Task List B Flashcards
Response
A single instance of behavior
Behavior
Includes actions of living organisms which change the environment in some way
Response class
A group of behaviors that serve the same function
Stimulus
Involves a change in energy which has an effect on one or more of the senses of a living creature
Stimulus class
A group of stimuli that share a commonality in one of one dimension (physical, temporal, functional)
Respondent conditioning
Type of conditioning in which a neutral stimulus is paired with an unconditioned stimulus. The neutral stimulus then becomes a conditioned stimulus which evokes a conditioned response
Operant Conditioning
A type of learning in which the future probability of behavior are determined by consequences which follow those behaviors.
Positive reinforcement
The addition of a stimulus which increases the likelihood that a behavior will occur again in the future
Negative reinforcement
The removal of a stimulus which increases the likelihood that a behavior will occur again in the future
Fixed Ratio (FR)
Involves providing reinforcement after a specified # of responses
Fixed Interval
Involves providing reinforcement after a specified period of time
Variable Interval (VI)
Involves providing reinforcement after a variable (average) period of time
Variable Ratio
Involves providing reinforcement after a variable (average) number of responses
Alternative schedule of reinforcement
Reinforcement is provided after either a ratio or interval criterion has been met (whichever comes first)
Compound schedule
Consists of two or more types of schedules of reinforcement
Concurrent schedule
-Has 2 or more contingencies
-Simultaneously or independently
-2 or more behaviors
Conjunctive schedule
Reinforcement is provided after both a ratio and interval criterion have been met
Extinction schedule
Involves withholding reinforcement in the presence of a particular behavior in order to eliminate the behavior altogether
chained schedule
The outcome of this is contingent on completing all components in order and successfully
Mixed schedule
Involves utilizing two or more schedules of reinforcement in a random/alternating order without correlated discriminative stimuli
Multiple schedules
Involves utilizing two or more schedules of reinforcement in a random or alternating order
progressive schedule
This is shinned systematically after each presentation of reinforcement regardless of the learners behavior
Tandem schedule
The same as a chained schedule of reinforcement but without any correlated discriminative stimuli
Discriminative schedules of reinforcement
Includes both multiple and chained schedules
Nondiscriminative schedules of reinforcement
Includes both mixed and tandem schedules
Positive punishment
Involves the addition of a stimulus which decreases the likelihood that a behavior will occur again in the future
Negative punishment
The removal of a stimulus which decreases the likelihood that a behavior will occur again in the future
Automatic reinforcement
Reinforcement that is not socially mediated
Socially mediated reinforcement
Reinforcement that occurs via another person
Unconditioned reinforcer (UR)
A stimulus that acts as reinforcement independent of the individual’s learning history
Conditioned reinforcer (CR)
A stimulus that acts as reinforcement because of the individuals learning history
Generalized reinforcer
A reinforcer that has become such due to a history of being pared with other reinforcers
Unconditioned Punisher
A stimulus that acts as punishment independent of the individual’s learning history
Conditioned punisher
A stimulus that acts as punishment because of the individuals learning history
generalized punisher
A punisher that has become such due to a history of being paired with other punishers
Operant extinction
The process of decreasing behaviors entirely by withholding reinforcement in the presence of those behaviors
Stimulus control
Occurs when a response is affected (frequency, latency, duration, and or magnitude) by the presence or absence of the stimulus
Discrimination
Involves being able to identify a stimulus among other stimuli
Generalization
Occurs when behaviors extend to new people, places, situations, or other similar behaviors
Maintenance
The ability of a learner to continue to demonstrate a skill after an intervention has been entirely or partially removed
Motivating Operation (MO)
An environmental variable which a. alters (increase or decrease) the reinforcing effectiveness of a stimulus and b. alters the current frequency of all behavior that has been reinforced by that stimulus
Establishing operation (EO)
A type of motivating operation that increases the effectiveness of a reinforcer
Abolishing operation (AO)
An MO that decreases the effectiveness of a reinforcer
Unconditioned motivating operation (UMO)
A type of MO with a value-altering effect that occurs independently of a learning history
Conditioned motivating operation (CMO)
A type of MO with a value-altering effect that occurs because of a learning history
Transitive conditioned motivating operation (CMO-T)
A type of MO that gains its effectiveness by being paired with an unconditioned motivating operation that precedes a situation involving improvement
Surrogate conditioned motivating operation (CMO-S)
A type of MO that gains its effectiveness by being paired with another MO
Reflexive conditioned motivating operation (CMO-R)
A type of MO that gains its effectiveness because it precedes a situation involving worsening/improvement
Rule governed behavior
A behavior that is under the control of a rule, which includes a verbal declaration of a specific three-term contingency
Rule-governed behavior
A behavior that is under the control of a rule, which includes a verbal declaration of a specific three-term contingency
Contingency shaped behaviors
Includes the behaviors that are learned by directly experiencing consequences
Verbal operants
Include units of verbal behavior which functionally relate responses to the variables that control them
Verbal behavior
Any behavior that is reinforced by another individual’s behavior
Mand
A request or a statement
“I want..”
Tact
A label
Ex: driving down the road, saying “Cow!”
Intraverbal
Verbal response that has no point-to-point correspondence with the verbal SD that evokes it
Echoic
Individual repeating another individual’s verbal behavior
Textual behavior
Verbal operant that involves the act of reading without necessarily comprehending what is being read
Transcription
Echoic behavior that involves writing down what is read
copying a text
Verbal operant that involves writing down what is heard
Derived stimulus relations
Untrained stimulus-stimulus relations such as equivalence , reflexivity, symmetry, and transitivity
Equivalence
Involves correctly responding to stimulus-stimulus relations that have not been trained or reinforced but are the result of reinforcing other stimulus-stimulus relations
Transitivity
Occurs when a learner is taught A=B and B=C, and then proceeds to demonstrate the understanding that A=C
Reflexivity
Occurs when a learner engages in a matched sample (A=A) that has not been previously trained
Symmetry
Occurs when a learner is taught A=B and then proceeds to demonstrate the understanding that B=A
Skinner
Founder of radical behaviorism
Pavlov
founder of classical (respondent) conditioning
Watson
looked at environment and behavior but not consequences (SR psychology)
Reversal Design
ABA, BAB, ABAB designs, withdrawal design
Alternating treatment design
uses 2 or more interventions is alternating successions to see which one is more effective
Changing criteria design
An experimental Design in which an initial baseline phase is followed by a series of treatment phases consisting of successive and gradually changing criteria for reinforcement or punishment. Experimental control is evidenced by the extent the level of responding changes to conform to each new criterion.
Multiple baseline design
Designs used when it is not possible or ethical to employ a treatment reversal period. In this design, baselines are established for two (or more) behaviors, treatment is introduced for one behavior, and then treatment is introduced for the second behavior as well. By observing changes in each behavior from period to period, one may draw conclusions about the effectiveness of the treatments.
Multiple probe design
a method of analyzing the relation between the independent variable and the acquisition of a successive approximation or task sequence.
component analysis
looks at the effect of each part of a treatment package.
The research tactic for examining two or more elements of a treatment package is called
Parametric analysis
seeks to discover the differential effects of a range of values of the independent variable (IV is present but levels are manipulated)
Delayed multiple baseline
is an experimental tactic in which an initial baseline and intervention are begun, and subsequent baselines are added in a staggered or delayed fashion. (used when a new subject, setting, or behavior becomes available)
Experimental control
a predictable change in behavior can be reliably produced by the systematic manipulation of some aspect of the person’s environment
Non-parametric study
IV either present or absent during study
3 types of multiple baseline designs
- across behaviors
- across settings
- across subject
4 confounding threats to internal validity
Acronym: MISS (confounds)
- Measurement Confounds
- IV Confounds
- Subject Confounds
- Setting Confounds
Type l error
false positive: assuming the IV affected the DV, when it actually did not.
Type ll error
False negative: assuming the IV did NOT affect the DV, when it actually did (occurs most often)
_________ is the interaction between an organism and its environment
Behavior
________ means that a level of behavior observed in an earlier phase cannot be reproduced even though experimental conditions return to preintervention conditions.
irreversibility
An investigator who ________ turns the target behavior on and off by presenting and withdrawing a specific variable makes a clear and convincing demonstration of experimental control.
Reliably
This term is used to describe the effects on a subject’s behavior in a given condition that may be a result of the subject’s experience with a prior condition.
Sequence
In a ____________ ______________ design, the independent variable’s function in changing a given behavior is inferred by the lack of change in untreated behaviors.
multiple baseline
Replication
When a subject’s behavior changes each time a new criterion is introduced
The ultimate purpose of _______ _________ assessment is “to help choose and guide [behavior change] program development and application
Social validity
Probe
intermittent measures used to analyze the current levels of each phase
additive effects
the effects of individual components of the treatment package are independent of each other
multiplicative effects
the effects of one component might depend on the presence of another
Extinction (EXT)
AKA: Operant extinction
A maintaining reinforcer is no longer provided —> behavior decreases
-NOT a punishment procedure
Extinction Burst
Hint: The burst is first!!
An immediate increase in the rate of responding when an EXT procedure is first implemented
Resurgence (EXT)
When during EXT, a behavior that has gone through EXT in the past returns
-ex: Behavior returns when alternate behavior has less reinforcement
Spontaneous Recovery
A typical short pattern in which the behavior that diminished during the EXT process reoccurs even though the behavior has not been reinforced; may indicate EXT is ineffective
Extinction-Induced Variability
Novel behaviors occur during the EXT process
-the client may be looking for another way to contact SR
Resistance to Extinction
-Long history of reinforcement
-INT schedules of reinforcement are more resistant to EXT than CRF
Stimulus Control
When a discriminated operant (learned behavior) occurs in the presence of the SD and doesn’t occur in its absence or in the presence of other stimuli (S-delta)
Factors that affect stimulus control (2)
Pre-attending skills
Stimulus salience
Stimulus Salience
the prominence of the stimulus in your setting to make things easier to learn
Masking
-An element that effects stimulus salience
AKA: stimulus blocking
though a stimulus has acquired stimulus control over a behavior, a competing stimulus masks its evocative function
Overshadowing
-effects stimulus salience
The presence of 1 stimulus interferes w/overshadows the acquisition of stimulus control by another stimulus
Ex: watching tv when studying overshadows your learning
Discriminative Stimulus
AKA: SD
A signal that tells you: reinforcement is available!!
2 Types of generalization
- Stimulus generalization
- Response generalization
Response Generalization
AKA: Response Induction
The extent to which your client exhibits novel behaviors that are functionally-equivalent to the trained target response
Induction - Intro
Intro - Novel responses
Stimulus Generalization
Responding to something in the same way that resembles the original thing from which you learned
Common Stimuli
Ensure the same SDs exist in both the instructional and generalization setting (real world)
Loosely Train
Broaden the variety of the non-critical aspects of the SD
-decreases change of too narrowly discriminating non critical elements
Exemplars (2)
AKA: multiple exemplar training
a. teach enough response examples
b. teach enough stimulus examples
Mediation (2)
a. ask people to reinforce behavior
b. contrived mediating stimulus
M- Self Management (3)
a. response variability
b. recruit reinforcement
c. teach required levels
I - Indiscriminable Contingencies (2)
a. intermittent reinforcement
b. delayed rewards
N- Negative teaching examples
Teach client to discriminate the settings, times, and conditions in which it is not appropriate to display a certain behavior
-promoting discrimination skills and stimulus control
G- General case analysis
AKA: general case strategy
Teach client all the different stimulus variations and response variations she may come across in the generalization setting
T- Trap- Behavior Trap
Super effective contingency of SR that’s easy to enter; hard to leave!
Once client is in behavior trap, the trap creates generalized behavior change automatically
Strategies to promote generalization
ACRONYM: CLEMMING TRAP
Common stimuli
Loosely train
Exemplars
Mediation
M- Self Management
Indisriminable contingencies
Negative teaching examples
General case analysis
TRAP
