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FRHD 3150 > Midterm 1 > Flashcards

Midterm 1 Flashcards

1
Q

exercising is an example of a

A

behaviour

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2
Q

losing wight is an example of a

A

product of behaviour

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3
Q

covert

A

behaviour on the inside

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4
Q

overt

A

behaviour on the outside

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5
Q

behavioural assessment is used to

A
  • identify/describe target behaviour
  • identify possible causes of behaviour
  • guide the selection of an appropriate behavioural treatment
  • evaluate the treatment outcome
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6
Q

we should use ___ descriptions of behaviour

A

objective

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7
Q

behavioural modification is

A

the techniques applied to modify the behaviour

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8
Q

7 main characteristics of ___

  • define/measure problem
  • alter clients environment
  • precise methods/rationale
  • techniques often applied in everyday life
  • basic and applied research in principles of learning/behaviour
  • intervention described precisely and leads to change
  • accountability
A

behavioural modification

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9
Q

goal of behavioural modification

A

assess and improve an individuals covert/overt behaviours and improve functioning

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10
Q

___ can be learned/strengthened

A

adaptive behaviours

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11
Q

___ can be weakened/distinguished

A

maladaptive behaviours

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12
Q

maladaptive behaviours

A

inhibit a persons ability to adjust to a situation

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13
Q

factors of influence

A
  • extra therapeutic factors
  • therapeutic relationship
  • expectancy and hope
  • therapy type and technique
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14
Q

ethics

A

standards of behaviour developed within a cultural group to promote survival of that group

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15
Q

counter control

A

influence controllee has on controller by virtue of access to reinforcers

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16
Q

two assumptions regarding the systematic application of learning principles for behaviour modification

A
  • behaviour can be controlled

- it is desirable to achieve certain behavioural objectives

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17
Q

4 fundamental ethical principles

A
  • the principle of justice (treat people equally)
  • respect for autonomy (respect people’s decisions)
  • principle of beneficence (obligation to bring about good in our actions)
  • principle of nonmaleficence (obligation to not harm others)
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18
Q

corollary principles

A
  • honesty in our dealings with others and obligation to keep promises
  • puts us in direct conflict with respecting autonomy
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19
Q

abandonment

A

psychologist inappropriately ends treatment

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20
Q

termination

A

client no longer needs therapy anymore/isn’t benefitting from it so it ends

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21
Q

Pavlov created

A

classical/respondent conditioning (dogs)

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22
Q

reflexes

A

automatic responses to prior stimuli

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23
Q

Watson created

A
  • behaviourism
  • most human activities are learned habits
  • conditioned reflex = unit of habit
  • paired rabbit with loud noise to generate fear of animals in baby
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24
Q

Jones created

A
  • you can eliminate fear and undo Watson’s teachings

- can teach someone to not be afraid

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25
Q

Wolpe created

A
  • extended concept reciprocal inhibition (stimulating something, inhibits something)
  • systematic desensitization
  • treatment for specific phobias (relaxation exercises in presence of fear stimulus)
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26
Q

Skinner created

A
  • differentiated between respondent/operant behaviour
  • demonstrated consequence influence behaviour
  • behaviour is learned
  • taught pigeon behaviour
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27
Q

respondent behaviour

A

behaviour elicited by stimuli

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28
Q

operant behaviour

A
  • behaviour controlled by consequences
  • behaviour prior to the reinforcer
  • increase/decrease the likelihood of the behaviour happening again
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29
Q

behavioural strategies

A

modify disruptive behaviour

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30
Q

delusion

A
  • thinking something that isn’t really happening

- thoughts not based in reality

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31
Q

hallucination

A

seeing something that isn’t there

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32
Q

abnormal behaviour

A

disturbance in personality mechanism

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33
Q

functional analysis

A

understand the causes of problem behaviour

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34
Q

social learning theory

A
  • rotter

- use social environment to explain behaviour

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35
Q

cognitive learning therapy

A
  • bandura

- how people learn to do something

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36
Q

cognitive behaviour therapy

A
  • help clients recognize their faulty thinking

- develop skills to overcome and restructure their thinking

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37
Q

reinforcement

A

stimulus that encourages a behaviour (reward)

38
Q

punishment

A

consequence used to decrease the likelihood of that behaviour happening again

39
Q

positive reinforcement

A
  • reward/adding something to increase positive behaviour

eg. candy, compliment

40
Q

negative reinforcement

A
  • removing aversive thing to increase positive behaviour

eg. remove electrical current, stop nagging

41
Q

positive punishment

A
  • aversive stimuli to decrease negative behaviour

eg. spanking, electric shock

42
Q

negative punishment

A
  • remove reward to decrease negative behaviour

eg. time-out (reward was playing with friends and now they can’t)

43
Q

reinforcer immediacy

A

reinforcement needs to happen right away or the child won’t connect the two together (behaviour and reinforcement)

44
Q

motivating operations

A

increase/decrease the effectiveness of the reinforcer

45
Q

establishing operation/deprivation

A

makes the reinforcer stronger

eg. don’t eat all day then get cake

46
Q

abolishing operation/satiation

A

makes the reinforcer weaker

eg. eat dessert all day then get cake

47
Q

pitfalls to positive reinforcement

A
  • reinforce wrong behaviour
  • reinforce avoidance
  • reinforce too far away from behaviour
48
Q

natural reinforcers

A

occur as a normal part of our environment

eg. exercising and seeing results

49
Q

token economies

A

group of people earn tokens for positive behaviour and can exchange token for reinforcer

50
Q

where/who are token economies used with

A
  • children
  • people with intellectual disabilities
  • schools
  • campus
  • prison
51
Q

schedules of reinforcement

A

the plan/rule outlining which occurrences of behaviour will be reinforced

52
Q

2 types of schedules that increase behaviour

A

-continuous reinforcement (every time they do the correct behaviour you reinforce it)
-intermittent reinforcement (only some instances are reinforced)
~ratio
~interval
~duration

53
Q

3 types of ratio schedules

[intermittent - increasing]

A

-fixed ratio schedule
-variable ratio schedule
-progressive ratio schedule
(behaviour is reinforced based on the # of times that it occurs)

54
Q

fixed ratio schedule (FR)

[ratio - intermittent - increasing]

A
  • number of times a behaviour occurs and gets reinforced is fixed
  • can have a post-reinforcement pause because the person can anticipate the reinforcement
55
Q

post-reinforcement pause

A

-person takes time to acknowledge the reinforcement then starts again

56
Q

optimal ratio

A

there is an optimal ratio number for each person in each learning context
eg. FR2 for child with low attention span, FR6 for child with high attention span

57
Q

ratio strain

A
  • progress too quickly
  • consistency is lost
  • increased the ratio of how many behaviours have to be observed before reinforcement, too much and now the child is confused
58
Q

variable ratio schedule (VR)

[ratio - intermittent - increasing]

A
  • receive reinforcement sporadically around an average # of behaviours
  • eg. every 3-5 times
  • no reinforcement pause
  • better for ratio strain and optimal ratio
59
Q

progressive ratio schedule

[ratio - intermittent - increasing]

A
  • similar to fixed ratio
  • ratio requirement increased by a certain amount after each reinforcer
  • fixed number increases
    eg. doubles each time
60
Q

3 types of interval schedules

[intermittent - increasing]

A

-fixed interval
-variable interval
-limited hold
(behaviour is rewarded after a period of time where no rewards were given)

61
Q

fixed interval schedule (FI)

[interval - intermittent - increasing]

A
  • first occurrence of the behaviour after a fixed period of time will be rewarded
  • eg. 2 minutes
  • the behaviour doesn’t get reinforced for 2 minutes, but the next instance after 2 mins gets reinforced no matter how soon or long after 2 mins it happens
  • there is a post-reinforcement pause and an increase in behaviour close to the end of the interval in anticipation of the reward
62
Q

variable interval schedule (VI)

[interval - intermittent - increasing]

A
  • the length of the interval changes unpredictably around a certain average
  • no post-reinforcement pause
63
Q 
limited hold (LH)
[interval - intermittent - increasing]
A

-period of time where the behaviour must occur in order to be reinforced

64
Q

2 types of duration schedules

[intermittent - increasing]

A

-fixed duration
-variable duration
(behaviour is reinforced after it has occurred for a period of time)

65
Q 
fixed duration (FD)
[duration - intermittent - increasing]
A
  • behaviour is reinforced after it has occurred continuously for a set period of time
  • eg. practice piano for 30 mins then get a reward
  • there is a post-reinforcement pause
66
Q 
variable duration (VD)
[duration - intermittent - increasing]
A
  • behaviour is reinforced after it has occurred continuously for an unpredictable period of time
  • no post-reinforcement pause
67
Q

schedule that decreases behaviour

A

differential reinforcement
~low rates
~zero responding
~incompatible responding
~alternative behaviour
-reward when the behaviour happens less often or not at all
-designed to decrease/eliminate behaviour

68
Q

differential reinforcement of low rates (DRL)

[differential - decreasing]

A
  • provides rewards when behaviour occurs infrequently
  • eg. reward for only yelling in class 3 times
  • limited responding DRL specifies a max # of allowable incidents of behaviour during a set time
69
Q

differential reinforcement of zero responding (DRO)

[differential - decreasing]

A
  • provides rewards when the behaviour does not occur during a set time
  • it is allowed to occur at other times
70
Q

differential reinforcement of incompatible responding (DRI)

[differential - decreasing]

A
  • behaviour that is incompatible with the target behaviour is rewarded because the 2 behaviours can’t be happening simultaneously
  • eg. reinforce sitting when the problem is that the child stands when not supposed to
71
Q

differential reinforcement of alternate behaviour (DRA)

[differential - decreasing]

A

-reward a desirable substitute behaviour/reinforce alternate behaviour

72
Q

extinction

A
  • prevent/stop reinforcement to eliminate behaviour
  • use when negative behaviour has mistakenly been reinforced
  • eg. child throws tantrum and parent gives child what they want to make them stop
73
Q

extinction burst

A
  • the behaviour will get worse before it gets better

- child will try even harder than before because they see that what had worked in the past isn’t working anymore

74
Q

spontaneous recovery

A
  • bad behaviour goes away for a while then returns one day
  • it will be less intense than before and easier to extinguish
  • may resurface when the person experiences stress
75
Q

extinction of behaviour will be more difficult following a ____ reinforcement schedule

A

intermittent
(this was when the behaviour was only reinforced sometimes so it will be harder for the child to understand that extinction is taking place)

76
Q

extinction will be easiest after a ____ reinforcement schedule

A

continuous

right away the child will realize that something is different than before

77
Q

extinction will be more difficult following a ___ schedule

A

ratio

78
Q

extinction will be easier after a ____ schedule

A

interval

79
Q

most to least difficult schedules of reinforcement to extinguish

A

most difficult = variable ratio
difficult = fixed ratio
easy = variable interval
most easy = fixed interval

80
Q

Q: classical conditioning will develop more quickly and strongly when

A
  • the conditioned stimulus or unconditioned stimulus are intense rather than weak
  • the conditioned stimulus is paired with the unconditioned stimulus many times
81
Q

Q: schedule in which reinforcement occurs each time a fixed number of responses of a target behaviour is emitted

A

fixed ratio

82
Q

Q: schedule in which reinforcement occurs following the first instance of a target response after a fixed period of time

A

fixed interval

83
Q

stimuli

A

anything that you perceive as present in your environmental context

84
Q

stimulus control

A
  • correlation between the occurrence of a stimulus and of the response
  • the control it has on the behaviour
85
Q

discriminative stimulus (SD)

A

when the consequence only occurs in the presence of the stimulus

86
Q

stimulus delta (S triangle)

A
  • if the stimulus is present then the response will not be reinforced
  • consequence never occurs in presence of the stimulus
87
Q

stimulus discrimination training

A
  • reinforcing a response in the presence of an discriminative stimulus (SD)
  • extinguishing that response in the presence of a stimulus delta (S triangle)
88
Q

stimulus generalization

A
  • reinforcing a response in the presence of a stimulus/situation
  • the effect of the response becoming more probable in the presence of another stimulus/situation
89
Q

common-element stimulus class

A
  • some similarities suggesting a common class (eg. dogs)
  • physical similarity - stimuli are highly similar in appearance
  • an example of how we generalize
90
Q

stimulus equivalence class

A
  • entirely dissimilar but same class (eg. food)

- an example of how we generalize

FRHD 3150 (1 decks)

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