Quiz 2 (Malott 3 & 4, Terry 2) Flashcards
reinforcement by the removal of an aversive stimulus
negative reinforcement- a behavior’s rate will increase if the behavior causes an aversive stimulus to be removed
escape response
removes/reduces an aversive stimulus
aversive stimulus
a stimulus that increases the future frequency of a response which leads to its removal
escape principle
a response becomes more likely if it has removed/reduced an aversive stimulus in the past
escape contingency
if a behavior causes the removal of an aversive stimulus, the frequency of that behavior will rise in the future
positive reinforcement
the presentation of a stimulus causes the behavior to increase
functional equivalent behavior
a positive behavior that can merit a reinforcement that used to be given to a negative behavior (before and after is the same, just the behavior in the middle is different)
differential reinforcement of alternative behavior
replace an inappropriate behavior with a specific appropriate behavior that produces the same reinforcing outcome
functional assessment
an assessment of the contingencies responsible for behavioral problem
ways to do a functional assessment
- interview (the person or people close to them)
- observe (in their natural environment)
- intervene (modify contingencies to see what difference it makes)
sick social cycle/victim’s escape model
someone behaves in an aversive way, you act to escape, which reinforces that behavior- both responses continue to reinforce each other
parsimony
the use of no unnecessary concepts, principles, or assumptions
world’s most famous real psychologist
Skinner
toothpaste theory of abnormal behavior
abnormal behavior flows out of sick people like toothpaste squeezed from a tube; it results from inner pressure
punishment contingency
present an aversive condition in response to a particular behavior, and that behavior will decrease in frequency
positive punishment
adding a punishment to decrease a behavior
punishment principle
a response becomes less frequent if an aversive stimulus or an increase in an aversive stimulus has followed it in the past
positive reinforcement
present a positive reinforcer- behavior increases
positive punishment
present a negative reinforcer/punisher- behavior decreases
negative reinforcement
remove a negative reinforcer/punisher- behavior increases
gentle teaching
combines behavioral training techniques with teaching quietly (almost nonverbal, to make them hungrier for vocal praise)
restitutional overcorrection
person repairs his/her damage and then some
positive practice
person practices doing correctly what he/she had done wrong
overcorrection
contingency on inappropriate behavior requiring th eperson to engage in an effortful response that more than corrects the effects of inappropriate behavior (usually allowed when certain punishments may not be allowed because it’s socially acceptable)
inappropriate contingency
a contingency is inappropriate when it exerts more control over the person than it should
reversal design
go back and forth between intervention and baseline to assess the affects of intervention
multiple baseline design
an experimental design in which the replications involve baselines of differing durations and interventions of different starting times
three types of multiple baseline designs
across behaviors, across settings, across subjects
four criteria for good research
- compare DV to 2 different levels of IV
- replicate change enough times to rule out coincidence
- record data long enough in the baseline to rule out the chance that the DV would have changed anyway
- the more drastic the change will be, the less time you need doing baseline
reliability measurement
2 or more independent observers measure scientists’ findings to ensure that the procedures are done as described
practices to prevent from bias
- experimental designs that offer clear comparisons between conditions
- describe procedures/measurements so they can be replicated
- reliability measurements
informed consent
consent to intervene in a way that is experimental/risky; participant/guardian is informed of the risks and benefits and of the right to stop the intervention
behavioral validity vs social validity
behavioral: it works
social: people like it
social validity
the goals, procedures, and results of an intervention are socially acceptable to the client, behavior analyst, and society
orienting response
first reaction to a stimulation, which lets us know what the stimulus is (evolutionarily prepare us for danger)
habituation
decrease in orienting reactions to a stimulus that is repeatedly presented- a simple form of learning
ways to measure habituation
blood flow; skin conductance response; eye fixations
novelty recognition task
shows orienting and habituation; subjects explore some objects, then more are added and the subjects explore the new ones (orienting to the new after having habituated to the old)
what does the color experiment show?
you can use habituation to show how infants categorize colors by habituating to one color, then they orient more to a color that seems to be different
parametric
taking one dimension of an independent variable and systematically varying it to map out the changes in effect
parametric features of habituation
frequency of repetition, spontaneous recovery, effects of repeated habituations, spacing of stimulations, dishabituation, habituation to one timulus generalizes to other stimuli
frequency of repetition
after how many times of exposure to the stimulus do you decrease in your response
spontaneous recovery
if you delay between presentations of a stimulus, the habituation may go away
repeated habituations
if a habituation response recovers, the next time it will take less time to habituate- this continues
saving
when it takes less time to rehabituate to a stimulus, you’ve saved the number of presentations necessary to reduce the response
spacing of stimulations
closely spaced repetitions produce more habituation in the short term than do sparsely spaced repetitions
dishabituation
blocking habituation to one stimulus by presenting a different novel stimulus
habituation generalization
habituation to one stimulus may spread to like stimuli
nonlearning explanations for habituation
- sensory receptors become less sensitive to repeated stimulus presentations
- response system becomes repleted/fatigued
sensitization
amount of responding increases across repetitions
dual-process theory
overall behavioral response to repetitive stimulation depends on the balance between habituation and sensitization
which two neurons are involved in habituation?
sensory and motor- in habituation, the synapse between them changes its flow so that the sensory neuron no longer activates the motor neuron
engram
change that occurs in the nervous system to encode new learning
neuronal model
compare current sensory input to the model stored in memory to determine whether the stimulus is familiar (also compares setting/time)
expectancy
neuronal model of a stimulus makes a prediction for what stimulus will occur, where, and when
missing stimulus effect
expose to a sequence of stimuli; then expose to only one and an OR will occur
effector fatigue
response apparatus is temporarily inhibited
perceptual learning
once we can identify a stimulus it’s easier to learn other things about the stimulus
attentional weighting
increasing our attention to features that distinguish among stimuli
mere exposure effect
exposure to a stimulus sometimes leads to an emotional increase in preference for the stimulus
neophobia
fear of the new
perceptual fluency hypothesis
we emotionally prefer stimuli that are easily perceived (which happens due to previous experience)
learned safety hypothesis
learning that food is safe to eat
latent inhibition effect
rats exposed to a distinctive flavor were later slower to learn an aversion to this taste when it did cause illness
potentiated startle
previous arousal due to nervousness/fear + startle noise = larger startle reaction (helps to estimate amount of fear present when done in different conditions but with the same stimulus)
emotional flooding/implosion
expose a person with a phobia to the stimulus or situations to habituate them and reduce fear
