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applied BA > exam 2 > Flashcards

exam 2 Flashcards

1
Q

what aspects does reinforcement have an emphasis on?

A

emphasis on interactions bw environment and response

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2
Q

reinforcement

A

a stimulus change that is contingent on some aspect of a response that increases the future probability of the response

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3
Q

contingent

A

dependent on or conditioned by something else

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4
Q

is reinforcement static or plastic ?

A

plastic – events are dependent on the differnece between pre-change and post-change

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5
Q

what are aspects that reinforcement is contingent upon?

A
  • occurrence of the target response
  • nonoccurance of the target repsosne
  • occurrence of the alternative response
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6
Q

does positive or negative reinforcement strengthen behavior ?

A

both, bitch

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7
Q

positive rein

A

stimulus presntation

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8
Q

negative rein

A

stimulus removal

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9
Q

escape

A

removal or reduction of ongoing stimulation

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10
Q

Avoidance

A

prevention of stimulation

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11
Q

example of?

taking a rain jacket when i know it’ll rain, preventing my hair from getting wet.

A

avoidance

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12
Q

Primary rein

A

Sr effects are not dependent on prior learning

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13
Q

example of?

when youre hungry, you seek out food

A

primary rein

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14
Q

Secondary rein

A

rein Sr whose effects are acquired through pairing w other rein

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15
Q

money is an example of a

A

secondary rein

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16
Q

mediated

A

rein is delivered by a person

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17
Q

automatic

A

rein is directly produced by a response

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18
Q

example of automatic rein

A

eating

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19
Q

physical characteristics of rein

A

social, material, activity

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20
Q

generalized

A

subs for other other rein; therefore, supports numerous behaviors

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21
Q

Premack peak:

A

access to a high-probability response serves as reinforcement for a low prob response

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22
Q

example of?

you do homework (low prob), and then you can go outside (high prob)

A

premack peak

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23
Q

Antecedent events

A

alters the effectiveness of given reinforcement and increases behavior that was produced from rein in the past (events prior to stim will impact resposne)

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24
Q

Deprivation

A

Typical antecedent for behavior maintained by positive rein

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25
Q

rein parameters

A

contingency, delay, quality, magnitude, frequency.

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26
Q

other factors for rein

A

response effort and concurrent

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27
Q

response effort:

A

less effort >more efforts

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28
Q

concurrent

A

alternate rein options are fewer> more options

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29
Q

whats an issue w concurrent

A

if theres more than one response option, it is less likely that response #1 will be done.

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30
Q

schedules of rein

A

regulates behavior, determines freq and distribution of behavior over a time

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31
Q

what are schedules of rein based on?

A

continuum of probability values

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32
Q

Advantages of intermittent rein

A

prevents satiation, resistance to extinction, and can produce higher rates of R, naturalistic, cost effective

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33
Q

preventing satiation

A

Stimulus Reinforcer maintains state of deprivation

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34
Q

naturalistic

A

most schedules in the natural environment are intermittent

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35
Q

Miller and Miller

A

group attendance was measured on days when there was and also when there was not food. Showed self-determination by welfare recipients.

36
Q

limits of miller n miller

A

limits: doesn’t show group success, rein arent pinpointed to just food

37
Q

DeLuca and Haltimore

A

application of behavioral principles to treatment of childhood obesity

38
Q

DeLuca and Haltimore results

A

VR design worked best (than FR or FI)

39
Q

DeLuca and Haltimore DV

A

RPM and time on the bike

40
Q

DeLuca and Haltimore limits

A

criterion changes werent needed possibly, could have added other indicators of improvement

41
Q

France

A

Putting kids to sleep @ night, both freq and duration were measured which is good bc both dimensions are problematic and one can get smaller while the other increases.

42
Q

france limits

A

parent data unreliable and shouldve had floor mat the whole time ,

43
Q

france stimulus control

A

parents saying good night (signal that reinforces)

44
Q

france results

A

freq and duration decreases for all babies w method! But 4/7 had bursts

45
Q

france. when to implement bc of bursts?

A

when parents CAN stay up all night, i.e, holidays/weekend time

46
Q

combined rein ideas for france

A

latency idea: kid is shh for long periods of time, then reward with affection or whatever
also, special treat in the morning

47
Q

extinction

A

discontinuation/cassation of rein for a behavior, leading to a decrease in the behavior’s freq

48
Q

EXT of behavior w Sr+ (when present)

A

Do not deliver Sr+

this only applies when the Sr+ is absent

49
Q

example of ext when Sr+ is alreay absent

A

ignore!

50
Q

EXT of behavior w Sr+ (when not present)

A

Do not deliver Sr+, and walk away/start to ignore

51
Q

if negative rein is used, how would you begin extinction of that behavior?

A

do not remove the event any longer (dont do neg rein), supply the event!

52
Q

(Prevent avoidance) situation where there is no delay

A

subject has to proceed. (kid fakes being sick when he gets to the bus, make em go to school anyways)

53
Q

prevent escape

A

do not terminate ongoing stimulus (make kid finish his exam, even if he is sick)

54
Q

Auromatic Sr example

A

Zia keep hitting lights, teacher unhooks lights

55
Q

if we applied extinction to behavior maintained by automatic reinforcement, what would happen?

A

nothing. Behavior would continue as normal bc automatic is not dependent on a person. I.e., even if you dont praise me, im still gonna eat when im hungry

56
Q

Direct effect

A

decrease in R frequency (can be gradual)

57
Q

Indirect effect:

A

bursts ( temporary increases in R before dropping), and spontaneous recovery

58
Q

Spontaneous recovery

A

temporary reappearance of response

59
Q

Factors that facilitate extinction

A

Historical factors, extinction related variables, and other variables

60
Q

Historical factors

A

smaller magnitude of Sr, previous exposure to extinction, and schedule of Sr.

61
Q

other variables

A

high response effort, and Stimulus response for alternative responses

62
Q

inconsistent extinction

A

intermittent schedule

63
Q

Extinction advantage s

A

simple and most direct method of response supression

64
Q

ext disadvantages

A

hard to identify the real reinforcer, can be slow, side effects like spontaneous recovery, and needs to be applied w rein of good behavior so another bad on isn’ picked up

65
Q

Stimulus control

A

behavior was more likely to occur when a specific antecedent was present;
process bu which an antecedent event exerts control over behavior through a differential painting w consequences for responding.

66
Q

discriminative stimulus

A

the antecedent stimulus that is present when a behavior is rein. Increases likelihood.

67
Q

Stimulus discrimination training

A

process of rein a behavior only when a specific antecedent stimulus is present.

68
Q

S delta

A

decreased likelihood of responding due to lack of pairings, etc. Complement of discriminative stimulus

69
Q

stimulus discriminative has what kinda control?

A

tight control

70
Q

stimulus gen has what kinda control?

A

lose control

71
Q

what happens when stim discriminative is present?

A

BEHAVIOR IS REINFORCED

72
Q

what happens when any other antecedent stimuli is present?

A

behav is not reinforced

73
Q

another name for the antecedent event

A

The Establishing Operation (EO)

74
Q

Aversive stimulation:

A

Typical EO for behavior maintained by Sr-

75
Q

Similarities between Stim discrimination& EO

A

both are antecedents and both produce increase in response

76
Q

differences bw Stim discrimination and EO

A
  • Sr is more potent than in presence of EO

- Sr is more probable w Stim Discrimination due to previous pairing w Sr

77
Q

when can Stimulus Discrimination increase R?

A

ONLY if Establishing Operation is presence

78
Q

waht does the Establishing Operation actually do

A

determine if the behavior is valuable. I.e, you wouldn’t drink water if you’re not thirsty.

79
Q

O’Neil

A

demonstrate lowering in littering with hat can (stimulus discrimination)

80
Q

O’Neil DV

A

and weight of litter in each can (product measurement)

81
Q

IV O’Neil

A

Experimental can (hat) and control can (no can)

82
Q

O’Neil limits

A

small weight difference, dont know if trash was still on field.

83
Q

stimulus generalization

A

effects of training generalize across stimuli (produce same response)

84
Q

Response generalization

A

occurrence of responses that are different than those originally paired w/ reinforcement .

85
Q

Poche

A

self protection from abduction (w lil nuggs)

86
Q

poche measurements

A

smart! Had teacher hide behind bush and record the kids responses as well as the lure person

applied BA (3 decks)

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