired behavior is systematically reinforced. The procedure provides an alternative way of obtaining reinforcement

34
Q

Differential reinforcement of incompatible behavior

A

a behavior that is incompatible with an unwanted behavior is systematically reinforced.

35
Q

Differential reinforcement of low rate

A

a behavior is reinforced only if it occurs no more than a specified number of times in a given period.

36
Q

the 1st must know test phrase

A

The organism is always right

37
Q

there is no such things as mistakes or errors….

A

there are always causes for behavior (determinsm)

38
Q

Guttman and Kalish (1956)

A

Non-differential training

S+—-R—-S(R+)

generalization testing

39
Q

There are 3 kinds of ways to do discrimination

A

non-differential training

differential training - presence-absence

differential training - intradimensional

40
Q

Jenkin and Harrison (1960)

A

Experimenters conducted A:

Non-differential training
S+(D)——-R———–S(R+)
1000hz. key Peck. food
and got a flat generalization gradient

then did:

differential training: presence-absence
S+(D)——–R———-S(R+)
1000hz. key peck. food.
S-(delta)——-R——-S(ext)
no tone. key peck. no food

and got a more peaked discrimination gradient

41
Q

a stimulus that evokes a type of behavior because that behavior has been reinforced in the presence but not the absence of the stimulus

A

discriminative stimulus (Sd/S+)

42
Q

stimulus that abates a type of behavior because that behavior has not been reinforced (extingguished or punished) in the presence of that stimulus

A

stimulus delta (S-)

43
Q

explain the finger pulls the trigger of a gun, the trigger also pulls the finger

A

the sight of the gun is an S(d) to pick up the gun, the feel of the gun is an S(d) for pulling the trigger with high MO (anger).

44
Q

selecting from 2+ alternative comparison stimuli the stimulus that is the same as the same

A

(MTS) matching to sample

45
Q

errorless discrimination

A

present the S(d) then immediately present the S(-) early, weakly and briefly, and gradually increase the strength of the S(-)

46
Q

important phrase related to determinism

A

There are no such things as mistakes or errors because all behavior has causes.

47
Q

Hanson (1958)

A

intradimensional-

S+(d)————–R———-S(+)
550nm. key peck. food.

s-(delta)——–R———–S(ext.)
555nm
560nm
570nm
580nm

-Peak Shift away from the (S-)

48
Q

two seperate responses are trained but each yields a different reinfrocer

A

(DOE) differential outcomes effect

49
Q
A

Psy 4210 (12 decks)

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