chapter 8 and 11 test Flashcards
the procedure of punishment
decrease the probability of similar responses under similar circumstances
what is the difference between punishment and punisher
punishment is the process
punisher is the actual consequence
Catania’s three criteria of punishment are different from positive reinforcement
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
negative punishment
the consequence is subtracted
positive punishment
the consequence is added
Why are punishment and negative reinforcement confusing
reinforcer and punisher consequences are either added or removed. neither is an indicator for good or bad
two problems with (physical) punishment are that the recipient may try to run away called____________, or fight back, called______________
avoidance/escpae
aggression
a third problem with (physical) punishment when aggression or escape are not possible, its a general (3 words) ______________
sepression of behavior
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________
response prevention
extinction
list the different variables that affect punishment
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
describe the role of contigency in punishment
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.
uncondtioned punishers
pain
intense noise
intense light
conditioned punishers
saying no
look of disapproval
automatic punishers of punishment
events that naturally follow a response
are usualy not mediated by other individuals
punishment like reinforcement is an equal opportunity consequence
works to (strengthen) good or bad behaviors
temporal contiguity in punishment
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.
Earling Boe and Russel Church [1967] experiment:
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.
the longer delay between a behavior and punisher the (4 words)__________________, and the experiment that illustrates the point?
less effective the punishment
experiment by David Camp and colleagues (1976).
Within a lab setting Camp & colleage experiment was important for?
rats decrease of level pressing behavior was greater for immediate shock vs a delay of 2 seconds and 30 seconds.
Ann Abramowitz,and Susan O’Leary (1990) outside the lab study…
immediate reprimands were effective in suppressing off-tasking behaviors, but delayed reprimands were useless.
punisher magnitude
all things equal the higher the intensity of the punisher the more effective decreasing the probability of behavior.
electric shock and punisher magnitude importance
the degree of control to deliver precise electric shock. (magnitude of the shock)
all things equal, the greater the probability of punishment, the quicker and stronger the decrease in the probability of responding
punisher probablity
all things equal, the lower the introductory level of punishment, the less effective the punishment
introductory level of punishment
what should the introductory level of punishment, for parents who punish their children’s behavior, and why?
high magnitude punishment
weak magnitude to gradual inceasre in intensity leads to habituation.
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
reinforcement of the punished behavior
motivating operations
the greater the MO/(EO) the less the effect of punishment on behavior
alternative sources of reinforcement
When punishing an unwanted behavior provide an alternative means of obtaining the reinforcers that maintain that behavior.
response dimension that can be punished
response rate
response magnitude
response duration
response topography
lower-prabability behaviors will punish high-probability behaviors
premacks principle of punishment
problems with physical positive punishment
escape
aggression
apathy
abuse
imitation
Any operant training procedure
in which certain kinds of behavior are systematically reinforced
and others are not.
Differential reinforcement
Differential reinforcement of alternative behavior
a behavior that is different from an undesired behavior is systematically reinforced. The procedure provides an alternative way of obtaining reinforcement
Differential reinforcement of incompatible behavior
a behavior that is incompatible with an unwanted behavior is systematically reinforced.
Differential reinforcement of low rate
a behavior is reinforced only if it occurs no more than a specified number of times in a given period.
the 1st must know test phrase
The organism is always right
there is no such things as mistakes or errors….
there are always causes for behavior (determinsm)
Guttman and Kalish (1956)
Non-differential training
S+—-R—-S(R+)
generalization testing
There are 3 kinds of ways to do discrimination
non-differential training
differential training - presence-absence
differential training - intradimensional
Jenkin and Harrison (1960)
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
a stimulus that evokes a type of behavior because that behavior has been reinforced in the presence but not the absence of the stimulus
discriminative stimulus (Sd/S+)
stimulus that abates a type of behavior because that behavior has not been reinforced (extingguished or punished) in the presence of that stimulus
stimulus delta (S-)
explain the finger pulls the trigger of a gun, the trigger also pulls the finger
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).
selecting from 2+ alternative comparison stimuli the stimulus that is the same as the same
(MTS) matching to sample
errorless discrimination
present the S(d) then immediately present the S(-) early, weakly and briefly, and gradually increase the strength of the S(-)
important phrase related to determinism
There are no such things as mistakes or errors because all behavior has causes.
Hanson (1958)
intradimensional-
S+(d)————–R———-S(+)
550nm. key peck. food.
s-(delta)——–R———–S(ext.)
555nm
560nm
570nm
580nm
-Peak Shift away from the (S-)
two seperate responses are trained but each yields a different reinfrocer
(DOE) differential outcomes effect
