Concepts and Principles & Measurement Flashcards
1
Q
What can exhibit behavior
A
living organism ( single-celled or complex)
2
Q
What are the classification of behaviour
A
Overt behavior/ covert behavior
operant vs. respondent
operant behaviour can then be classified into a response class.
3
Q
What is response class?
A
behaviours that have different topography but have the same function
ex. greeting
4
Q
From a behavior-analytic perspective what does the environment consists of
A
stimuli conditions or events that provide a context for behaviour
5
Q
What is behaviour
A
behaviour is a class of responses sharing certain functions
behaviour happens when there is an interactive condition between an organism and its surrounding or its own body
measurable movements, sometimes covert/private behaviour but excludes states (happy/sad)
focus on the interaction with the environment
6
Q
What is a response
A
A single instance of a behavior - we record response but target behaviour
7
Q
What is a stimuli
A
stimuli is any condition event or change in the physical world
stimuli are events or conditions that effect the receptors cells of organism but does not always change/influence behaviour
8
Q
define overt behaviour
A
organisms interaction with the environment characterized by displacement of time and space
leads to changes in environment
9
Q
What does not constitute as a behaviour?
A
The effect of a stimulus on an organism unless there is movement is not a behaviour, states are not,
(falling down, an arm being raised by doctor lifting it)
10
Q
what is stimulus class
A
Any group of stimuli sharing a predetermined set of common element in one of the following dimension, formally ( physical properties), temporally (antecedent or consequence, functionally
11
Q
What are the three ways to describe stimulus class?
A
formally - physical properties
temporally - where the stimulus appear, before or after the target behaviour
functionally - does it serve the same function
12
Q
For Stimulus Class - what are the two ways stimulus change can affect function
A
immediate - stimulus change effect the behaviour immediately usually short term
delayed - effect behaviour later but more lasting change
ex. downpour - escape is immediate but delay is bringing an umbrella next time.
13
Q
Characteristics of respondent behaviour
A
under control of antecedent
cannot be shaped
acquire an operant function if it’s contacts reinforcing consequences
14
Q
Describe characteristics of Respondent conditioning
A
(stimulus-stimulus pairing procedure)
- identifying an unconditioned stimulus that elicit an unconditioned response
- pairing a neutral stimulus with the unconditioned stimulus
- neutral stimulus must be absent when the unconditioned stimulus is absent
3.When paired, absence of the unconditioned stimulus and neutral stimulus leads to a conditioned response ( reflex) and conditioned stimulus.
15
Q
Describe the process of respondent conditioning
A
(stimulus-stimulus pairing procedure) = respondent contingencies and are antecedent stimuli
NEUTRAL STIMULUS PAIRED WITH UNCONIDTIOEND STIMULUS
THEN NEUTRAL BECOME A CONDITIONED STIMULUS AND EVOKES A CONDITIONED RSPONSE
WHAT THE NEUTRAL STIMULUS IS PAIRED WITH DETERMINES THE RESPONSE IT WILL ELICIT
16
Q
When is the stimulus presented for positive reinforcement
A
A stimulus is presented after a behaviour and increases the future probability of the behaviour
17
Q
What do you do to negatively reinforce a behaviour
A
remove either by escape or avoidance to increase behaviour
18
Q
What are the characteristics of reinforcement
A
increase in future probability of the behaviour
increases in behavior are due to consequences it produces
behavior must produce a consequence
19
Q
What is operant conditioning
A
process and selective effects of consequence on behaviour
stimulus change that follows a response which alter it probability of the response in the future
20
Q
In operant conditioning, stimulus control is a function of
A
antecedent and consequent events
21
Q
How is operant behaviour defined
A
determined by its consequences therefore it how it functions by its effects on the environment
22
Q
When is the stimulus removed in negative reinforcement?
A
it is removed after the behaviour
23
Q
How can you tell if a reinforcer is still reinforcing?
A
examine the data to see if it increases the behaviour
24
Q
Define Respondent Extinction
A
- repeatedly presenting a conditioned stimulus without the unconditioned stimulus
- conditioned stimulus no longer elicits the conditioned response
25
Define Escape
termination of aversive condition (maintained by negative reinforcement) - responses that produce it are more likely to occur in the future under similar conditions
26
Define Satiation
when a reinforcer is being presented too often that it loses its reinforcing values
27
Ways to prevent satiations
1. use a variety of reinforcers
2. varying the properties of a reinforcer ( different types of candy, books)
3. giving choice
4. removing and then introducing the reinforcer
5. allow natural deprivation
6. using generalized reinforcer
28
Define Magnitude
The force/intensity of a response (frequency, duration, latency)
29
What is magnitude of reinforcer
The duration of access to a reinforcer the number of reinforcer provided ( reinforcer rate or intensity of the reinforcer) = (reinforcer rate)
30
What is quality of reinforcers
how preferred the reinforcer is
31
What is a contingency
When one event affects the occurrence of another in probabilistic way (dependent relationship)
32
What is contiguity
two or more event close in time ( temporal) but may not be dependent on the other ( not functional)
33
Define operant contingency
when a behaviour is dependent on its consequence
34
Define respondent contingency
a stimulus is dependent on a stimulus or antecedent- antecedent
35
Generalized reinforcers
A generalized reinforcer is a conditioned reinforcer that have been paired with other reinforcers
36
What are the methods for response-to-reinforcement delay
1. building up the delay
2. providing reassurance
3. bridging the gap with an activity
37
define naturals reinforcement
Natural reinforcers are those that occur outside the context of the intervention
38
What does descriptive praise often function as?
Descriptive praise can function as a rule for future behaviour
39
contrived reinforcements
Are reinforcement that are implemented as part of an intervention
40
What is rule-governed behaviour/ instructional control?
behaviour that is governed by a rule where the consequence can be far away but the behaviour occur.
Opposite of contingency shape behaviour where behaviour is shaped by it direct consequence
41
How can you tell if a behaviour is under instructional control
1. being in contact with the rule once will increase behaviour
2. will emit behaviour without being reinforcers directly
42
What is a benefit of a generalized reinforcer?
usually does not get satiated
can be used to reinforce a wide range of behaviour
does not depend on any one state of deprivation
is not dependent on a MO for a particular reinforcer
43
Explain the response- deprivation hypothesis
one behaviour may be reinforced by contingent access to a second behavior
The effect depends upon the second, reinforcing behavior being restricted to occur at a lower rate, relative to the first behaviour then they would occur in free operant
this behaviour can be reinforcing even when a low probability behaviour is made contingent on a higher behaviour.
this is because value was altered since deprived the one behaviour to lower then baseline
44
Define Premack principles
two behaviours with a different probability of occurrence under free operant conditions, the low probability behaviour can be reinforced when its occurrence produce access to high probability behaivour
45
Give examples of application of the Premack principle
you can have dessert after eating vegetables
46
what is complex/ compound schedules of reinforcement
a schedule of reinforcement consisting of two or more elements of a simple schedule or simultaneous arrangement/combination of the elemtns (CRF, FR,VR,FI,VI, DRH, DRL and extinction)
47
what is alternative schedules
provide reinforcement to the behaviour once it meets the two criteria of the simultaneous reinforcement schedule
48
What does variable interval responding look like?
stable moderate steady rate
49
What does variable ratio schedule responding look like
high steady rate
50
what is limited hold
51
what schedule uses a limited hold procedure
fixed interval, and fixed ratio
52
Which reinforcement schedules causes a break and run
fixed ratio
53
What is an intermittent schedule
any schedule other then CRF were some responses are reinforced and some are not
54
What is differential schedules reinforcement
Differential schedules of reinforcements are reinforcing behaivour that meet a certain critieria
55
What are the differential schedules of reinforcement
Differential reinforcement of diminishing rates (DRD) - reinforcement schedule where reinforcement is provided when the rates is lower in set amount
differential reinforcement of high rates (DRH) - schedules of reinforcement based on meeting an increasing criterion
Differential reinforcement of low rates - schedules of reinforcement for low rates either longer interresponse time, certain amount per session.
56
what is a chain schedule
a schedule of reinforcement
two or more basic schedules
usually a discriminative stimulus correlated with each schedule
and behaivour have to meet criterion for reinforcement to be developed
57
what is a concurrent schedule
two simple schedules occur simultaneously but independently
two or more behaviour
and can choose to respond to one of the schedules
58
conjunctive schedules
A schedule of reinforcement that
two or more schedules of reinforcement must be completed before receiving a reinforcement
59
what is the matching law
- for contingency shaped behaviour
- independent ( won't affect reinforcement in other schedule)
Based on interval schedule - will respond to the schedule that provide the most reinforcement proportionally instead of responding evenly between the two.
Ratio schedule - will respond 100% more to the one with denser reinforcement
60
What does the matching law generally pertains to?
concurrent
Variable interval schedules
independent
61
Behaviour Analysis of choice-making
momentary allocation of responses across concurrent schedules of reinforcement
62
behaviour analysis of preferences
pattern over time of allocating responses to one schedule more than others that are available
63
What is the responding in a concurrent interval schedule based on matching law
will respond proportionally to the interval schedule with richer schedule
64
what is the responding on a ratio schedule based on matching law?
respond to the richer schedule in ratio schedule for matching law
65
How Can you set up a concurrent schedule to reinforce alternative behavior
dense schedule of reinforcement
interval-based (less likely than ratio schedule to be responded in an all or nothing manner)
variable ( more behaviour for variable then fixed interval schedules)
66
What does the matching law help us understand with problem behaviour
once response class for that problem behaviour has been identified the matching law can help us understand the relative rates of its member that occur infrequently
67
How to keep punishers more effective
varying stimuli used as punishers
functionally-effective aversive consequences
reinforcing consequences for acceptable alternative behaviors
keep problem behaviour from producing reinforcement
alternatives to the problem behaivour should be richly reinforced ideally with same or similar reinforcer that maintain problem behaviour
68
What are the ethical consideration for timeout
consider individual's right to be free from unnecessary or overly intrusive isolation
safe, protected from bodily harm
monitored and supervised
administrative and informed consent
69
Guidelines regarding time-out
1-5 minutes and 2-10 minutes are effective
15 minutes + are not and lead to undesirable behavioural effect
shorter timeout and generally more effective ten longer timeout
70
What are the guidelines for the effective implementation of a timeout
not explaining the procedure when implementing it
requiring appropriate behaviour when ending the time out whenever possible
using it consistently (same procedure for same form of intensity of behaivour for every occurrence of that behaviour)
71
What to ensure before using timeout
natural environment is reinforcing
clearly define problem behaviour
minimize reinforcement for problem behaviour
72
when delivering a response cost or time out ( punishment) you should ___________
be calm and factual
73
when is it not appropriate to use a timeout
safety risk
when it function as a reinforcer like a behaviour maintained by escape, avoidance negative punishments) or automatic stimulation
74
What are the difference between direct or indirect contingencies
contingencies can be direct or indirect
direct contingencies are: consequences to behaivour as a result of the performer's behaviour (automatic)
indirect contingences: socially mediated consequences that require effort or action of another person
75
Guidelines for effective use of response cost include
clearly communicated rules
creating a zero balance of reinforcers
not be increased in small increments (increasing fines in small increments makes the punisher ineffective
76
how to enhance a behaviour reduction program
conditioned punisher ( ex. no), can reduce the need for the unconditioned punisher and can be used when the unconditioned punisher cannot be used.
77
Techniques to increase cooperation with the response cost procedures
clearly communicate the rules
ignore emotional outburst
have calm and factual interaction
include response cost fine on the tokens price chart
return part of the fine for appropriate behaivour and avoid face to face confrontation
78
practices' to contribute to effectiveness of punishments procedure
reducing the EO for the reinforcer for problem behaviour
maintaining the overall level of reinforcement
using variety of punishers
delivery of the punisher in the behaivour chain
having a clear discriminative stimulus for punishment
79
What are qualities of a generalized conditioned reinforcer
generalized conditioned reinforcers = generalized reinforcers, items or events that have been associated with access to various backup reinforcers
can be paired with primary or secondary reinforcers so should be able to be access to multiple items
some generalized reinforcers do not need back up reinforcement like praise
likely to be reinforcing at any time even long after the behaviour has been reinforced
80
What makes a conditioned reinforcer effective?
MO in place for the unconditioned reinforcer that have been paired
81
How are secondary reinforcers developed
Conditioned reinforcers aka secondary reinforcers established by:
pairing a neutral stimulus with primary or secondary reinforcer
are personal/ unique to individual because need to have a MO to what is paired with
82
Process of undoing a conditioned stimulus/conditioned stimulus pairing
what are the effects
Stop presenting the conditioned stimulus with the unconditioned stimulus or the stimulus it is paired with
pairing will become weak and behaviour emitted will decline and slowly extinguish
describe respondent extinction
reduces responding to the cs
alters the function of the cs
83
Define extinction
A behaviour reduction procedure
extinction occurs when response can occur bit it no longer produces a reinforcing consequence
84
Define response blocking
response blocking - prevents the behaviour from occurring
85
Define spontaneous recovery
re-emergence of behaviour during extinction even though reinforcement has not occurred
does not indicate extinction is not working
temporary effect followed by decrease in behavior
86
What causes a new or variable behaviour
response with no reinforcement engage in new/differnt behaviour (this behaviour doesn't work, got to find a new one)
but if recieve same type and quantity of reinforcement there is no MO in ffect for new behaivour
87
What are the effects of accessing a reinforcing stimulus?
delivering a reinforcing stimulus may increase rates of a response under similar conditions in the future
momentary satiating effect - decreasing the EO for the stimulus
88
Define SD ( Discriminative stimulus)
A stimulus that correlates with the availability of reinforcement
89
Define stimulus control
frequency, latency, duration or amplitude of behaviour is altered by a antecedent stimulus
A stimulus can control multiple behaviours
90
Define Unconditioned/ Primary reinforcers
function as reinforcers without the need for conditioning/learning (phylogenic)
common across all members of a species
91
How to ensure that the behaviour is under appropriate stimulus control
behaviour is made only in the presence of a correct stimuli and not in the presence of similar stimuli
92
To establish discrimination
discrimination results from differential reinforcements
93
What is a conditional discrimination
consists of a stimulus and a three term contingency = stimulus + SD+ behaviour + consequence
response is reinforced in the presence of one atecedent stimulus (the intended SD) only when certain conditions are met or other antecedent stimuli are present
(washroom - raise hand and have hall pass available)
94
What is a simple discrimination
response is reinforced in the presence of a particular antecedent stimulus
95
Discrimination is the result of ____________
differential reinforcement
96
how to teach discrimination
random presentation
embedding stimuli in similar stimuli help with discriminating vs. waiting till master of one to learn the other.
97
teaching concepts involves
concept - set of shared features found in each example of the concept
concept formation = GENERLIZATION WITHIN class ( stimuli that represent the concept) AND DISCRIMINATION BETWEEN STIMULUS CLASS ( items that are not examples)
differentially reinforce examples of concepts ( reinforce responses to correct concept If concept is red - teach generalization of using different shades of red
- have examples that are close to the sample only vary in one of its necessary features to help with discrimination (if concept is red, teach pink, blue as non examples. - discrimination between stimulus class
- teach rules that define a concept
Overall:
- differentially reinforce responses to the example of the concept
- extinguish responses to non- examples that are very similar to examples
- teaching a set of rules that define the critical features of a concept
- selecting examples and non-examples that prevent extraneous features from acquiring control over responding.
98
concept formation requires
concept formation = GENERLIZATION WITHIN class ( stimuli that represent the concept) AND DISCRIMINATION BETWEEN STIMULUS CLASS ( items that are not examples)
involves generalization within a stimuli class ( ex. seeing different kind of oak trees as oaks OR SEEING TREES AND FLOWERS AS PLANTS, seeing red and being able to identiy differnt shades of red )
discrimination between stimulus classes ( differentiating between different trees, maple pine does not = oak)
if non examples are too different from the examples, stimulus control won't be as precise.
99
Define Antecedent Stimulus class
set of stimuli that share a common relationship - evoke same operant response class or elicit the same respondent behaviour
100
teaching simple discrimination
one response and at least two stimuli
reinforce or extinguishing a single response
reinforcement of a single response topography under particular stimulus conditions
extinctions of a single response topography under particular stimulus conditions
101
What is Discrimination
behaviour occurs in the presence of a particular stimulus condition and does not when those stimulus condition aren't there.
102
What is stimulus discrimination
restricting or narrowing stimulus control (narrowing the range of stimuli that evoke a given behaviour)
this is done by reinforcing a particular behaviour under a decreasing range of stimulus condition
allows a behaviour to occur in one consequence in a particular setting and another consequence in other setting
103
What is response generalization (response variation)
variation in the topography ( formally distinct) of the behaviour compared to when it was trained but serves the same function
occurs when the trained response fails to produce reinforcement ( on extinction)
variation can them be shaped into a new behaviour
104
What is a fourth term in a three term contingency
The fourth term is known as a conditional stimulus - the presence or absence alters the function of the antecedent as a signal for the type of consequence the response will produce
105
when does a stimulus change decrement occur?
occur when a decrease in responding is due to change in the SD
the mathematical difference (i.e., the decrement) in the rate of responding from the original Sd to a variant SD is the stimulus change decrement
106
The effect of conditioning on future responding is strongest?
The conditions are the same as or similar to training
107
what is the generalization gradient
generalization gradient is when rate of responding decrease because the stimulus varies from the original stimulus that it was taught
108
what is stimulus generalization (setting/situation) generalization
established behaviour occuring in novel stimulus condition
109
what is stimulus change decrement
the mathematical difference (i.e., the decrement) in the rate of responding from the original Sd to a variant SD is the stimulus change decrement
110
What does the y-axis and x-axis of a stimulus generalization gradient represents
y-axis = amount of behaviour
x-axis = range of values of a parameter of a stimulus that deviates from the training stimulus
111
What relationship does the gradient graph depict?
The relationship of these values - degree of stimulus control that is lost when the parameter of the stimulus changes by some amount.
112
What does the curve depict on the generalization gradient graph?
represents the specific stimulus value in the presence of which responses have been reinforced
113
What is a MO
environmental variable ( object, event or stimulus) that has a value-altering and behaviour-altering effect
relates to the effectiveness of the reinforcer
effect is on current behaviour
114
What is a UMO?
Motivation operations that either alters the value of a stimuli without prior learning. Because it does not need prior learning it is a value=altering affect.
alters the value of a primary reinforcer
115
What are value-altering effect
two types of value-altering effect
1) establishing operation - increase the reinforcing effectiveness of some stimulus object or event
2) abolishing operation - decrease in reinforcing effectiveness.
116
what are the behaviour-altering effects
Behaviour -altering effect: change in current frequency, magnitude, latency, relative frequency or duration of the behaviour
1) evocative effect - increases the current frequency of behaviour that has been reinforced by some stimulus, object or event
2) abative effect - decrease in the current frequency of behaviour that has been reinforced by some stimulus
cannot evocative and ablative effect can have an effect on separate behaviours but not the same one
117
What is an example of UMO
deprivation or satiation for food, water, sleep, activity, oxygen, any increase or decrease in aversive physicals condition such as body temperature or pain
118
What is a CMO
motivating variables that alters the reinforcing effectiveness of other stimuli, objects or event as a result of organism's learning history
momentarily alters frequency of behaviour that has been reinforced by other events
119
What are the three kind of CMOS
all three are motivationally neutral until it's relation to another MO or to a form of reinforcement or punishment
1. surrogate condition motivational operation (CM0-S)
2. reflexive condition motivational (CMO-R)
3. Transitive condition motivational (CMO-R)
120
What is a CMO-S
neutral stimulus that acquired its MO effects by being paired with s UMO
it then replaces that UMO
Ex. needing to use the washroom when seeing it when you didn't need it before. It evokes that response because it using s washroom was paired with a full bladder
121
What is reflexive CMO (CMO-R)
any stimulus that systematically precedes the onset of worsening or improvement becomes a CMO-R. (warning signal)
CMO-R is a learned warning stimulus of something aversive. For example, a work evaluation was a neutral event but if your pay was reduced then when another work evaluation is presented it would warn you of the negative consequence. Not an SD because the absence of the work evaluation doesn't mean you will get a raise.
122
What is CMO-R Analogous and why
discriminate avoidance procedure
CMO-R use to be a neutral event but then it signal an aversive event when it presented so avoiding it can lead to that event not occurring so it is a "warning signal"
123
A surrogate CMO would depend on what kind of relationship with MO
Temporal relationship
CMO-S was neutral then paired with a MO
124
What is transitive CMO (CMO-T)
when an environmental variable establishes the effectiveness of another event as a reinforcer or punisher
alters the value of another stimulus
all UMO also function as CMO-T - CMO-T is what makes the conditioned reinforcers have value
125
What is an SD
An SD presence correlated with the differential availability of an effective reinforcer in the past
What the stimulus signal should be a reinforcer
126
what is repertoire-altering (function altering) effect
When the consequences can change the organism's repertoire causing the organism to behave differently in the future
127
What factor allows long-delays to control behaviour
consequences should be larger, more valuable, and more certain to happen
128
A type of long-delayed outcomes that interferes with behavior control
small cumulative or improbable
129
What kind of behaviour does direct reinforcement produce
direct reinforcement should produce contingency shaped behaivour or direct-acting contingencies. They reinforcement should be immediate because the longer the delay the potential that another behaviour is being reinforced
130
What does delayed consequences have to be paired with for it to be effective
instructional control and rule following will allow for delayed consequences to be effective but that means delayed consequence is for rule govern behaviour
131
Why are rules and verbal statements effective?
rule following creates a motivation condition such that if you break the rule it will lead to a aversive motivating condition
ex. i will study one hour each day for the certification exam can create guilt and anxiety for not studying
it is also effective if the rule giver is consistent with its reinforcement. If the rule giver doesn't reinforce the rule following it increases the probability that direct acting contingencies will control behaviour
132
What are rules
establishing operations
133
What is the formal and function of language
formal properties of language - topography of a verbal response
function of language - causes of that response (why)
134
What is verbal behaviour
behaviour that is reinforced through the mediation of other persons.
verbal relations (tacts, mands, echoics, textual, and intraverbals) is behaviour ad its controlling variable
135
What is an intraverbal
controlled by SD
response may have formal similarity but not point to point correspondence
( answering questions, having conversations)
136
Define Mand
form or response (word, sign, gestures, ) under the functional control of a motivating operation and history of specific reinforcement
137
Define Tact
verbally identify aspect of the physical environment
under control of a nonverbal discriminative stimulus and conditioned reinforcement ( generalized)
138
List the five verbal operants
Mand
Tact
Duplic (Echoic, motor imitation, copying text)
Codic ( textual, spelling)
Intraverbal
139
When are the variables that make a mand occur
Mand only occurs in a state of deprivation or aversive stimulation
Can occur without an SD
may not always receive something after a mand so doesn't also have to have a consequence
140
The form of a mand may be influenced by?
The form of mand may be influenced by SD
- if person is a signer the mand will be signed so that the listener understand
141
What is a mand reinforced by
specific reinforcement
142
What does the word mand dervied from
command, countermand, demand
143
Define Duplic: Echoic
control is auditory SD
formal similarity betwene stimulus and response
144
formal similarity
the response product are in the same snese mode
145
What is Tacting controlled by
controlled by nonverbal object, event, relation, or property in the immediate environment
146
what is an autoclitic
are qualifier to words our sentences
147
what is Manding tends to be mainted by
acquiring the object/event manded
148
what is tacting maintained by
generalized conditioned reinforcement (ex. praise)
149
stimulus equivalence
teaching 2 responses (discrimination) lead to symmetry, transitivity, and reciprocity
150
what is derived relation
results of untrained relations - not taught or reinforced
151
what are the derieved relation
affect behaviour similarly, are not directly taught and do not depend on physical similarity
152
what is emergent relation
153
what is stimulus-stimulus relation
relationship between any two members of a stimulus class, where all members of the class evoke similar repones
154
what do All stimuli within an equivalence class share
may not have formal resemblance but interchangeable in terms of their effect on behaviour
155
what is an equivalence class
interchangeable in terms of their effect on behaviour ( can be taught or derived)
if one evokes a emotional repsonse then the other one in the clas would be an emotional response
156
what is reflexitivity
learner selects a comparison stimulus that is identical to the sample
Matchign a picture to apple to apple
mathcing to identical item or to itself
157
What is symmetry
leaner is taught to select B given A and then select B with no futher teching
TAUGHT TO GET PIC OF APPLE WHEN WE SAY "APPLE" THEN HE CAN CAN APPLY WHEN WE SHOW APPLE
158
what is transitivity
Taught to select B when given A
and Select A when given C
then can select b and C and cand b without further teaching
159
what is a celeration, when do you use it?
use celeration to measure change
ratio of two response rates ( measure of change) divided by measure of time between the two response rate
acceleration - increase in behaviour
deceleration - decrease in behaviour
160
What is duration
Measure of time from the beginning to the end of a response
161
What is a rate
number of responses per standard unit of time
162
What is topographical definition
describes behaivour to its form
use topigraphical definition when don't have access to functional outcome of target behaviour or can't rely on the function because the function is inconsistent
163
What is a functional definition
describes behaviors in terms of the function they serve.
functional definition does not describe specific behaviour
164
What is needed in an operational definition
objectivity - ( observable characteristics of the behaviour or environment)
clarity - ( unambiguous)
completeness - ( explanation of the boundaries or parameters; delineation of what is included and excluded
165
What is completeness in an operational definition
completeness - one the delineates the boundaries of a behaviour
166
How do you address different intensity of behaviours
important to address all members of the response class
interveene on all topogrpahies ( regardless of frequency/intensity) as long as they are under the control of the same set of variables ( same response class)
167
What is the response class theory
address the entire response class
controlled by the same variables and should be similarly evaluated and treated
ex. aggressive gestures should be treated the same as aggressive acts
treating the response class ensure that another response in that class won't increase because one decreased.
168
What is a permanent product - is it a direct or indirect measure of behaviour
permanent procedures is actually a meausrement of a change in the enviornment produced by behaivour
pictures, test may seme indirect but produce directed by the behaivour so is direct and indirect at the same time
169
What should you not do in defining a behaviour
do not define it based on behaivour of others or reaction of others
ex. aggression is when someone cries after getting hit
170
What are 3 measurable dimension of behaviour
repetability - instances that can be counted
temporal extent - instance of behaivour that occur during some amount of time
temporal locus = instance of behaivour at a crtain point in time with respect to other events
171
What is proficiency when it comes to rate
rate is used to measure proficient responding which is about accuracy and how rapid.
rate is the only measure that reflect both of these dimensions
172
what is the minimum of opportunities to use percentage
30 - if it's too low it may overestimate or underestimate the amount of behaviour that occur
173
When to use rate
when observation sessions vary in duration, convert frequency to rate to allow for meaningful comparisons
174
what is continuous recording
recording behaviour continuously throughout an observational period in order to capture all instances of the target response.
175
What is event recording - when is it used
measures frequency with which a response occurs and provide a way to record all instances of the target response.
useful when intervention goal is to increase or decrease the frequency of responding.
176
what is another word called event recording
tally method
177
how do you calculate total latency
calculated by adding together the amount of time between each environmental event and the beginning of the Reponses that follows it
178
what is latency
A temporal measure, the time from the state of the stimuli to initiation of the response
179
What is the relationship between IRT and response rate
the higher the rate of response, the shorter the IRT and vice vera.
it is used in applied settings for DRL and DRH components and basic research that study of reinforcement
180
What is the topography of behaviour
refers to its appearance, shape, form,
181
is topography a measurable dimension of behaviour
measurable dimension of behavior and is responsive to being shaped b environmental consequences
182
what is magnitude
the magnitude of a behaviour is the force strength, or intensity which a response is emitted.
magnitude is identify by the emission of a behavior at or above/below an identified intensity
183
what is trial criterion?
is a measure of response opportunities needed to achieve a predetermined level of performance
184
what is trial criterion used for?
learner's increasing competence in acquiring a related class of concepts
185
When using whole-interval recording, which length of interval underestimate the actual rate or duration of the target behaviour
when it is divided into long intervals - it is better to have shorter interval, more accurate.
186
when do you sample for momentary time sampling
at the end of the interval
187
when do you use whole interval time sampling?
continuous behaviour
no clear start and end
188
Why do whole-interval recording lead to underestimation
behaviours rarely occur for the whole interval sometimes they pause during the interval and that can lead to underestimation because it won't be counted.
189
what is another word for time-sampling
discontinuous measurement is the same
190
What are some features of Time Sampling Data Collection
inehrent inaccuracy
reported as a percent or percent of intervals
are popular
191
What are some inherent limitation to partial-interval recording
underestimates frequency
overestimate duration
but with smaller interval can mitigate it.
192
What time sampling procedure should you use to decrease behaviour
conservative approach
partial interval recording - overestimate duration of behaviour
193
What time sampling procedure to use when increasing behaviour
conservative approach - use whole interval recording because it underestimates the duration of the behavior
194
partial interval recording - what does it underestimate and overestimate
underestimate frequency
Overestimate duration
195
time-sampling cannot be used when____
the behaviour is less then once per 15 min
196
what is time-sampling?
partial, interval, momentary sampling procedures
197
when to use occurrence agreement
when there is low responses
198
when to use a nonoccurrence agreement?
when there is high rate of response it is better to use nonoccurrence's
199
Ways to obtain more accurate interobserver agreement
observe from the same vantage point
200
What two dimensions do IOA touch on?
reliability - consistent results across repeated applications) higher the IOA, the more reliable it is
believability - the extent to which consumers of data have confidence that it provides a credible basis for interpreting events - higher IOA higher believability
201
What is scored IOA and how to calculate it
intervals where both observer recorded an occurence / number of intervals one or both observer recorded an occurence
202
what is interval by interval data
number of agreement of occurance and nonoccurance /total number of intervals
203
how to calculate IOA based on frequency or duration
lower frequency/ higher frequency x 100
lower duration/higher duration x 100
204
What is correct nonoccurance (unscored interval) IOA
both agree on nonoccunace/ nonoccurance by one or both
205
Factors to ensure accurate interobserver agreements
should observe from the same vantage point
206
What negatively influence interobserver agreement
reactivity - the presence of an observer may influence the behaviour being observed
observer drift - over time, observers interpret or apply operational definitions differently or inconsistently
Complexity - complex data collection systems (e.g., several target behaviours / several subjects) increases error in data collection
Expectancy - preconceived notions about the behaviours and or person being observed may bias data collection
207
what is accuracy
if the measurement system reflect or closely approximate the true values of an event
208
what is believability
The extent to which consumers of data have confidence that it provides credible basis for interpreting events
209
How to make data more believable?
quality measurement system
the use of system has high IOA scores
210
Partial interval collection system
without clear onset and offset, varying durations want to reduce
good for multiple behaviours
211
whole interval collection system
no clear onset and offset
want to increase
212
when should you not use frequency measures
do not use when it varies in intensity or duration - if those dimension are important
do not use when it is too rapid to count
213
what is a limitation of momentary time sampling
it can underestimate and over estimate behaviour
214
when should momentary time sampling be used
observation cannot be maintained continuously
to decrease rate or duration
215
what measurement are used on the x-axis
time periods (minutes years or response opportunities)
216
what measurement are used on the y-axis
dependent measures
217
when to use a scale break on a x-axis
discontinuity in time
218
when to use a scale break on a y-axis
discontinuity in dependent variable to represent variability that is of social significance
219
what is equal interval graph, when to use it
line graph where both of its axes are numbered with equal interval scales
successive measurements
220
how long should the vertical axis be?
5/8 of the length of horizontal axis
221
when to use a cumulative graph
line graph that shows the cumulative instances of bx
222
when to use a line graph
measures continuous measure over time - appropriate for successive measurements of behaviour across time
line graph includes standard celeration, equal interval graph, cumulative record/
223
when to use bar graph
use for displaying summary data
224
when to use pie graphs
proportion of a total or to dive one into parts
225
when not to use scale break
if a big range of low values and high values in y-axis
226
when to use standard celeration chart
analysis of variability at very high and low rates
227
what is Cumulative record
cumlative record - reflect the total number of resposnes from previou session and current
steeper the slope line, the higher rate of resopnding, flat line no responding
cumulative learning - so no decreasing trend will occur
- sensitive to small changes of behaviour
228
when not to connect data points
data points that fall on either side of phase line, discontinuities of time, across periods in which data were not collected, across scale break
229
how does a log graph look like
y-axis is a log scale - equal distances on the graph or equal ratio
time series graph
230
how does cumulative record look like
an increase in slope, flat lines are zeros but never a decrease
on a culmative graph if it reaches the time of the ordinate, the next point reverts to the bottom of the ordinate
smooth cumulative means rate is steady
231
how does equal interval look like
x-axis values same as y-axis and is equal
it is a time series graph
232
how to find highest local rate on cumulative graph
look at the steepest section of the line
233
how to find the most responses in the cumulative graph
line that rises the most
234
how to find the most variant in cumulative graph
most changes in responding
235
how to calculate total count IOA
smaller count/ larger count x 100
236
how to calculate mean count-per interval
interval 1 IOA + Interval 2 IOA + Interval n IOA / N interval x100
237
Exact count-per-interval IOA
Number of interval of 100% IOA / Number of intervals
238
trial by trial IOA
number of trials agreed / total number of trials x 100
239
total duration IOA
SHORTER DURATION/LONGER DURATION X 100
240
MEAN DURATION - PER OCCURANCE
Duration IOA 1 + Duration IOA2 + Duration IOA / number of duration IOA x 100
241
Interval by Interval IOA
Numbers of interval agreed / number of interval x100
242
Scored IOA
Number of Scored (occurrences) both agreed / Total occurrences that at least 1 agreed X100
243
Unscored IOA
number of both scored nonoccurrence's / total nonoccurrence that 1 agreed x 100
