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behavioral analysis > introduction > Flashcards

introduction Flashcards

1
Q

when did behavioral modification emerge?

A

the 1950s to 1960s.

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2
Q

why was behavioral modification created?

A

to see if effective behavioral interventions could be made, particularly in schools.

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3
Q

what is behavioral modification?

A
  • the science of change in behaviors, emotions, and thought processes
  • what can we change to alter our emotions and behaviors?
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4
Q

where does behavioral modification play a role?

A

in education and psychiatric dysfunction (mental health disorders like ADHD, anxiety).

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5
Q

how is behavioral modification guided?

A
  • focus on the behavior
  • what factors could be leading to certain behaviors (the why)
  • learning and its role in teaching behavior
  • measure (explore) a behavior and see what impacts a change had to the behavior afterward
  • see if positive changes in one’s behavior can be applied to others as well
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6
Q

what is overt behavior?

A
  • behavior (actions) we can physically see
  • our thoughts and feelings are just as important
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7
Q

why is overt behavior focused on?

A
  • it can be easily seen and sometimes effectively addressed
  • it is often the cause for the intervention
  • easier to see what interventions have worked and what have not
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8
Q

what is the reasoning behind behavioral modification research?

A

learning why people perform the certain behaviors that they do.

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9
Q

why is the past not as important when it comes to behavioral modification?

A
  • although it does matter, it will not change the fact that we need to focus on what can currently be done to address the behavior
  • what are the current influences and can they be addressed?
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10
Q

when does behavior become a problem?

A
  • frequency
  • intensity
  • longevity
  • incorrect context (ex: smiling at a sad time)
  • a lack of needed behavior
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11
Q

what is “special” learning?

A

focuses on the scientific methods developed to change behavior.

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12
Q

what is wrong with the expression “practice makes perfect”?

A
  • you can practice a lot but it means nothing if you are not receiving feedback
  • without it, bad habits can be created
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13
Q

what is important to remember about behaviors and learning?

A
  • not all behaviors can be changed with learning as tons of different variables (like cultural factors) that could be at play
  • what matters is that we try to change the behavior
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14
Q

what is behavioral assessment?

A
  • measuring current functioning
  • what is performance like before, during, and after the procedure?
  • often starts by clarifying the goals of the intervention
  • evaluations before the actual evaluation may be asked (ex: a parent may need to fill out a questionnaire about their daughter) and often continues throughout the experiment to see what has changed
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15
Q

what is evaluation?

A
  • drawing conclusions about the study
  • did the behavior change because of the intervention?
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16
Q

what are paraprofessionals?

A

people who work alongside the professionals who design the intervention (like parents, teachers, or friends) to change certain behaviors.

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17
Q

where has behavioral intervention been effective?

A
  • education
  • therapy
  • health
  • business
  • athletics
  • basic life
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18
Q

what was arlene’s case?

A
  • she suffers from agoraphobia (fear of open spaces)
  • her treatments included increased exposure and relaxation training (techniques she can use when she starts to feel anxious)
  • she progressed quickly (within a 10 week period)
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19
Q

what was john’s case?

A
  • felt the need to sleep in his mom’s bed
  • his treatments included developing a sticker system where he would be given a sticker if he did not sleep in his mom’s bed that night. depending on how many stickers he got they could be exchanged for prizes
  • his mom made sure to give him hugs and kisses to encourage him
  • eventually the sticker system was removed and although the mom still made sure to show him praise, john did not feel the need to sleep in his mother’s bed anymore
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20
Q

who developed classical conditioning?

A
  • ivan b. pavlov
  • created the dog experiment: ringing of bells causes dogs to associate them with food coming which caused salivation
  • was very precise with his studies, which allowed them to be replicated
  • order in classical conditioning matters!
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21
Q

what is an unconditioned stimulus (US)?

A
  • an event that elicits a reflex response (ex: in pavlov’s experiment, the dog food)
  • the connection between the stimulus (e.g., dog food) and the response (e.g., salivation) is unlearned
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22
Q

what is an unconditioned response (UR)?

A
  • a reflex response elicited by an unconditioned stimulus (ex: in pavlov’s experiment, the dog salivating at the sight of food)
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23
Q

what is a neutral stimulus?

A

stimuli that does not initially cause a particular reaction (ex: in pavlov’s experiment, the ringing bell).

24
Q

what is a conditioned stimulus (CS)?

A
  • a previously neutral stimulus that, through repeated associations with an unconditioned stimulus, elicits a reflex response (ex: in pavlov’s experiment, the ringing bell)
25
Q

what is a conditioned response (CR)?

A
  • a reflex response elicited by a conditioned stimulus in the absence of the unconditioned stimulus (ex: in pavlov’s experiment, the dog salivated after hearing the bell)
  • this response resembles, but is not identical to, the unconditioned response
26
Q

what is a reflex?

A

a reaction that occurs with no training. provides survival value, prepares us to fight.

27
Q

what is the law of intensity-magnitude?

A

the more intense the stimulus, the stronger the response (ex: the more food there is, the greater the salvation).

28
Q

what is the law of latency?

A

the stronger the magnitude of the stimulus, the faster the response (ex: the brighter an object is the faster your pupil constricts).

29
Q

what is the law of the threshold?

A

a stimulus must be over the minimum intensity to elicit a response.

30
Q

what is habituation?

A

when an unconditioned stimulus is repeatedly presented so that the magnitude of the response diminishes (ex: you smell something bad but eventually you become nose blind to it).

31
Q

what is the orientating response?

A
  • a reflex that involves receptor orientation and increased blood flow to portions of the brain
  • is often the strongest when the stimulus is novel (new) or intense
32
Q

what is neo-phobia?

A
  • fear of a novel stimulus or cautious (short duration) approach to a novel stimulus due to survival value
  • often reduced when the stimulus is repeatedly presented (ex: taste aversion can be learned over a long delay, forms novel tastes)
33
Q

what is a characteristic about novel stimuli?

A

they tend to produce faster learning and familiar stimuli (ex: it is likely you’ll get more sick off of something that is newer than old but survival value makes us want to form correlations that are not there).

34
Q

who developed operant conditioning?

A
  • edward l. thorndike
  • created the puzzle-box cat experiments where a small piece of food was placed outside of the box to motivate the cat to escape. this was done over and over and the cat got faster at escaping as it developed quicker methods
35
Q

what is the law of effect?

A

consequences that follow behavior encourage learning.

36
Q

who was b.f. skinner?

A
  • said that some behaviors are operants (behaviors that have some influence on the environment)
  • focused on overt behavior, assessing behavior overtime, and studying only one or two test subjects at a time
37
Q

what are most behaviors based on?

A

operant conditioning (like reading, talking, walking).

38
Q

what are the key principles of operant conditioning?

A
  • reinforcement
  • punishment
  • extinction (no longer needing to present a reinforcing event)
  • stimulus control/discrimination
39
Q

what is more commonly seen, operant or classical conditioning?

A

operant conditioning.

40
Q

what is model/observational learning?

A
  • where one watches another complete a behavior and starts to do it too
  • think of the doll experiment: kids see adults hitting a doll and eventually start to do the same. it depended on how that behavior was rewarded (those who saw the aggression being awarded more tended to be more aggressive towards the dolls)
41
Q

what is important to remember about imitation?

A

it tends to occur the more similar the model is to the observer, is of higher status, etc.

42
Q

what is rational behavioralism?

A
  • learning responses that have not been previously trained
  • expanded upon in a study of nonhuman primates that focused on their ability to learn language, to communicate, etc.
43
Q

what are emergent behaviors?

A
  • behaviors that form due to thinking processes, new concepts (ex: an animal has trouble getting food so it has to develop new ways to get it)
  • often has poor stimulus control
  • one of the least known about as it research about them appeared recently
44
Q

what are characteristics of emergent behaviors?

A
  • unanticipated surprises
  • reflect novel response patterns
  • have no reinforcement or reflex responses
  • cannot be graphed/charted
  • focuses on problem solving using previous knowledge (ex: get a flat tire and must be at a meeting soon, figure out ways to get there using previous knowledge)
45
Q

when did behavioralism appear?

A

in the late 1800s and early 1900s with the works of skinner, pavolv, etc.

46
Q

what role did darwin play in behaviorism?

A
  • created the theory of evolution provided an explanation for the development of species
  • suggested that animals are always evolving, like with natural selection
47
Q

why were animals used in research?

A

it was a more scientific way to study behavior.

48
Q

who was john b. watson?

A
  • developed behaviorism
  • relied on classical conditioning to explain how certain behaviors were developed
  • conditioned a fear reaction out of an 11-month old. saw that loud noises startled him. a rat was then introduced to see if they could get him to associate the rat with fear. whenever the boy played with the rat, loud noises were played. eventually, the boy began to cry at the sight of it, suggesting that fears could come out of classical conditioning
49
Q

if fears can be created using classical conditioning, what is also true?

A
  • fears can also be removed with classical conditioning
  • this was seen with joseph wolpe as he wanted to test to see if he could reduce anxiety that he created in his lab cats. as stressful stimuli were presented, he encouraged the cats to do other tasks like eating. this helped them overcome their anxiety
50
Q

what is systematic desensitization?

A

humans are exposed to situations that cause anxiety in hopes of creating an alternative response.

51
Q

what do many mental health treatments rely on?

A

focusing on cognition and emotion in addition to overt behaviors.

52
Q

what are some behavioral techniques?

A
  • emotional regulation
  • relaxation training
  • mindfulness
  • acceptance
53
Q

what is methodology?

A

the assessment, experimental design, and data evaluation of a study.

54
Q

what is important to note when studying behavior?

A
  • focus on the overt behaviors
  • examine behaviors with social or clinical significance
  • study only a small number of subjects at once
  • assess behavior with direct observation overtime
  • try to figure out the causes for the behavior
  • see if the environment plays a role
  • identify the causes for the behavior
  • search for clear causes to make a difference for the subject
55
Q

what is behavioral modification called today?

A

applied behavioral analysis.

behavioral analysis (4 decks)

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