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My EPPP > learning, behavioral, CBT, memory > Flashcards

learning, behavioral, CBT, memory Flashcards

1
Q

unconditioned stimulus

A

the stimulus that naturally elicited salivation

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2
Q

unconditioned response

A

UR

salivation

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3
Q

conditioned stimulus

A

neutral stimulus

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4
Q

conditioned response

A

salivation produced by the conditioned/neutral stimulus

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5
Q

classical conditioning explains ___ human responses

A 
emotional rxns
attitudes
drug addiction
allergies
food
sexual preferences and aversions
psychosomatic disorders
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6
Q

effectiveness of classical conditioning

A

impacted by:

temporal relationship bt CS and US
*delay conditioning is most efficient (presenting CS so that it precedes and overlaps with US)

number of conditioning trials - the greater the # of trials the stronger and more persistent CR; however, CR is usually weaker in intensity /magnitude than the UR

pre-exposure to the CS or US- slows down acquisition of the CR

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7
Q

classical extintiction

A

gradual disappearance of CR as the result of repeated presentation of the CS alone

refresher trials are used to avoid this

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8
Q

spontaneous recovery

A

a CR rarely extinguishes all at once; CR is suppressed rather than eliminated by extinction trials

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9
Q

stimulus generalization

A

responds with a CR not only to the CS but to other stimuli that are similar

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10
Q

stimulus discrimination

A

opposite of stimulus generalization- ability to discriminate between the CS and similar stimuli and respond only to the CS with a CR

thru selective reinforcement and extinction

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11
Q

experimental neurosis

A

produced by very difficult discriminations

restlessness, agitation,

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12
Q

higher order conditioning

A

when a second neutral stimulus was repeatedly paired with a previously CS, the second neutral stimulus eventually produced a CR

e.g., dog conditioned with tone, and then flashlight presented with tone- now conditioned to flashlight

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13
Q

blocking

A

once an association has been made bt a CS and US, the presence of the CS blocks an association bt a second neutral stimulus and the US when the CS and the second neutral stimulus are presented together prior to the US

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14
Q

overshadowing

A

2 neutral stimuli are repeatedly presented together prior to the US

presentation of the 2 stimuli together produce a CR, but when the 2 stimuli are presented separately, only one produces the CR

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15
Q

Watson

A

classical conditioning - little Albert

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16
Q

counter conditioning

A

eliminate a maladaptive behavior by pairing a stimulus (CS) associated with that behavior with a stimulus (US) that naturally elicits an incompatible behavior

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17
Q

reciprocal inhibition

A

counterconditioning

weaken and eliminate anxiety reactions

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18
Q

systematic desensitization

A

hierarchically arranged anxiety evoking events are paired with relaxation to eliminate anxiety

1) relaxation training
2) construction of anxiety hierarchy
3) desensitization in imagination
4) in vivo desensitization

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19
Q

dismantling strategy

A

identify mechanisms responsible for benefits of desensitization
*extinction (repeated exposure to the CS without the US) is primary factor responsible for effects of systematic desensitization

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20
Q

in vivo aversion therapy

A

to treat substance use disorders, paraphiliac, self-injurious behavior

target bx is paired with an aversive stimulus

high relapse and poor generalizability
best when aversion is similar to target behavior

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21
Q

covert sensitization

A

client imagines engaging in maladaptive behavior and then imagines an aversive stimulus

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22
Q

in vivo exposure with response prevention

A

exposed to real life anxiety arousing stimuli for prolonged period and prohibited from avoidance or anxiety-reducing response

prolonged (mass) exposure is better than brief exposures

self-directed exposure can be as effective as therapist directed

group = individual treatment; partner assisted works for agoraphobia and OCD

interoceptive exposure (evoking bodily sensations) works for panic

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23
Q

flooding

A

exposure to most anxiety or fear arousing stimuli for prolonged period

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24
Q

interventions based on CC

A

systematic desensitization
behavioral sex therapy
in vivo aversion therapy (overt sensitization)
covert sensitization
in vivo exposure with response prevention
implosive therapy
EMDR

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25
Q

Thorndike

A

study of learning in lower animals would reveal important info about human learning

placing hungry cats in puzzle boxes

instrumental learning - learning is due to connection between response and stimuli as result of trial and error

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26
Q

law of effect

A

thorndike

response followed by satisfaction will be repeated
neg outcomes have little or no effect

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27
Q

Skinner

A

complex behaviors are voluntarily emitted as result of the way they operate in the environment = operant conditioning

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28
Q

positive reinforcement

A

stimulus applied, behavior increases

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29
Q

negative reinforcement

A

stimulus applied, behavior decreases

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30
Q

negative reinforcement

A

stimulus removed, behavior increases

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31
Q

negative punishment

A

stimulus removed, behavior decreases

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32
Q

extinction burst

A

temporary increase in responding during extinction trials

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33
Q

behavioral contrast

A

when reinforced for 2 different behaviors and reinforcement for one behavior is withdrawn, the other behavior is likely to increase

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34
Q

generalized secondary reinforcer

A

secondary reinforcers - acquire value only through repeated association with primary reinforcers (tokens, applause, gold stars)

when secondary reinforcer is paired with several different primary reinforcers (e.g., money)

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35
Q

continuous schedule

A

rate of acquisition of behavior is fastest - when reinforcement is presented after each response

best way to maintain behavior is to switch to intermittent schedule

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36
Q

intermittent schedules of reinforcement

A

Fixed interval - reinforcement after fixed amount of time
- low rates of responding

variable interval - interval of time bt reinforcement is unpredictable
-steady but low rate of responding

fixed ratio - reinforcer is delivered each time the subject makes specific # of responses
- high and steady rate of responding

variable ratio - reinforcers are provided after a variable # of responses
- highest rates of responding, most resistant to extinction (slot machine)

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37
Q

matching law

A

correspondence between responding to 2 or more alternatives and the frequency of reinforcement for responding is predicted by this law

38
Q

stimulus control

A

presence of a behavior is affected by presence of discriminative stimuli

e.g., of two factor learning

39
Q

escape conditioning

A

maintained by negative reinforcement

a behavior increases because its performance allows you to escape an undesirable stimulus

40
Q

avoidance conditioning

A

two factor learning

onset of negative reinforcer is preceded by a cue that signals the negative reinforcer is about to be applied - e.g., green light signals electric shock is coming

41
Q

positive reinforcement

A

mostly used

contingency
immediacy 
schedule of reinforcement 
magnitude
verbal clarification
prompts
42
Q

thinning

A

reducing the proportion of reinforcements

43
Q

satiation

A

up to a point, the greater the amount of positive reinforcement, the greater its effectiveness. past that point = satiation - reinforcer has lost its value

44
Q

prompts

A

verbal/physical prompts facilitate acquisition of a new behavior

when a prompt signals that the behavior will be reinforced = positive discriminative stimulus

45
Q

fading

A

gradual removal of a prompt

46
Q

shaping

A

reinforcing successive approximations to the desired behavior

47
Q

chaining

A

establishment of behavior chain (baking a cake)

whole chain is important

48
Q

premack principle

A

high probability behavior is used to reinforce a low probability behavior

e.g., if student studies while watching tv - tell student he can only watch tv after he studies

49
Q

differential reinforcement

A

combines positive reinforcement with extinction - reinforcing alternative behaviors while ignoring target behavior

50
Q

punishment

A

applying or withdrawing a stimulus following a behavior in order to decrease the behavior. influenced by:

immediacy
consistency
intensity
verbal clarification
removal of all positive reinforcement
reinforcement for alternative behaviors

does not eliminate; only suppresses
effects often short-term, inconsistent, and limited to the specific situation

51
Q

overcorrection

A

form of positive punishment - applying penalty following an undesirable behavior
restitution - correct negative bx
positive practice - engage in more appropriate behaviors

52
Q

response cost

A

negative punishment

removing a reinforcer each time a target behavior is performed (token fines in token economy)

53
Q

Time out

A

removing all sources of positive reinforcement for a brief time following a behavior in order t decrease the behavior

short as effective as long
most effective when combined with reinforcement for alternative behaviors

54
Q

social skills training

A

improve communication, assertiveness, problem solving

operant, classical conditioning and social learning theory

schizophrenia, conduct problems, reducing depression when paired with multimodal tx

55
Q

satiation

A

reinforcer has lost its reinforcing value

primary reinforcers more susceptible to this

56
Q

primary reinforcers

A

inherently reinforcing (food, water)

57
Q

Tolman

A

learning takes place without bing manifested in performance improvements (can be latent)

58
Q

latent learning

A

3 groups of rats run a maze once a day for several weeks

reinforcement is not necessary for learning

59
Q

Kohler

A

influenced by gestalt psychology - role of internal cognitive processes

learning can be result of insight (aha)

60
Q

insight learning

A

Kohler

reflects an internal cognitive restructuring of the environment that enhances ability to achieve goals

61
Q

Observatioanl learning

A

Bandura - social learning theory and social cognitive theory

most complex human behaviors are learned by observing another person; useful for teaching new behaviors and enhancing existing ones

62
Q

guided participation

A

modeling is most effective when combined with guided participation

participant modeling - having learner observe the model and the perform the behavior with assistance from the model

live modeling superior to symboling modeling

63
Q

self efficacy

A

person’s beliefs about his ability to perform a behavior

primary source of motivation 
impacted by:
1) inactive attainment (prior success)
2) vicarious experiences
3)verbal persuasian
4) emotional and physiological states
64
Q

learned helplessness model

A

applies to cognitive processes associated with depression

give up any effort to control events

65
Q

rational emotive behavior therapy

A

Ellis

emotions and behaviors in terms of a chain of events - A-B-C

emotional or behavioral response is d/t beliefs about that event rather than the event itself

cause of neuroses: continual repetition of certain common irrational beliefs

66
Q

Beck’s cognitive therapy

A

CBT

help clients identify and alter dysfunctional and distorted assumptions

67
Q

schemas

A

underlying cognitive structures and rules that consist of core beliefs - revealed in automatic thoughts

68
Q

automatic thoughts

A

surface level cognitions that intercede between an event or stimulus and emotional and behavioral reactions

69
Q

cognitive distortions

A

arbitrary inference - drawing conclusions without evidence

overgeneralization - drawing general conclusions on basis of a single event

selective abstraction - attending to detail while ignoring the total context

personalization - erroneously attributing external events to oneself

dichotomous thinking - either/or ways

emotional reasoning - believing things are certain because you feel a certain way

70
Q

collaborative empiricism

A

developing a collaborative therapist-client relationship and gathering evidence to test hypotheses about clients beliefs and asumptions

71
Q

socratic dialogue

A

guided discovery

asking questions that are designed to help the client reach logical conclusions about a problem and its consequences

72
Q

self-instructional training

A

originally for impulsive and hyperactive children

1) cognitive modeling
2) cognitive participant modeling
3) overt self instruction
4) fading
5) covert self instruction

73
Q

stress inoculation

A

Michenbaum

deal with stress by increasing coping skills

cognitive preparation,
skills acquisition and rehearsal
application and follow through

74
Q

Rehm’s self control theory

A

brief therapy, usually group

deficits in self control increase vulnerability to depression:

1) self monitoring - attend to neg events
2) self evaluation - inaccurate attributes about own bx
3) self reinforcement - low rates of self reward

75
Q

Lewinsohn’s behavioral model

A

depression to a low rate of response-contingent reinforcement d/t inadequate reinforcing stimuli in the environment and/or individual’s lack of skills in obtaining reinforcement

76
Q

biofeedback

A

based on operant conditioning

tx of choice for: Raynaud’s, urinary and fecal incontinence, migraine headaches

relaxation = biofeedback for tension headaches, hypertension, general anxiety, insomnia, lower back pain

77
Q

Information processing model

A

sensory memory (few sec), short-term memory, long-term memory

78
Q

short term memory

A

STM holds a limited amount of information (30 sec)

primary and working memory
5 and 9 (7+-2) units

chunking - helps hold larger amounts of info in STM

79
Q

long term memory

A

rehearsal - elaborative rehearsal - relating new information to existing information better than

maintenance rehearsal - simply repeating info with little or no processing

permanent

80
Q

serial position effect

A

separate long and short term memory stores

better at remembering the beginning (primacy effect) and end (recency effect); with delay - only primacy effect

81
Q

levels of processing model

A

diff in memory are d/t diff in depths of processing rather than to separate memory stores

structural, phonemic, and semantic processing

semantic - deepest level of processing - focuses on meaning and is best for recall

82
Q

procedural memory

A

stores information about how to do things - acquire, retain, employ motor and cognitive skills

implicit - automatic - basal ganglia and cerebellum

83
Q

declarative memory

A

mediates acquisition of facts and other information

divided into semantic and episodic memory

semantic = general knowledge
episodic = autobiographical

explicit - conscious recollection - hippocampus and frontal lobes

84
Q

prospective memory

A

long term memory component
responsible for capacity to remember to do things in the future

older adults do worse in controlled settings but better in naturalistic settings

85
Q

multi-component model

A

working memory consists of a
central executive- primary component - directing attention to relevant info, coordinating 3 subsystems:
phonological loop- temporarily storing auditory info
visuo-spatial sketchpad- temporarily storing visuo-spatial info
episodic buffer - temporarily integrates auditory, visual, and spatial info

tasks that rely on central exec are most adversely impacted by old age (e.g., backward digit span)

86
Q

trace decay theory

A

learning produces a trace or engram, which is a physiological change in the brain that decays over time d/t disuse

forgetting is actually due more to interference than to decay of memory over time

87
Q

interference theory

A

forgetting occurs when ability to recall certain info is affected by information acquired previously or subseqenty

88
Q

retroactive interference

A

you want to recall something old, but something new gets in the way

89
Q

proactive interference

A

you want to learn or recall something new, but something old gets in the way

90
Q

state-dependent learning

A

recall of info is sometimes better when learner is in same emotional state during learning and recall

91
Q

mnemonic devices

A

formal strategies for improving memory

e.g., method of loci - visually associating items to be remembered with a series of places

keyword method - imagery technique useful when two words must be linked

92
Q

arousal and memory

A

moderate levels of arousal maximize the efficiency of learning and performance
low and high levels - decreased efficiency

My EPPP (16 decks)

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