flashcard fluency Flashcards by Unknown Unknown

truth of theories is determined by how well it works in practice

pragmatism

think: practical

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choosing the simplest explanation before considering complex ones

parsimony

hint: simplest explanation

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behavior influenced by its consequences, strengthened or weakened through reinforcement or punishment (ontogeny)

operant behavior

hint: behavior

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learning process where behavior is shaped by its consequences, increasing or decreasing based on reinforcement or punishment

operant conditioning

hint: learning process, based on reinforcement & punishment

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when a behavior is altered based on the presence or absence of an antecedent stimulus

stimulus control

hint: behavior is altered

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environmental variable that alters the value of a reinforcer or punisher and alters frequency of related behavior

motivating operation

hint: alters value of reinforcer

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behavior is modified by its consequences, regardless of awareness

automaticity of reinforcement

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theory/assumption that behavior evolves and is maintained by consequences (function)

selectionism

hint: theory/assumption, behavior evolves

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behavior learned directly by experience with contingencies

contingency-shaped behavior

hint: contingencies

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a specific change in behavior caused by manipulating the environment

functional relation

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procedure testing variable relations

experiment

hint: procedure testing

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demonstrates functional relations between environmental variables and behavior

functional analysis

hint: demonstrates

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fictitious/hypothetical variable that tries to explain behavior without evidence

explanatory fiction

hint: explain without evidence

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presumed but unobservable process or entity (e.g. Freud’s id)

hypothetical construct

hint: unobservable

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focuses on the behavior’s structure (what the behavior is)

e.g. a child screams loudly and stomps their feet

form

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focuses on the behavior’s purpose (why the behavior occurs)

e.g. a child screams and stomps for attention or escape from a task

function

think: purpose

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a relationship where changes in one variable are systematically associated with changes in another variable

e.g. Pivotal behavior produces _____ in other adaptive untrained behaviors. Teaching a child to self-initiate (e.g. approach others), choice making, self-management, and FCT are likely to produce adaptive variations in untrained settings. Teaching a child to make a choice: _____ effect would be increased communication (e.g. requesting items) and reduced problem behavior.

covariation

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physical form or shape of behavior; describing how the behavior looks

e.g. behavior: writing name vs topography: picks up pencil, places it on paper, and forms letters on page.

topography

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a behavior that opens access to new environments, reinforcers, and opportunities

behavioral cusp

think: mountain peak opens access to new life perspective

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a behavior that, when learned, produces corresponding modifications or covariations in other untrained behaviors

pivotal behavior

think: pivots other behaviors

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rating scale used to measure attitudes, opinions, or behaviors, typically ranging from strongly agree to strongly disagree or from low to high frequency

e.g. for a behavior checklist:
frequency:
1=never 2=rarely 3=sometimes 4=often 5=always

Likert scale

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target behaviors are selected because they will be reinforced in the natural environment

examples:

Daily Living Skills: maintains hygiene and reduces need for assistance, which will be naturally reinforced by social praise or acceptance

Social Skills: teaching student to say “hi” facilitates peer interactions and friendships which are naturally reinforcing

Academic Skills: teaching to raise hand will be reinforced by teacher acknowledgement

Self Advocacy: teaching to ask for break will be reinforced by reduced stress and access to preferred activities

Safety Skills: teaching child to stop at curb and look both ways before crossing street ensures safety and independence

relevance of behavior rule

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group of behaviors that serve the same function, even if they have different topographies

e.g. saying hey, tapping shoulder, throwing a toy could all be used for gaining attention

response class

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a group that shares the same function, topography, or temporal relation

stimulus class

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generative learning VS emergent/derived stimulus relations

generative learning= ability to apply previously learned skills to novel situations ; learner actively generates new responses by recombining learned concepts (e.g. child learns "cat" "bat" and "sat" and later reads "mat"; learning to add 3+3 +3=9 and later applying the concept to multiplication 3x3=9) emergent stimulus relations= ability to derive new stimulus relations from previously learned ones ; learner demonstrates untrained relations between stimuli based on previously taught associations (e.g. spoken word "cat"= picture of cat -> A=B. picture of cat=written word "cat" -> B=C. EMERGENT RELATION spoken word "cat" = written word "cat", A=C ; transitivity) -learner spontaneously matches spoken and written word cat after only being taught two associations. (If A=B and B=C, then A=C)

type of convergent multiple control involving a verbal stimulus that alters the function/evocative effects of another verbal stimulus in determining the correct response; response depends on multiple verbal cues, not just one e.g. "Who is your teacher now?" vs "Who was your teacher last year?" changes the correct response e.g. "Which animal says moo?" vs "Which animal says "roar?"

verbal conditional discriminationc (VC D)

verbal stimuli can alter the function of other stimuli or modify future behavior/effects of immediate or future MOs and SDs to change a listener's behavior. e.g. "From now on, reports are due at 2pm instead of 6pm" -> employees adjust their schedule based on this verbal rule e.g. "If you touch the stove, you'll burn" -> child now avoids touching stove despite never being burned

verbal function-altering effect

higher-order verbal cusp where speaker and listener repertoires merge, allowing a word learned/acquired as a listener to generate a tact, and vice versa, without additional training (aka it's spontaneous). aligns with emergent symmetry and mutual entailment. e.g. "Give me book" -> child gives book. Child later sees a book and says "book" (without direct training to tact) e.g. Child learns to tact "ball" and when later asked "give me ball" they give the ball (without direct training to respond to that instruction)

bidirectional naming (BiN)

involves two or more verbal SDs/cues/stimuli that combine to create a new SD, evoking a more specific behavior. e.g. "put spoon next to plate" "Jump when I say clap, run when I say go" "Who is wearing the green hat?" "Point to the big square."

compound verbal discrimination

behavioral effect where prior speaker and listener skills accelerate the acquisition of new skills without direct teaching or reinforcement history; previously learned skills enable learner to produce novel responses (aka apply learned behavior to new situations)

generative learning

behavior change strategy that manipulates antecedent stimuli to reduce problem behavior. Based on MOs, stimulus control, and contingency-independent interventions. -stimulus control manipulations = modifying environment to reduce likelihood of behavior (removing triggers, adding prompts) -MO manipulation= altering MOs to decrease value of reinforcement for problem behavior (e.g. providing NCR with breaks 3x day or giving attention every 5 min) -contingency-independent antecedents = modifying antecedents to decrease likelihood of behavior (e.g. protective gear and equipment)

antecedent intervention

an NCR schedule where reinforcement is delivered after varying time intervals, independent of behavior. e.g. giving attention around every 9 minutes (__-9min) to prevent attention seeking problem behaviors

variable-time schedule

backward chaining procedure in which some steps in the tast analysis are skipped (skip steps learner can perform)

backward chaining with leaps ahead

contingency that specifies a time interval by which a behavior chain must be completed after the SD for reinforcement to be delivered

behavior chain with a limited hold

focus on observable behavior; ignores private events

methodological behaviorism

learning through pairing a neutral stimulus with an unconditioned stimulus (NS + US -> NS becomes CS that elicits a CR)

respondent conditioning

development of a conditioned reflex by pairining a neutral stimulus with a conditioned stimulus (NS + CS)

higher-order conditioning

empirical generalization describing a functional relation between behavior and its controlling variables

principle of behavior

measurement procedure for obtaining a tally or count of the number of times a behavior occurs; measures frequency of behavior; types of _____ are frequency, rate, celeration, trial by trial, and discrete categorization.

event recording

2 types of temporal locus

1. latency 2. IRT

3 measurement methods for repeatability

1. count/frequency 2. rate 3. celeration

types of time sampling

1. Partial-interval recording 2. whole-interval recording 3. momentary time sampling

3 types of event recordings

1. frequency 2. rate 3. celeration

3 quantitative dimensions/fundamental properties of behavior

1. repeatability 2. temporal extent 3. temporal locus

1 of 3 fundamental dimensions of behavior; refers to the fact that behavior can occur repeatedly through time and can be counted; can be measured by count (frequency), rate, celeration

repeatability

1 of 3 dimensional quantities of behavior; dimension of behavior that refers to the fact that behavior occupies time (aka it has a measurable duration) e.g. client cried for 7 minutes during session

temporal extent

1 of 3 dimensional qualities of behavior; refers to the point in time at which a behavior occurs with respect to other events; measured using latency and IRT e.g. child takes 3s to begin cleaning up after being told to. (latency) e.g. child claps then claps again 10s later. (IRT)

temporal locus

continuous measurement that refers to the amount of time elapsed between two consecutive/successive instances of the same behavior; a measure of temporal locus e.g. client hits at 1PM, and again at 1:03 PM. e.g. client answers question, then 15s pass before answering the next question

IRT (interresponse time)

restricting access to a behavior below its normal level can increase its reinforcing value, even if it wasn’t highly preferred before. powerful tool used to create effective, motivation-based behavior plans.

response-deprivation hypothesis

resurgence or increase of a previously punished behavior when the punishing consequence is no longer applied, similar to extinction of reinforced behavior

recovery from punishment

a consequence shapes future behavior; relevant to operant relations; change in an organism's repertoire of MO, stimulus, and response relations, caused by r+, punishment, extinction, or recovery from punishment procedure.

function-altering effect

occurs when presence of an irrelevant or competing stimulus prevents learner from attending to or responding to the relevant stimulus. it interferes with development of stimulus control because learner’s behavior is “blocked” from being influenced by the correct cue.

stimulus blocking

-as a result of __________, learner may fail to develop stimulus control over the intended stimulus -involves competing stimuli during learning -a salient, irrelevant stimulus capture’s learner’s attention -similar to stimulus blocking, but occurs during intitial learning

overshadowing

group of stimuli that share common physical characteristics (such as shape, color, size, texture), and evoke the same response. learners generalize responses to all members of the class because of their shared features.

feature stimulus class

type of verbal behavior/operant where the response is evoked by a verbal stimulus, has formal similarity, point-to-point correspondence, and history of generalized reinforcment.

duplic

learned relationships between stimuli that are formed without direct teaching or reinforcement; a person can infer new relations based on previously learned ones. core of human language and cognition.

derived relations/emergent stimulus relations

in RFT, refers to the ability to relate two or more stimuli based on their differences; foundation for concept formation and category learning

distinction relations

derived stimulus relations in which stimuli are related on some basis other than sameness/equivalence. can involve comparisons, hierarchies, causality, perspective taking

nonequivalence relations

system where reinforcement for the entire group is based on performance of one individual or small group.

dependent group contingency

behavior management system in which reinforcement is delivered to a group of individuals based on behavior of one, some, or all members of the group. used to promote cooperation, accountability, and motivation.

group contingency