Oral Exam 1 Flashcards
Determinism
Presumption that universe is lawful and orderly place (cause and effect)
Examples:
everytime I turn my key in the ignition and my car turns on.
Everytime I turn on the light switch and the lights turn on
I go to work I get paid
Response
Specific Instance of a behavior
Examples:
when opening instagram swiping up is an instance of watching reels
when eating food biting food would be an instance of that behavior
instance of talking is saying a word
Behavior
The activity of an organism
Examples:
driving
jumping
swimming
talking
Empiricism
Objective observation of the phenomena of interest
Examples:
I observed a cat’s paw make contact with my dogs body
(my dog got hit by cat and then my dog ran inside the house)
I observed the student stick out his foot in front of the teacher and then the teacher fell
I observed my sister open her mail and then yell out “yes”
Response class
Group of topographically different responses that generate the same consequence
Examples:
I can walk, drive, or take the bus to get access to my home
I can wave, say Hi, or tilt my head up to greet someone to avoid social awkwardness
I can call, use the app or go to the restaurant to place an order to get access to food
Stimulus control
Behavior that occurs more often in the presence of an SD than in its absence
Examples:
In the presence of my lunch I will reach for my food more often and eat it while in the presence of my dog’s food I am less likely to reach out and eat the food.
Every time it is raining I am more likely to go into a coffee shop while in the absence of rain I am less likely to go into an open coffee shop.
In the presence of a green light I am more likely to step on the gas pedal while in the presence of a red light I am less likely to rest on the gas pedal.
Parsimony
Experimentally or conceptually ruling out all simple logical explanations for the phenomenon first
When I have a cough I might think it is the flu instead of thinking I have pneumonia
My partner did not answer my call. The first thought I had was that he was busy instead of thinking that he got injured.
I can’t find my car so I first check to see if I am in the right lot instead of reporting my car stolen
Stimulus
An Energy change that affects an organism through its receptors
Examples:
I smell coffee, I start (to salivate)feeling the taste of coffee (respondent)
seeing someone getting hit on the head with a rock I get a headache (respondent)
i hear the microwave ding so i walk over to the kitchen
I hear a very loud noise I immediately cover my ears
I see my friend come across the campus so i leave campus
when children hear the icecream truck the children run outside
Unconditioned Motivating Operations
value altering events that does not have a learning history
Examples:
deprivation of water for 10 hours increases the value of water and evokes any behavior that in the past accessed water
deprivation of oxygen for a few minutes increases the value of oxygen and evokes behaviors to get access to oxygen
loud noises increases any behavior that has eliminated the noise like covering my ears
nausea smell increases the value of getting rid of the smell by evoking behaviors that in the past got rid of the smell like walking away
Pragmatism
A practical approach to a problem
Examples:
Everytime I have a headache I take advil and my headache goes away.
my dog keeps barking a lot so I use (or Positive punishment) DRO procedure to decrease barking
It is cold outside so i put on a sweater
Echoics
A speaker repeats a verbal behavior of another speaker
When teachers ask students to repeat the word during a read out loud activity. Teacher says dog the students say “dog”
When my nephew is trying to get my attention he will start repeating everything I say. I say “stop” and he the says “stop”
Mands
Speaker asks for what he needs or wants
when I go to the ice cream store and order for vanilla ice cream and they give me vanilla ice cream
While we are eating dinner I ask my mom to pass me the Tapatío, saying “Can I get the Tapitio” is the mand
Intraverval
A speaker differentially responds to the verbal behavior of others
in class our professor asked when do we use extinction? And someone replies only when it can be used 100% of the time
I order coffee and the barista asks me for my name. I respond “Diana”
My mom calls me on the phone and asks me what am I doing. I respond I am studying for my exams.
Tacts
A speaker names things and action
- when I am driving and see in n out I say “in n out”
- when I look at a photo album and see my dad I said “that’s dad!”
- my baby nephew is learning how to talk and every time he sees a ball he says “ball”
Conditioned Motivating Operations
value altering motivating events that require learning history
Examples
A restaurant would be a CMO because a restaurant is paired with food. So when we have gone hours without food we are more likely to seek out a restaurant to access food.
Medicine is also a CMO because we have learned to take medication in order to relieve pain.
Transitive Motivating Operations
An environmental variable that, as a result of a learning history, establishes (or abolishes) the reinforcing effectiveness of another stimulus and evokes (or abates) the behavior that has been reinforced by that other stimulus.
Examples
time to go home as a result i start looking for my keys which then gives me access to my keys so that i can drive home
I have a headache so I start looking for the advil as a result i get access to advil in order to get rid of my headache
I am thirsty so it increases the value of a cup so I start looking for a cup in order to reach the terminal goal of accessing water
Unconditioned Punisher
Punisher without learning history
Examples
pain
certain odors
loud noise
Stimulus Class
There are two types of stimulus class:
feature stimulus class: share common physical forms (e.g. topographical structures) or common relative relations (e.g spatial relations)
arbitrary class: specific standards set by the culture of the society that evokes the same response, but they don’t share common stimulus features(i.e they do not resemble each other in physical form nor do they share a relational relationship)
Examples:
FEATURE STIMULUS CLASS EX:
(the common physical form of all of these animals)
Seeing a Yorkie and saying dog
Seeing and eagle and saying bird
seeing a red car, red ball, red cup and saying red
ARBITRARY CLASS EX:
fruits
vegetables
clothes
furniture
vowels
Applies Behavioral Analysis
Applying basic principles of behavior to solve problems of social significance
Examples:
My sister constantly yells at me because I am delaying access to phone I teach her to engage in socially appropriate behaviors while I am using the phone.
I got my dogs buttons for them to press when they want water or food instead of barking. So I taught them how to push the button by first giving them a treat when they lifted their paw, then when their paw was near the button until they finally pushed the button. (shaping)
For a kid that doesnt know how to wash his hands we teach them how to wash their hands by using shaping and chaining procedures
Operant Conditioning
changes in the behavior due to consequences
Examples
I was talking to my peer during class and my professor deducted participation points. I no longer talk to my peers when I am in her class.
I took a bite of my food as soon as it came out of the microwave and I burned my tongue. I no longer eat my food as soon as i take it out of the microwave
I used to love playing with dogs and after being bit by a dog and feeling pain. I stay away from dogs.
Reflexive Motivating Operations
NS that is paired with aversive UMO or aversive CMO and acquires the same value and behavior-altering effects as the UMO or aversive CMO with which it was paired
Examples:
going to the beach on a hot sunny day will increase the probability of me putting on sunscreen in order to get burned
going out to drink and seeing the shot glass will increase the value of juice and the probability of me getting juice to drink after the shot so I do not taste the alcohol.
Surrogate Motivating Operations
NS that is paired with UMO or CMO and acquires the same value and behavior-altering effects as the UMO or CMO with which it was paired with
Examples
Someone who is an alcoholic who used to drink a lot in a bar increases the probability of them ordering a drink everytime they are in a bar because of the pairing history of access to drink in the past.
Now that you are in your room higher dose of the drug is more reinforcing because of the pairing history with the drug itself because the tolerance response is higher.
seeing the in n out sign increases the value of in n out burger and evokes any behavior to access the burger
seeing money in my bank account increases the value of accessing online shopping websites
Unconditioned Reinforcer
A stimulus change that increases the future frequency of the behavior without any learning history.
Examples
food (when there is deprivation of food it can function as a UR)
water (when deprivation of water occurs or after eating salty food water becomes a UR)
warmth (during cold weather warmth becomes a UR)
Conditioned Reinforcer
A stimulus change that functions as a reinforcer because of prior pairing with other reinforcers and increases the future frequency of a behavior that immediately precedes it.
Examples
School bell has been paired with termination of school day/tasks
sitting on the toilet will function as a conditioned reinforcer to prevent social ridicule
Clean house has been paired with the termination of the germs that can get you sick
getting an A was paired with a positive emotional response from that point on I have worked to getting A’s in class
taking vitamins to increase immune system to avoid getting sick
turing on the tv to have access to shows you like
Going to the gym has been paired with the feelings you get when you exercise
wearing a face mask to prevent getting sick (conditioned reinforcer is preventing illness)
Contiguity (Temporal)
the sequential occurrence or proximity in temporal relations from one stimulus to another that leads to pairing.
order of presentation (continuity) and a time lapse (temporal) of presentation and applies to operant and responding
NOTE:Examples can be respondent or operant or both
-as soon as i put my leg down it hurts
-when I hear a loud noise within two seconds I feel fear
-when I turn in homework I have to wait two weeks to get a grade (rule governed but still contiguity)
-when I go to work on my first day I have two wait two weeks to get paid
as soon as I see a snake my heart rate goes up and within 2 seconds I start feeling fear
As soon as I hear a loud noise within 10 seconds I close my ears.
As soon as my mom starts yelling at me I walk away.
As soon as I say something my mom doesn’t like my mom starts yelling at me
Rule governed behavior
Responses under control of contingency-specifying stimuli or rule
Example:
After meeting my self management goal I treat myself to ice cream the next day.
Behavior Contrast
A change in one component of a multiple schedule that increases or decreases the rate of responding on that component, is accompanied by a change in the response rate in the opposite direction on the other, unaltered component of the schedule.
There is a negative and positive contrast. In Positive contrast given a multiple schedule behavior goes down in one area and goes up in another. In negative contrast behavior goes up in one area and goes down in another.
include positive and negative
(when you thin the schedule)
Examples:
With my professor K when I ask a question it gets answered every time while with professor Z my questions are rarely answered. Therefore, I ask more questions with Professor K and I decrease the amount of questions I ask with Professor Z. (negative contrast)
Everytime I tell my dog to sit I give him a treat and everytime my sister tells my dog to sit she provides a treat on a thin variable schedule. My dog sits everytime I tell him to sit while with my sister he decreased his behavior of sitting when she says “sit”
OR
I implemented a DRO procedure to reduce my dogs barking and I provide reinforcement every 10 seconds in the absence of barking. My sister provides my dog a treat one time a day. When I am home my dog rarely barks but when my sister is home he is barking non stop.
Fixed Interval Schedule of Reinforcement
Reinforcing the first response following fixed duration of time
Variable Ratio Schedule of Reinforcement
Delivery of the consequence contingent upon variable number of responses
Fixed Ratio Schedule of Reinforcement
Delivery of the consequence contingent upon fixed number of responses
Conceptually Systematic (dimension of ABA)
Using principles of behavior analysis to describe and develop behavior change procedure
Effective (dimension of ABA)
Behavior must be improved to a practical degree; could include socially significant change
Generalizable (dimension of ABA)
Behavior is observed in environments other than the training environment, or intervention is effective with others and lasts over time
Technological (dimension of ABA)
Intervention or assessment procedures are identified and described with sufficient detail and clarity so that they can be reliably replicated
Response Generalization
A learner emits untrained responses that are functionally equivalent to the trained target behavior.
Stimulus Generalization
Emitting target response in the presence of an untrained stimulus within a stimulus class
Extinction
contingent on a behavior, all maintaining positive reinforcers are withheld or negative reinforcers are still presented, which results in a decrease in the future occurrence of that behavior.
SD & MO
SD is correlated with the availability of the reinforcer or punisher
where the
MO is correlated with the effectiveness of the reinforcer or punisher or how valuable the reinforcer or punisher is
Respondent & Operant Conditioning
Respondent conditioning establishes involuntary behavior where bx is elicited
Operant conditioning establishes is voluntary behavior where bx is evoked
Respondent conditioning is a stimulus response contingency where
Operant conditioning is a Response consequence contingency
MO & Reinforcement Effect
MO’s temporarily alter the effectiveness of the reinforcer and temporarily abate or evoke behavior where
Reinforcement effects increase the likelihood that the behavior that immediately precedes it will occur again under similar circumstances
MO’s are antecedent events
where
Reinforcement effects are consequent events
Response & Stimulus Generalization
Response generalization the learner emits an untrained response and the stimulus is the same
where in
Stimulus generalization the response is the same but the stimulus is new or untrained
Extinction & Negative Punishment
Extinction- learner has no access to positive reinforcer and it is withheld contingent on a behavior
where
Negative Punishment- learner has access to positive reinforcer and contingent on a behavior the positive reinforcer is removed or withdrawn from the environment
MTS & Partial Intervals
Momentary time sampling- records the occurrence or non occurrence of a behavior at the moment an interval ends
where as
Partial interval- records if the behavior occurred at any point during the interval
Momentary time sampling- can underestimate or overestimate the occurrence of a behavior depending on the length of of the interval
where as
Partial interval underestimates high rate behaviors and overestimates duration
MO for reinforcement & MO for punishment
An EO for punishment increase the value of the punisher and abates the behavior
where
An EO for reinforcement increases the value of the reinforcer and evokes the behavior
An AO for punishment decreases the value of the punisher and evokes the current frequency of the behavior
where
An AO for reinforcement decreases the value of the reinforcer and abates the current frequency of the behavior
