Final EXAM

Question 1

Reinforcement

Answer 1

The PROCESS of increasing the frequency of a behavior/response

Question 2

Reinforcer

Answer 2

The STIMULUS that behavior/response(s) strengthening is contingent upon

Question 3

Deprivation

Answer 3

restricting access to a reinforcing event

Question 4

Satiation

Answer 4

repeated presentations of a reinforcer weaken its effectiveness and the rate of response declines.

Question 5

Motivating operation

Answer 5

any event that alters the reinforcement effectiveness of behavioral consequences and changes the frequency of behavior

Question 6

Multiple schedules

Answer 6

two or more simple schedules are presented one after the other and each schedule is accompanied by a distinctive controlling stimulus. Often used to study stimulus control in the lab.

Question 7

Tandem schedule

Answer 7

A sequence of two simple schedules signal a response but do not have a unique SD

Question 8

Methods to record behavior

Answer 8

time sampling, duration recording, event recording

Question 9

Behavior contract

Answer 9

behavior plan that is negotiated and usually includes a statement of target responses, consequences and long-term goals

Question 10

ABAB reversal

Answer 10

most basic research design used to show functional relations between a stimulus and behavior. Used when reversal of a learned behavior would NOT cause harm to the client or others

Question 11

Multiple baseline

Answer 11

used when a reversal of a learned behavior would be harmful to the client or others. Shows functional relation by implementing procedures across settings, behaviors, or subjects. Proves functional relation through prediction, verification and replication

Question 12

Discrimination: when an organism shows a conditioned response to one stimulus but not to other similar events

Answer 12

Example: Your dog barks when he hears someone knock on your front door but not when he hears someone on TV knocking on a door

Question 13

Discriminative stimulus (Sd): Events, settings and situations that precede the behavior and set the occasion for a behavior

Answer 13

Example: Every time you say “Sit!” and your dog immediately sits, she gets a treat. “Sit!” has become an Sd.

Question 14

Establishing operation (EO): an environmental change with two effects: 1) increases the momentary effectiveness of the reinforcer and 2) alters the momentary frequency of the behavior

Answer 14

Example: If you have not eaten in 8 hours and food is a reinforcer, it will seem more valuable to you and make you more likely to perform a behavior to get food (i.e. driving to McDonald’s). Your hunger is an EO.

Question 15

Evocative effect: when something increases the probability that a behavior will occur, then it has an evocative effect

Answer 15

Example: In the above example, deprivation of food had an evocative effect on driving to McDonald’s

Question 16

Abolishing operation (AO): an environmental change with two effects: 1) decreases the momentary effectiveness of consequences and 2) momentarily reduces the frequency of the behavior

Answer 16

Example: If a child has been watching TV all day and their mom asks them to throw out the trash to get some TV time, they are less likely to perform the behavior because TV is no longer an effective reinforcer. The amount of TV watched is an AO.

Question 17

Abative effect: when something decreases the probability that a behavior will occur, then it has an abative effect

Answer 17

Example: In the above example, TV had an abative effect on throwing out the trash.

Question 18

Differential reinforcement: reinforcing a behavior in one situation and withhold reinforcement in another. Uses the procedures of reinforcement and extinction.

Answer 18

Example: Encouraging a child to run at the park but not at the supermarket.

Question 19

Controlling stimulus: any stimulus that changes the probability of a behavior occurring

Answer 19

Example: SD, Save, S-delta

Question 20

Stimulus control: any change in operant behavior that occurs when an SD or S-delta is presented.

Answer 20

Example: If a flashcard with the definition of behavior sets the occasion for you to say “behavior”, then the flashcard has stimulus control over the behavior of saying “behavior”.

Question 21

Differential Reinforcement of other behavior (DRO): reinforcement for any behavior other than the operant even though it may not appropriate.

Answer 21

Example: A student often taps the corner of their desk in a repetitive pattern. To reduce this the teacher reinforces any amount of time in which he is not tapping is finger, whether he is writing, clicking his pen, or picking his nose.

Question 22

Behavioral contrast: refers to an inverse relationship between the two components of a multiple schedule; as one goes up the other goes down

Answer 22

Example: Suzy’s mom started a no swearing rule at the house. As a result, she swears twice as much at school.

Question 23

Concurrent schedule

Answer 23

two or more simple schedules that are simultaneously available

Question 24

Matching law: When two or more concurrent schedules are available, the relative rate of the response matches the relative rate of reinforcement

Answer 24

Example: In a pigeon pecking a light experiment, schedule A provides 80% of the reinforcement. Due to the matching law, we can predict that 80% of the bird’s key pecks will be on schedule A

Question 25

Conditioned reinforcer: a stimulus that acquires reinforcing function due to pairing with an unconditioned reinforcer. The more pairings between the unconditioned reinforcer and the generalized conditioned reinforcer, the more effective the CR becomes

Answer 25

Example: tokens, money, grades in school

Question 26

Conditioned reinforcement: occurs when a behavior is strengthened by events that have an effect because of a conditioning history

Answer 26

Example: when students learn that earning tokens allows them to access more reinforcers, tokens will strengthen behavior on their own.

Question 27

Mixed schedule

Answer 27

two or more simple schedules are presented one after the other but do not have a unique SD.

Question 28

Chain schedule: two or more simple schedules each of which is presented sequentially and is signaled by an arbitrary stimulus. Only the last link provides unconditioned reinforcement. Each “link” in the chain serves a dual function: it is a reinforcer for the previous response and an SD for the next response.

Answer 28

Example: Going to the kitchen, getting a bowl, getting a spoon, pouring cereal, pouring milk, and eating is example of a chain schedule

Question 29

Homogenous chain: the topography is similar or the same in every link of the chain

Answer 29

Example: A bird pecking a key

Question 30

Heterogenous chain: the topography is different for each link

Answer 30

Example: Going to a restaurant (showering, getting dressed, leaving your house, driving there, then sitting to eat)

Question 31

Generalized conditioned reinforcer: ay event or stimulus that is associated with or exchangeable for many sources of unconditioned reinforcement.

Answer 31

Example: money

Question 32

Token economy: Behaviors are reinforced by the presentation of tokens which are later exchanged for back up reinforcers

Answer 32

Example: a teacher in a classroom gives happy face stickers every time the students are on task. Once they get 5 stickers they can get a toy from the treasure box.

Question 33

Back up reinforcers: Reinforcers received in exchange for tokens in a token economy

Answer 33

Example: In the above example, toys are the backup reinforcers

Question 34

Verbal behavior: the vocal, written, or gestural performances of a speaker writer or communicator

Answer 34

Example: speaking, signing, gesturing, PECS, etc.

Question 35

Manding: a verbal operant whose form is regulated by establishing operations

Answer 35

Example: Saying ‘Give me water’ when you are thirsty

Question 36

Tacting: verbal operant whose form is regulated by nonverbal SDs and maintained by generalized reinforcement

Answer 36

Example: A child sees a ball and says ‘ball!’

Question 37

Intraverbal: verbal operant regulated by verbal SDs

Answer 37

Example: Saying ‘Marco!’ and having someone say ‘Polo!

Question 38

Formal similarity: verbal stimulus and the product of the response are in the same mode and have a physical resemblance

Answer 38

Example: If someone signs ‘hello’ and you sign back ‘hello’ exactly, there was formal similarity. If someone signs ‘hello’ and you SAY ‘hello’ in return, there was not formal similarity

Question 39

Echoic: verbal operant regulated by a verbal stimulus that has correspondence AND formal similarity

Answer 39

Example: You say bye-bye and your baby cousin says bye-bye

Question 40

Textual behavior: verbal operant regulated by verbal stimuli with correspondence and but no formal similarity

Answer 40

Example: writing down what someone is saying