PSYC exam #4 Flashcards
Choice
a voluntary behavior occuring in a context in which alternative behaviors are available.
Matching Law
Rates of responding match the rates of reinforcement. If you have two schedules available, responding will be greater on denser schedules of reinforcement.
Stimulus equivalence
Teaching one relationship, and other relationships occurring.
What are the four factors that influence choice?
- Reinforcement vs no consequence
- Size/quality of reinforcement
- Response effort
- Reinforcer delay
Reinforcement vs no consequence
If reinforcement is available, that will be chosen. for example, if someone is at the counter at taco bell, you will be more likely to order at the counter rather than at the self-order tablet.
Size/Quality of the reinforcer
We often choose the larger, more preferred reinforcer. For example, when choosing where you want to eat, your decision depends on how hungry you are, how much you are willing to spend, and what sounds good to you.
Response effort
how much effort is required to obtain a reinforcer, we often choose the least effort option. For example, buying fast food on your way home from work, or deciding to make food at home.
Response delay
We often choose the reinforcer will a shorter delay. For example, taking $20 now rather than $50 in a week.
Concurrent choices
Two schedules of reinforcement are available at the same time. for the same behavior. For example, The pigeon has two buttons, one FR5 and one FR10 for reinforcement. he will peck FR5 more frequently than FR10 but will still peck FR10 because reinforcement is still being delivered.
Impulsive choice
Choosing a smaller, more immediate reinforcer
Self-control choice
Choosing a larger, more delayed reinforcer.
Self-monitoring
Taking data on your own behavior
Behavioral contracts
an agreement with someone else to engage in/not engage in certain behaviors with specific consequences for when the contract is broken.
Verbal behavior
behavior that is reinforced or punished through mediation of another persons behavior
Mand
The form of a response, is under the functional control of a motivating operation (MO) and is reinforced by the delivery of a special stimulus. Requests, demands, commands, reprimands. (If there’s no MO, it is not a mand)
an example of a Mand
A child sees the TV and is bored> child says “I want cartoons”> you turn on the cartoons.
Tact
In the form of a response, is under the functional control of a nonverbal discriminative stimulus, and a history of conditioned reinforcement. Labelling or naming
an example of a Tact
A child sees a picture of a cartoon> They say “ it’s SpongeBob!”> You say “It sure is!”
Echoic
in the form of a vocal response, is under the functional control of a verbal discriminative stimulus and response, and is reinforced by a generalized conditioned reinforcer. Repeating sounds/words/signs and copying text
an example of an Echoic
A child hears the TV say “I’m ready”> Child says “I’m ready”> and you say “I’m ready too!”
Intraverbal
The form of a response, is under the functional control of a verbal discriminative stimulus. Singing songs, describing activities.
an example of Intraverbal
Ask your child “what is your favorite show?”> they say “its adventure time”> and you say “I really like that show!”
Symmetrical responding
Relating two arbitrary stimuli as the same. For example, knowing that the spoken word ‘frog’ is the same as an actual frog and a photo of a frog. Both symmetrical responding and stimulus equivalence are needed for a behavior to be considered verbal.
Immediate consequences
less than 60 seconds, directly follows behavior and will increase the future likelihood of that response.
Delayed consequences
more than 60 seconds, Does not reinforce behavior directly. (But when combined with language, they can influence behavior through rule following)
direct action contingencies
Where the outcome of the response is reinforced or punished.
Indirect action contingencies
contingency controls the response, but the outcome of the response is to directly reinforce or punish the response.
Ineffective contingencies
A contingency that does not control behavior.
Pliance
following a rule because of social contingencies. Think compliance; doing something because of someone else.
Tracking
following a rule because of what is going on in the environment. Tracking what is going on in the environment. For example, wearing an extra layer because you checked the weather and it is going to be cold that day.
A traditional approach to language
A functional understanding of language
Skinner’s approach to language
cataloged language by its structure, and focuses on the behavior of the speaker
Verbal vs Nonverbal behavior
Verbal behavior is reinforced/punished through the mediation of another person’s behavior, Nonverbal behavior is reinforced/punished through contact with the physical environment.
Verbal behavior can be (?), but not all Verbal behavior (?)(?)
vocal, is vocal
Form vs Function
Form: What it looks like (topography) for example vocal, sign language, writings, or gestures. Function: why it occurs (for what consequence).
Skinner’s analysis of verbal behavior
Antecedent controlling stimulus > Verbal response > listener mediated consequence.
Antecedent and consequence of the verbal operant Mand
A: Some specific stimulus in the environment and an MO.
C: The specific stimulus influenced by the MO.
Antecedent and consequence of the verbal operant Tact
A: Some nonverbal stimulus in the environment.
C: Generalized conditioned reinforcer
Antecedent and consequence of the verbal operant Echoic
A: Some verbal stimulus in the environment.
C: Generalized conditioned reinforcer.
Antecedent and consequence of the verbal operant Intraverbal
A: Some verbal stimulus in the environment.
C: Generalized conditioned reinforcer.
What can Rule Governed behavior do?
-occasion behavior
-expedite responding
-alter MOs
specify the consequence of that behavior.
Rule Governed behavior vs Contingency shaped behavior
Rule governed
-Behavior is controlled by verbal statements. For example, Study for your exam so you get a passing grade.
Contingency shaped
- Behavior learned by direct experience with contingencies (reinforcers/punishers) for example, for every 30 minutes of studying, you get 5 minutes of phone time.
The functionality of Rule Governed behavior
-This behavior allows us to engage in behavior to avoid aversive events without having to directly experience the contingencies.
-avoid pain and social consequences
What is the main goal of the ACT
To encourage clients to act toward their values/ behave towards their values.
