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Learning - PSY 346 > Chapter 9: Escape, Avoidance, and Punishment > Flashcards

Chapter 9: Escape, Avoidance, and Punishment Flashcards

1
Q

Why do some scientists think escape behavior is easier to understand than avoidance behavior?

A

It is easy to observe an organism abandon an aversive stimulus for a non-aversive stimulus and environment. With avoidance behavior, it appears as if the organism is leaving a non-aversive stimulus for another non-aversive stimulus.

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2
Q

Negative reinforcement is associated with which two types of behavior?

A

1) Escape

2) Avoidance

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3
Q

_________ behavior terminates the aversive stimulates while _________ behavior prevents the aversive stimulus.

A

Escape

avoidance

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4
Q

Behavior that prevents an aversive stimulus from occurring is called ________ behavior.

A

avoidance

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5
Q

Shuttle Avoidance Procedure

A

An animal has to shuttle back and forth in a box to avoid an aversive stimulus.

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6
Q

Behavior that terminates an aversive stimulus is called ________ behavior.

A

escape

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7
Q

In the shuttle avoidance procedure, a rat first learns to ________ from the shock with the ______ acting as the S^d for the behavior. The rat later learns to ______ the shock, with the _________ acting as the S^d for the behavior.

Shock: Cross barrier > Removal of shock
then
Light: Cross barrier > Avoidance of shock

A

escape

shock

avoid

light

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8
Q

Who founded the Two-Process Theory of Avoidance?

A

Mowrer

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9
Q

What is the “Two-Process Theory of Avoidance”?

A

The theory proposes that there are two processes that shapes the behavior.

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10
Q

What are the two-processes in the theory of avoidance?

A

1) Classical conditioning, in which a fear response is conditioned to be elicited by a CS, and
2) Operant conditioning, in which moving away from the CS is negatively reinforced by a reduction in fear

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11
Q

What are two problems with the “Two-Process Theory of Avoidance”?

A

1) Avoidance responses are often extremely persistent
2) After repeated avoidance trials, animals appeared to how no evidence of fear but continued to make the avoidance response anyway.

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12
Q

Why do some experts disagree that “avoidance responses are persistent”?

A

They believe that extinction will eventually occur and cause the behavior to disappear.

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13
Q

One-Process Theory of Avoidance

A

The act of avoidance is negatively reinforced simply by the lower rate of aversive stimulation with which is associated.

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14
Q

According to the anxiety conservation hypothesis, avoidance responses usually occur so (quickly/slowly) that exposures to the (CS/US) are too (long/brief) for ________ to take place.

A

quickly

CS

brief

extinction

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15
Q

According to Mineka, a limitation of applying experimental models of avoidance to phobias is that experimental avoidance conditions (more/less) readily than does phobic avoidance.

A

less

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16
Q

Experimental avoidance often requires (one/a few) conditioning trial(s), while phobic avoidance usually requires (one/a few) conditioning trial(s); additionally, (experimental/phobic) avoidance is less than 100% certain.

A

a few

one

experimental

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17
Q

A critical aspect of Stampfl’s experimental analogue of phobic conditioning is that the avoidance response can occur (early/late) in the sequence of events leading up to the feared CS, thereby (maximizing/minimizing) the amount of effort involved in making the response.

A

early

minimizing

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18
Q

Obsessive-Compulsive Disorder (OCD)

A

A disorder characterized by persistent thoughts, impulses or images and repetitive, stereotyped actions that are carried out in response out the obsessions.

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19
Q

Avoidance responses from phobic conditioning results in (little/considerable) exposure to the feared CS, thereby greatly (increasing/reducing) the likelihood that the fear response will __________.

A

little

reducing

extinguish

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20
Q

_________ are associated with an increase in anxiety where as ___________ are associated with a decrease in anxiety.

A

Obsessions

compulsions

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21
Q

In the two-process theory, the anxiety is __________ conditioned and the repairing of the anxiety is ________ conditioned.

A

classically

operant

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22
Q

What is the difference between OCD and a phobia?

A

Individuals with OCD will do something to reduce the anxiety and individuals with phobias will not do something to reduce anxiety (avoid).

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23
Q

Exposure-and-Response Prevention (ERP)

A

A method of treating OCD that involves prolonged exposure to the anxiety-arousing event while not engaging in the compulsive behavior patter that reduces the anxiety.

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24
Q

ERP combines the _________ exposure form flooding and the ________ exposure of systematic desensitization.

A

prolonged

graduated

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25
Q

How are ERPs typically carried out?

A

The first exposure with a therapist is generally 90 minutes or more. Clients and patients are then asked to not participate in anxiety-reducing activities and to try exposure therapy at home. Once the obsessive-compulsive pattern is eliminated, normal patterns of behavior can continue.

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26
Q

Selective sensitization can lead to ________ or OCD.

A

phobias

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27
Q

From the perspective of the two-process theory, the decrease in anxiety likely functions as ________ ________ for the compulsive behavior.

A

negative reinforcement

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28
Q

People with OCD are usually (able/unable) to recall a particular conditioning event that was the cause of the obsessional anxiety response. The disorder often arises, however, during times of _______. This suggests that a process of ________ may exacerbate normal concerns about cleanliness and safety.

A

unable

stress

sensitization

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29
Q

People with OCD fail to realize that intrusive thoughts are (common/uncommon) and that such thoughts are (controllable/uncontrollable). They also (take/fail to take) responsibility for highly (probable/improbable) events.

A

uncommon

uncontrollable

take

improbable

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30
Q

Approach-avoidance conflict

A

Events that are in some ways rewarding and in some ways punishing.

If you are far from the goal, you are more drawn to the appetitive stimulus. As you move closer to the goal, you are more drawn to the aversive stimulus.

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31
Q

Escape and avoidance behavior is strengthened through the (presentation/removal) of an aversive behavior.

A

removal

32
Q

Punishment behavior is (strengthened/weakened) via the application of an aversive stimulus or removal of an appetitive stimulus.

A

weakened

33
Q

Negative punishment usually results in the (gain/loss) of positive reinforcers.

A

loss

34
Q

What are the two types of negative punishment?

A

1) Time Out

2) Response Cost

35
Q

What does a time out consist of?

A

A time out is a loss of access to positive reinforcers for a brief period of time following the occurrence of a problem behavior.

36
Q

What are two cons of a time out?

A

1) The time out can be too long

2) The setting of the time out might be reinforcing

37
Q

What is a response cost?

A

A response cost is the removal of a specific reinforcer following the occurrence of a problem behavior.

38
Q

What is a pro and a con of response cost?

A

Pro: Can be easily adjusted for unique needs

Con: You must identify a reinforcer that will impact the behavior.

39
Q

What is the difference between negative punishment and extinction?

A

In negative punishment, performing the behavior leads to the removal of something you would otherwise possess. In extinction, performing the behavior no longer leads to something.

40
Q

What is intrinsic punishment?

A

The activity (or behavior) itself is punishing.

IE working out to the point of exhaustion

41
Q

What is extrinsic punishment?

A

The activity (or behavior) is followed by a separate event that serves to punish the activity/behavior.

IE smoking a cigarette and being ridiculed

42
Q

Primary (or Unconditioned) Punisher

A

An event that is innately punishing.

IE electric shock, loud noise, intense heat/cold

43
Q

Secondary (or Unconditioned) Punisher

A

An event we learn to be punishing because it has been associated with some other punisher in the past.

44
Q

Generalized (or Generalized Secondary) Punisher

A

An event that has become punishing because it has in the past been associated with many other punishers.

45
Q

Punishment, especially (positive/negative) punishment, can often elicit a strong _________ reaction. This reaction might include _________ that, if not directed toward the punisher, might be directed toward a substitute target.

A

positive

emotional

aggression

46
Q

Punishment of an inappropriate behavior (will/will not) directly strengthen the occurrence of an appropriate behavior. It might even result in a __________ suppression of behavior.

A

will not

generalized

47
Q

The use of punishment could, through the process of ________, teach the recipient that punishment is an acceptable means for modifying a person’s behavior. Yelling at your dog for chewing your slippers might teach the dog to avoid _______ rather than the slippers. Yelling at your dog for chewing your slippers might also teach your dog not to chew the slippers only when __________________.

A

modeling

you

you aren’t present

48
Q

If punishment has an ________ effect in getting someone to stop annoying us, this result can then act as a strong _________ _______________ for using punishment in the future.

A

immediate

negative reinforcer

49
Q

What are 3 beneficial side effects of punishment?

A

1) Increased social behavior
2) Improvements in mood
3) Increased awareness to the environment

50
Q

With verbally proficient humans, punishment tends to be more effective when it is accompanied by an _________.

A

explanation

51
Q

In general, when implementing a punishment procedure, one should begin with a punisher or sufficient _________ to suppress the behavior.

A

intensity

52
Q

Unlike reinforcement, punishment tends to have a stronger impact on behavior if delivered (consistently/intermittently).

A

intermittently

53
Q

In general, when attempting to punish a maladaptive behavior one should also attempt to ______ more adaptive behavior.

A

reinforce

54
Q

If punishment is to be used, it should be _________, since ________ punishment tends to be relatively ineffective.

A

immediate

delayed

55
Q

In general (positive/negative) punishment is preferred insofar as it is likely to have (more/fewer) side effects.

A

negative

fewer

56
Q

Conditioned Suppression Theory

A

Punishment does not weaken a behavior but instead produces an emotional response that interferes with the occurrence of the behavior.

57
Q

According to the conditioned suppression theory, punishment is only _________ suppressed.

A

temporairly

58
Q

Mild punishment results in (long/short) effective compliance time where as harsher punishments results in (longer/shorter) effective compliance times.

A

short

longer

59
Q

Avoidance Theory of Punishment

A

Punishment actually involves a type of avoidance conditioning in which the avoidance response consists of any behavior other than the behavior being punished.

60
Q

Avoidance theory of punishment (does/does not) weaken a behavior. Instead, it replaces the ______ behavior with an avoidance response.

A

does not

punished

61
Q

Premack Approach to Punishment

A

A low-probability behavior can be used to punish a high-probability behavior.

62
Q

According to the conditioned suppression theory of punishment, the application of punishment does not directly ________ a behavior; instead, it produces an _________ reaction that tends to interfere with ongoing behavior.

A

weaken

emotional

63
Q

Skinner’s theory of punishment founded that punishment tends to produce a (temporary/permanent) effect.

A

temporary

64
Q

According to the _______ theory of punishment, a rat stops lever pressing when lever pressing is followed by shock because the occurrence of any behavior other than lever pressing is _________ __________ by the nonoccurrence of shock.

A

avoidance

negatively reinforced

65
Q

According to the punishment version of the Premack principle, the occurrence of a _________-_________ behavior can be used to punish the occurrence of a ______-______ behavior. This means that if Sally rarely washes dishes and often bites her nails, then the behavior of ______ ______ can be used to punish the occurrence of ______ ________.

A

low-probability

high-probability

washing dishes

nail biting

66
Q

Learned Helplessness

A

A decrement in learning ability that results from repeated exposure to uncontrollable aversive events.

67
Q

The original experiments on learned ____________ revealed that dogs that had first been exposed to inescapable shock had (no difficulty/difficulty) learning an escape response when later exposed to (escapable/inescapable) shock.

A

helplessness

difficulty

escapable

68
Q

It seemed as though these dogs had learned that there (is/is not) a contingency between their behavior and the offset of shock.

A

is not

69
Q

The effect of learned helplessness can be overcome by (forcing/enticing) the dogs to make an escape response. As well, dogs that have had previous exposure to escapable shock are (more/less) susceptible to becoming helpless when later exposed to inescapable shock.

A

enticing

less

70
Q

Learned helplessness may account for various difficulties in humans, including the clinical disorder known as _______.

A

depression

71
Q

Masserman’s Experimental Neurosis

A

Organisms that experienced unpredictable aversive stimulation often develop patterns of neurotic behavior.

72
Q

How does learned helplessness differ from Masserman’s Experimental Neurosis?

A

Learned helplessness involves repeated exposure to aversive events that are predictable but uncontrollable. Whereas Masserman’s neurosis involves infrequent AND unpredictable exposure to aversive events.

73
Q

Experimental neurosis occurs when animals exposed to ________ events develop neurotic-like symptoms.

A

unpredictable

74
Q

With experimental neurosis in mind, normally (quiet/active) cats became restless and agitated, whereas normally (quiet/active) acts became withdrawn and passive.

A

quiet

active

75
Q

With experimental neurosis in mind, food paired with unpredictable shock resulted in cats that developed __________ and ___________ responses to the food.

A

phobic

counterphobic

76
Q

Evidence suggests that neurotic symptoms are more likely to develop when the traumatic event occurs in an environment that a person generally regards as (safe/dangerous).

A

safe

77
Q

Learned helplessness results from repeated exposure to aversive evens that are ____________; experimental neurosis results from exposure to events that are __________.

A

uncontrollable

unpredictable

Learning - PSY 346 (9 decks)

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