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Spring EPPP Practice > Learning Theory, Beh/CBT Interventions, Memory & Forgetting > Flashcards

Learning Theory, Beh/CBT Interventions, Memory & Forgetting Flashcards

1
Q

Pavlov referred to the stimulus that naturally elicited salivation (or other response) as the ___________, and the response it elicited as the ___________.

A

1) unconditioned stimulus

2) unconditioned response

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2
Q

Pavlov referred to the neutral stimulus as _______, and the response it produced after conditioning trials the ________.

A

1) conditioned stimulus

2) conditioned response

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3
Q

What type of conditioning is the most effective, and what does it look like?

A

Delay Conditioning; presenting the CS so that it precedes and overlaps presentations of the US.

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4
Q

Backward Conditioning

A
  • in contrast to Delay conditioning
  • presents the US before the CS
  • rarely effective for establishing a conditioned response
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5
Q

Result of repeated presentation of the CS without the US

A

Produces extinction of CR

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6
Q

Spontaneous recovery

A

When a weak CR is often elicited by the CS after extinction trials; proving “once something’s learned it’s never forgotten.”

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7
Q

Stimulus Generalization

A

When a subject (often Pavlov’s dog) responded with a CR to stimuli that were similar to the original CS.

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8
Q

What does difficult discrimination between stimuli result in?

A

It produces experimental neurosis: restlessness, agitation, unprovoked aggressiveness- sxs similar to human acute neurosis.

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9
Q

Higher-order conditioning (2nd Order Conditioning)

A
  • When an established CS is consistently presented following a new neutral stimulus, so that the new neutral stimulus also produces a CR.
  • CS therefore being treated/used as US
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10
Q

Blocking

A

Occurs when an association has been made between a CS and US, and the CS and the 2nd neutral stimulus does not produce a CR.

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11
Q

Watson: Albert and the Rat

A

Watson used classical conditioning in an 11-month old named Albert. He paired presentation of a white rat with a loud noise, so that eventually only the white rat alone elicited a startle response,

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12
Q

Name the conditioned stimulus and unconditioned stimuli in Watson’s Albert and the Rat experiment

A

The CS was the rat

The US was the loud noise

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13
Q

Stimulus generalization

A

When a subject (dog, person) produces a CR to a stimulus that resembles the original CS. Such as w/ Albert and the white rat–>white bunny, cotton, Santa mask.

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14
Q

Describe counter-conditioning interventions

A

Counter-conditioning interventions pair a maladaptive behavior with an incompatible response in order to eliminate the maladaptive behavior. In the case of Fetishism, the object of the fetish is the conditioned stimulus,

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15
Q

Reciprocal inhibition (WOLPE)

A
  • Counter-conditioning
  • Wolpe thought this technique could be used to weaken and eliminate anxiety reactions
  • ## ie: pairs anxiety with relaxation (or other more adaptable/incompatible response
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16
Q

Systematic Desensitization

A
  • WOLPE
  • 4 Stages
    - Relaxation Training
    - Construction of an Anxiety Hierarchy
    - Desensitization in Imagination
    - In Vivo Desensitization
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17
Q

Benefits of Systematic Desensitization - what did research show was the primary catalyst?

A
  • Researchers used a “Dismantling Strategy” and showed that repeated exposure was actually the primary factor responsible for the benefits rather than reciprocal inhibition or gradual exposure. (They may facilitate however)
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18
Q

Behavioral Sex Therapy

A
  • Most effective for treating premature ejaculation and Geneto-pelvic pain/Penetration Disorder
  • Is a type of counter-conditioning
  • Pairs situations that provoke performance anxiety with relaxation and pleasurable physical sensations
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19
Q

In Vivo Aversion Training

A
  • Pairs a desired response/target behavior/stimulus associated with that behavior WITH a stimulus that naturally evokes an unpleasant response
    ie: Pairing alcohol use with an electric shock.
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20
Q

An example of In Vivo Aversion Training

A

Pairing alcohol use with an electric shock so that eventually, the alcohol elicits a fear response and is avoided. In this case the alcohol is the CONDITIONED
STIMULUS, while the shock is the UNCONDITIONED STIMULUS.

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21
Q

Covert Sensitization

A

When aversion therapy is conducted in imagination.

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22
Q

What is Two Factor Theory?

A
  • Phobias are the result of a combination of classical conditioning and negative reinforcement (operant conditioning)
  • From this perspective, a phobia can be eliminated by exposing the individual to the CONDITIONED STIMULUS while prohibiting their usual AVOIDANCE RESPONSE.
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23
Q

In-Vivo Exposure with response prevention

A
  • Used to treat anxiety responses

- More effective when exposure sessions are “massed” (prolonged and continuous) vs. brief.

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24
Q

Flooding

A

A variation of In Vivo Exposure that exposes the individual to the most anxiety arousing stimuli for a prolonged period.

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25
Q

Graduated Exposure

A

Begins with exposure to situations that produce minimal anxiety and progresses to situations that increase anxiety levels.

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26
Q

Implosive Therapy

A

Conducted in imagination and combines exposure with psychodynamic interpretations.

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27
Q

EMDR facts

A
  • Lateral eye movements were originally thought to be an essential component of EMDR; however a meta analysis by Davidson and Parker (2001) suggest that the beneficial effects are due to exposure (extinction)
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28
Q

Law of Effect

A

Predicts that a response that is followed by a satisfying state of affairs is likely to be repeated.

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29
Q

Two types of consequences that Skinner distinguished between

A

Reinforcement

Punishment

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30
Q

Reinforcement

A

Increases the behavior it follows

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31
Q

Punishment

A

Decreases the behavior it follows

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32
Q

Positive vs Negative w/regard to stimuli according to Skinner

A

Positive Stimulus- Refers to APPLICATION of a stimulus

Negative Stimulus- Refers to WITHDRAWAL

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33
Q

Negative Reinforcement

A

Happens when the removal of a stimulus following a behavior increases that behavior

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34
Q

Operant Extinction

A
  • Occurs when reinforcement is withheld from a previously reinforced response
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35
Q

Extinction Burst/Response

A

Refers to the temporary increase in behavior when extinguishing behavior

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36
Q

Operant Conditioning

A
  • Timing of Reinforcement important

- Rate of acquisition of behavior is fastest when a continuous schedule is used

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37
Q

When is acquisition of behavior fastest in Operant Conditioning?

A

When a continuous schedule is used

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38
Q

What type of conditioning in operant conditioning is effective for maintaining behavior?

A

An intermittent (partial) schedule

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39
Q

What are the 4 intermittent schedules of reinforcement that Skinner distinguished between?

A
  • fixed interval

- variable ratio

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40
Q

What does the Matching Law predict?

A

The correspondence between the rate of responding to two or more alternatives and the frequency of reinforcement for responding

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41
Q

Fixed Interval Schedule

A

associated with a low rate of responding and a “scallop” in the cumulative recording

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42
Q

Variable Ratio Schedule

A

Produces a fast, steady rate of responding and responses that are most resistant to extinction.

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43
Q

With key-pecking pigeons, when they learn that they will be reinforced (given food) when a green light is on but not for a red light; their key-pecking behavior is under ____, with the green light being the ____ and the red light being the _____ stimulus.

A

Key-pecking behavior = stimulus control
Green light = positive discriminative
Red light = negative discriminative (AKA S-Delta)

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44
Q

Stimulus Generalization

A

When a stimuli similar to the orignal discriminative stimulus elicit the same response

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45
Q

Response Generalization

A

When a discriminative stimulus elicits responses that re sim

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46
Q

How are escape and avoidance behaviors maintained?

A

By negative reinforcement

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47
Q

Establishing avoidance behaviors also includes this type of conditioning

A

Classical conditioning

48
Q

When is positive reinforcement the most effective?

A

When the reinforcement is delivered immediately after the behavior.

49
Q

The greater the magnitude of the reinforcer, the ____.

A

Greater it’s effects (up to a point)

50
Q

Satiation

A

When a reinforcer loses its reinforcement value; after it has reached its point of effectiveness.

51
Q

Fading

A

The gradual removal of prompts

52
Q

Prompts

A

Facilitate the acquisition of new behaviors

ie: Father decreases praise of daughter after she cleans her room following his reminder

53
Q

Shaping

A
  • Reinforcing successive proximations as the subject gets closer and closer to the desired behavior. NOT to be confused with chaining.
  • Only the final behavior is of interest in shaping, while the entire sequence is important in chaining.
54
Q

Chaining

A

Establishing a sequence of distinct responses in which each is important.

55
Q

Premack Principal

A

Using a high-probability behavior to reinforce a low-probability behavior.

56
Q

Differential Reinforcement

A

Combines positive reinforcement with extinction and reinforces alternative behaviors while ignoring the target behavior.

57
Q

Punishment

A
  • Applying or withdrawing stimulus after a behavior in order to decrease that behavior
  • Most effective when it is applied at the onset of the behavior and on a continuous schedule
58
Q

What is overcorrection?

A
  • Consists of 2 procedures that can be used indivually or together
  • Restitution and Positive Practice
59
Q

Restitution

A

Requires the person to overcorrect the effects of their behavior

60
Q

Positive Practice

A

Requires the person to practice alternative and more appropriate behaviors

61
Q

Response Cost

A
  • Entails removing a positive reinforcer each time the target behavior occurs
  • Uses negative punishment
62
Q

Time Out

A
  • Entails removing all sources of reinforcement for a pre-specified period of time following behavior
63
Q

Operant extinction

A

Withholding reinforcement from a previously reinforced behavior to decrease that behavior. To maximize effectiveness, the reinforcement must be consistently withheld.

64
Q

What is one problem with extinction?

A

Its use may produce a temporary increase (extinction burst) in the target behavior.

65
Q

What is a contingency contract?

A

A formal written agreement between two or more parties about the behaviors that are to be modified AND the rewards and punishments that will follow those behaviors.

66
Q

Token Economy

A

A structured environment in which:

  - Desirable behaviors are increased by reinforcing them with generalized secondary (tokens) that can be exchanged for back-up (primary) reinforcers
  - undesirable behaviors are decreased by removing or withholding reinforcers
67
Q

What are function-based interventions?

A
  • Derived from the results of a Functional Behavioral Assessment, which identifies the characteristics of the target behavior and its antecedents and consequences
68
Q

Tolman’s Latent Learning

A

Rats in mazes showed that they formed cognitive maps, therefore providing evidence of latent learning.

69
Q

Kohler’s Insight Learning

A

Kohler proposed that insight learning involes internal cognitive restructuring

70
Q

Bandura’s research on Observational Learning (Social Learning Theory, Soc Cog Theory) and Types of Modeling that are most effective

A
  • BoBo Doll experiment
    Most complex human behaviors are learned by observing another person perform those behaviors
  • observational learning useful for teaching new behaviors and enhancing or inhibiting existing behaviors
  • Guided Participation the most effective
  • Includes 4 Cog Processes:
    • Attention
    • Retention
    • Production
    • Motivation
71
Q

“Revised version” of the Learned Helplessness Model

A
  • Describes depression as the result of internal, stable, and global attributions about negative events .
  • More recently, the model was revised to incorporate the impact of a sense of hopelessness (1989)
72
Q

Beck’s Cognitive Profile for Depression

A

Involves the cognitive triad of:

    1. Negative view of one’s SELF
    1. Negative view of the WORLD
        1. Negative view of the FUTURE
73
Q

3 Phases of Stress Inoculation

A

I. Cognitive preparation
II. Skills acquisition and rehearsal
III. Application and follow though

74
Q

Effectiveness of Biofeedback

A
  • Reynaud’s disease
    - Thermal Biofeedback treatment of choice
  • Migrains
    - Combo of thermal feedback and autogenic training best approach for treatment
75
Q

Relaxation Training vs Biofeedback

A

Studies suggest that relaxation training is as effective as biofeedback for tension headaches, hypertension, anxiety, and insomnia.

76
Q

Levels of Processing Model

A
  • Alternate to IPM (Information Processing Model)
  • “Differences in memory due to differences in depth of level of processing (vs. into separate memory stores of Sensory, STM, and LTM)”
  • Structural, Phonemic, Semantic
  • Semantic memory the deepest level of processing
77
Q

Proactive vs Retroactive Interference

A
  • Proactive Interference

- Retroactive Interference

78
Q

Information Processing Model

A

“3 Components of Memory”:

- Sensory, Short-term, Long-term

79
Q

Information Processing Model

A

“3 Components of Memory”:

- Sensory, Short-term, Long-term

80
Q

Mnemonic Devices

A
  • Formal strategies for improving memory

- Visual or Verbal

81
Q

Working Memory and Fluid Intelligence

A

Related

82
Q

Encoding specificity

A
  • A principle that states that human memories are more easily retrieved if external conditions (emotional cues) at the time of retrieval are similar to those in existence at the time the memory was stored.
83
Q

Mediator Effectiveness Hypothesis

A

Why testing improves memory: mediator effectiveness hypothesis. … We propose the mediator effectiveness hypothesis, which states that more-effective mediators (that is, information linking cues to targets) are generated during practice involving tests with restudy versus during restudy only.

84
Q

Matching Law in Operant Conditioning

A

a quantitative relationship that holds between the relative rates of response and the relative rates of reinforcement in concurrent schedules of reinforcement. CONCURRENT SCHEDULES optimal word?

85
Q

Retroactive Interference

A

Retroactive interference occurs when recently learned information interferes with the ability to recall previously learned information. It’s most likely to occur when recently and previously learned information are similar – e.g., when recently and previously learned material are different lists of paired words.

86
Q

Overcorrection consists of restitution and positive practice, which can be used alone or together. Positive practice is most similar to which of the following?

A

Habit Reversal Training

87
Q

Hypertension Treatments, effectiveness

A

Biofeedback, BP Monitoring, and Relaxation Training are all equally effective

88
Q

For addictive and other problem behaviors, 75% of relapse incidents can be attributed to these 3 influences:

A

Social pressure, Interpersonal Conflicts, and Negative Emotional States

89
Q

Stimulus Control

A

Stringent parameters on when a client can engage in behaviors, where, under what conditions

90
Q

What intermittent schedule results in the highest rate of responding and the greatest resistance to extinction?

A

Variable Ratio

Think of bird frantically tapping lever due to not knowing which time will give a treat

91
Q

/What measures crystalized intelligence on an IQ test

A

Language Comprehension

92
Q

If a child was in the autonomous stage of moral development, they would likely think WHAT about rules?

A

That they could be changed by consensus.

93
Q

Stress Inoculation Training

A

Three Phases: Conceptualization, Skills Acquisition, and Application

94
Q

Differential Reinforcement

A

Only a desired behavior receives reinforcement, while all other responses are ignored, (ie: For every 5 mins a child does not suck on his thumb in a 1 hour period, he is given a quarter).

95
Q

Negative punishment

A

IE: Time out given after teasing a sibling. The child needs less and less time in time-out before apologizing.

96
Q

Extinction Burst

A

When a previously reinforced behavior is removed

97
Q

Research with 1st graders demonstrated what about rehearsal?

A

That children learn to apply rehearsal to the task at hand but do not generalize to other tasks.

98
Q

Prospective Memory

A

“Remembering to remember”

99
Q

In expectancy theory, “valence” means what?

A

Worth of outcomes

100
Q

Craik and Lockhart Level of Processing Model

A

States that elaborative rehearsal is more effective than maintenance rehearsal.

101
Q

Total Quality Management Model characteristics

A

Employee involvement in problem solving and decision making

102
Q

The best way to memorize pairs of unrelated words

A

Create a visual image that links each pair

103
Q

When would operant extinction NOT be the treatment of choice??

A

When a temporary increase in behavior cannot be tolerated

104
Q

A large proportion of a child’s first words are indicative of what?

A

Objects that move or change

105
Q

Backwards conditioning

A

Presenting the US Before the CS

106
Q

Type of aversive conditioning?

A

Covert Sensitization - imagining unpleasant consequence while imagining engaging in the behavior

107
Q

What is an important component of Systematic Desensitization?

A

Extinction

108
Q

Object Permanence stage??

A

Sensorimotor

109
Q

What would an Information Processing Theorist say about the basic structure of memory and other cognitive functions?

A

That they are similar throughout the lifespan and that increasing complexity is due to increases in capacity and efficiency.

110
Q

Procedural memory is to Declarative Memory as WHAT is to WHAT

A

As SKILL is to FACT

111
Q

Prolonged emotional distress in expectant mothers has shown what outcomes?

A

Increased crying and irritability in the newborn

112
Q

Prolonged emotional distress in expectant mothers has shown what outcomes?

A

Increased crying and irritability in the newborn and increased activity levels in the newborn.

113
Q

Vygotsky

A

Zone of Proximal Development (ZPD) (Scaffolding)

and Make-believe/Symbolic Play allows children to experiment; act and behave in different and increasingly complex ways.

114
Q

Health Belief Model view of health behavior

A

PERCEIVED Severity, Susceptibility, and Benefits

115
Q

Strongest evidence for reducing teen pregnancy rates?

A

Service learning programs

116
Q

What do Gestalt and Kohler say attributes to learning?

A

Perceptions of relationships among elements of the problem

117
Q

Ho’oponopono is what

A

Family intervention; “I love you I’m sorry Please forgive me.”

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