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test one Flashcards

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1
Q

what is a hypothetical construct?

A

means something is not real, humans gave meaning to it.

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2
Q

is personality a construct?

A

yes, not measurable/definable in nature. Humans made up the concept

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3
Q

what are two ways that we change behavior?

A
  • change personality

- change attitudes

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4
Q

Behavior is studied by…

A

examining observable features

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5
Q

covert behavior example

A
  • thinking

- problem solving

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6
Q

what’s an issue scientist have w covert thinking?

A

it’s not measurable. happens in our brains (a private event), and scientists can only measure things that show similar things. (we have fMRI’s to show areas of the brain light up, but it can’t show advanced problem solving compared to another brain).

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7
Q

is covert behavior governed by the same laws as overt behavior?

A

well, we really don’t know, but we assume its the same/very similar!

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8
Q

Experimental BA (definition)

A

study of basic learning process

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9
Q

three main components of 1800’s medicine

A
  • assessment: interview patient and observe symptoms (if observable)
  • hypothesis: tentative guess about causation
  • treatment: eliminate presumes cause
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10
Q

C. Bernard proposal of medicine (revolution in medicine) [early 1900’s]

A
  • Known: Determinants of normal states of living (physiology)
  • Assessment: Attempts to reproduce disease states via disruptions in normal physiology
  • Therapeutics: Identify agents that reverse the course of disease
  • “experimental analysis is our only means of searching for truth”
  • said we have to test things to make sure that doctors aren’t just making patients more sick (which was p much what they were doing lmao).
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11
Q

How did psychiatry change in from Bernard’s new perspective?

A

in the early 1900’s, it p much didn’t change! Still considered very separate from typical medicine.
-people believed Freud’s unresolved superego/id conflict, etc.

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12
Q

two big components of development of early psychiatry?

A

Freud (gross) and DSM

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13
Q

issues with development of early psychiatry

A
  • NO experimentation! nothing was scientific
  • relied on verbal reports only, which aren’t super reliable
  • also, symptoms were confused with being disease (i.e., a mood swing is not a disease, but it could be a symptom of a disease)
  • What determines verbal reports of mood?
  • What determines observed behavior patterns?
  • Freudian schema entirely fictional: Show me the superego!
  • How to measure bipolar personality (or manipulate it) independent of verbal report?
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14
Q

critiques of early psychiatry at the time

A

no casual relationships found
/ not based on evidence
“nature did not define the DSM” meaning that lots of DSM symptoms and disease are constructs/ had no real evidence.

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15
Q

what is the weird broom and cigarette experiment, and what what the point/results?

A

changed ladys behavior in a lab by giving her a cigarette (motivation/reward) when she held onto broom for long periods of time. Sent lady to two different psychiatrists. They interpreted her behavior differently, both giving separate diagnoses.

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16
Q

Behavioral Assessment:

A

measurement of target behavior in behavior modification

  • selection of measurement device
  • selection of data display
  • collection of data and assessment of Reliability
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17
Q

Why adopt an objective approach to the study of behavior?

A

The practical value of opinions and theories vs. empirical facts

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18
Q

what is the Fundamental unit of behavior:

A

the response!

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19
Q

Behaviorism:

A

general theory of behavior

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20
Q

how is behavior best determined ?

A

by observable features of the environment

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21
Q

Applied Behavior Analysis

A

-Applications of learning principles to solve problems of social importance

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22
Q

Cameron (1944) Critiques

A
  • horrible classification
  • no causes
  • no scientific evidence
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23
Q

McKinnon (20111) Critiques

A
  • “rickety edifice” meaning still pretty unsound.
  • “Nature did not define the DSM’s official diagnostic criteria; committees negotiated them”—- no way to know if our criteria is valid, big guessing game
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24
Q

Transitional Research

A

-experimental neuroses -Human Operant Conditioning

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25
Q

Treatment of Abnormal Behavior

A

Behavior Therapy

Applied BA

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26
Q

Basic research on normal behavior

A

respondent (classical) conditioning

operant conditioning

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27
Q

Ivan Sechonov

A

Spinal reflexes

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28
Q

Ivan Pavlov

A

Digestive reflexes DOGS

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29
Q

Vladimir Bechterev

A

Muscular reflexes

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30
Q

what did the three main russian scientists give to the world of psych ?

A

Experimental study of environmental influences (role of antecedent events)on motor reflexes, reproducible environment-behavior interactions

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31
Q

John Watson (JHU)

A

Extended research on reflexes, coined the term “behaviorism”

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32
Q

Edward Thorndike (Columbia):

A

Studied problem solving in nonhumans, coined the term “instrumental behavior that produced consequences, proposed the “law of effect”

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33
Q

B. F. Skinner (Harvard):

A

Distinguished between respondent (reflexive) and operant (instrumental) learning, conducted definitive research on learning processes, extended learning principles as a general theory to account for most human activity

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34
Q

Examples of Translational Research

A
  • Pavlov: Disruption of learned reflexes in dogs (shock)
  • Watson & Rayner: “Little Albert” (loud noise + furry object =phobic reaction
  • Wolpe: Production and elimination of fearful reaction in cats
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35
Q

Examples of Human Operant Conditioning

A
  • Fuller (1949):First demonstration of human operant conditioning –“Operant conditioning of a “vegetative organism”
  • Bijou (1955): Operant behavior inyoung children, application in mental retardation
  • Lindsley (1959):Cooperative behavior in schizophrenics
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36
Q

Examples of Behavior Therapy

A

Wolpe (1950s-1960s):Desensitization and implosion techniques to reverse anxiety and fear reactions

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37
Q

Examples of Applied Behavior Analysis

A
  • Ayllon & Michael (1959): First example of ABA: Therapeutic contingencies applied to psychotic behavior
  • Ayllon et al. (1965): Production of psychiatric symptoms
  • Lovaas (1965):Operant conditioning with autistic children
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38
Q

BA never dies

A

Association for Behavior Analysis (ABA)
•Est. 1974: 28,000 members,95 chapters (43 foreign)

Behavior Analyst Certification Board (BACB)
•Est. 1998: 205 university programs, ~ 25,00 CBAs

Association of Professional Behavior Analysis (APBA)
•Est. 2007: Practice issues (licensing in 20 states)

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39
Q

importance of bear at el article

A
  • “A society willing to consider a technology of its own behavior apparently is likely to support that application when it deals with socially important behaviors . . . .” (p. 91). Is society willing to consider a technology of behavior?
  • Published in 1st issue of JABA by 1st three editors •Defined ABA and proposed criteria for evaluation of ABA research Most frequently cited article in the field of ABA
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40
Q

Seven Dimensions of applied BA

A
  • Applied: Focus is on behaviors having social significance
  • Behavioral: Focus is on observable events
  • Analytical: Emphasis is on demonstration of functional relationships
  • Technological: All procedures are identified and clearly described
  • Conceptually systematic: Procedures are related to basic principles from which they are derived
  • Effective: Intervention results in socially significant behavior change
  • Generalizable: Extension of behavior change across time, setting, or other behaviors
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41
Q

Applied

A

Applied: ABA focuses on behaviors having social importance
•Arbitrary response in a clinical subject?
•Behavior in nonhuman subject?

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42
Q

Behavioral

A

Behavioral: ABA focuses on direct measurement of the behavior of interest
•“Saying” versus “doing”

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43
Q

Analytic

A

The analysis of a behavior . . . Requires a believable demonstration of the events that can be responsible for the occurrence or non-occurrence of that behavior. . . . By common laboratory standards, that has meant an ability to turn the behavior on and or, or up and down, at will. (p. 94)
•Two experimental designs for demonstrating functional relations, reversal and multiple baseline(see Ch. 3)

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44
Q

Tech

A

All procedures are identified and clearly described

-Contingencies described for: (a) R, (b) Not R, (c) Alt R

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45
Q

Conceptually systematic

A

Procedures are tied to their underlying principles
•Outcome of research on unrelated procedures: Unwieldy collection of tricks
•Outcome of conceptually systematic research: Organized technology (science) of behavior change

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46
Q

effectiveness

A

Interventions produce socially important change
•Statistical significance:
•Clinical significance:
•Is there clinical value in small changes?If so, can you provide an example?

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47
Q

•Statistical significance

A

:Size of change unlikely due to chance

48
Q

Clinical Significance

A

Size of change meaningful to client

49
Q

Generality

A

Interventions produce generalized behavior change
•Durability over time:
•Effects transfer across situations
•Effects spread to other behaviors

50
Q

characteristics of a good measurement system

A

objectivity, reliability, accuracy/validity, sensitivity

51
Q

observable aspects of behavior

A
  • outcome=product; observable results of R

- process; observable aspects of ongoing R

52
Q

objectivity (characteristics of a good measurement system)

A

response definition is observable and unambiguous

53
Q

Reliability (characteristics of a good measurement system)

A

instrument produces consistent and repeatable results.

54
Q

Accuracy/validity: (characteristics of a good measurement system)

A

instrument represents true representation of events

55
Q

Sensitivity: (characteristics of a good measurement system)

A

instrument reflects change in R

56
Q

outcome observation

A

product

57
Q

process observation

A

ongoing R

58
Q

advantage of Outcome observation

A

convenient; doesn’t require presence of an observer

59
Q

disadvantage of outcome observation

A

some R’s do not always produce the same outcome.
some outcomes are produced by R’s other than the target.
not exaclty always bilateral

60
Q

advantage of process outcome

A

flexible, accommodates wide range of Responses

61
Q

disadvantages o process outcomes

A

requires system to account for multiple R dimensions

62
Q

Topogrpahy:

A

form of response

63
Q

magnitude

A

force of response

64
Q

frequency

A

number of R’s

65
Q

duration

A

amount of time which responses occur

66
Q

latency

A

time elapsed from some event to a response

67
Q

interresponse time

A

IRT: time elapsed between R’s

68
Q

Two types of behavioral assessments

A

Indirect and Direct

69
Q

Indirect

A

interviews, questionnaires, rating scales; relies on individual’s recall of behavior

70
Q

direct

A

a person observes or records target behavior as it occurs

  • preferred
  • must be in close proximity
  • must be aware of behavior to look for before hand
71
Q

are labels behaviors

A

no; must be measurable and not an internal state

72
Q

Interobserver agreement

A

IOA when 2 people independently observe the same behavior and record that the behavior occurred.

Definition: Consistency of an observational code, or the extent to which an observational code produces the same results across samples (subjects, behaviors, time, observers, etc.)
•Method for assessment: Collect independent samples of data; compare results to a standard or to each other

73
Q

Measuring Ongoing Behavior /Process observations

A

Continuous recording

Discontinuous recording

74
Q

Types of continuous recordings

A

event

duration

75
Q

continuous recoding

A

every instance of response is counted

76
Q

continuous event recording

A

frequency, rate

77
Q

continuous duration recording

A

duration, latency, IRT

78
Q

discontinuous sampling

A

only . subset of R is counted

79
Q

Whole interval recording

A

R is score dif it occurs during entire interval

-underestimates R

80
Q

Partial interval recording

A

R is scored if it occurs during any portion of an interval

-overestimates R

81
Q

momentary time sampling

A

R is scored if it occurs at the very end (hits bar) or interval .
-random errors

82
Q

total agreement calculation

A

reliability = smaller / larger

83
Q

interval agreement calc

A

reliability = # of agreements / #of intervals

84
Q

Exact agreement calc

A

Reliability = # of exact agreements / # of intervals

85
Q

proportioanl agrement

A

Reliability = sum of (smaller / larger) / # of intervals

86
Q

basic elements of a graph

A
  • axes
  • axis labels
  • units
  • data points
  • phase change line
  • phase label
87
Q

phase change line

A

vertical lines separating experimental conditions

88
Q

phase label

A

descriptions of experimental conditions

89
Q

x axis

A

sessions / time

90
Q

y axis

A

of behaviors

91
Q

multiple plot

A

more than one data set (completed & correct

more than one X axis (Jack & Jill)

double Y axis; used when data represents different units of measurement (Baseline and Reinforcement of problems and discipline)

92
Q

bar Graph

A

used for plotting discontinuous data

93
Q

frequency plot

A

each data point value is graphed separately

94
Q

cumulative record

A

each data point is added to previous value.

A data point will be for that session and all previous sessions .

95
Q

level

A

mean value

96
Q

trend

A

systematic change in level across measurements

97
Q

variability

A

degree of fluctuation in a data set and around its mean

98
Q

DV

A

variable observed to determine the effects of an experimental manipulation

99
Q

IV

A

Variable manipulated by the experimenter (environmental event or treatment)

100
Q

Experimental Design

A

Rules for applying an IV so as to examine its effects on a DV

101
Q

Functional Relation

A

A relationin which changes in the DV are demonstrated to be the result (a function) of changes in the IV

102
Q

Replication

A

Duplication of earlier conditions in an experiment

103
Q

Single Subject Design

A

An experimental design in which a functional relation can be demonstrated with the behavior of only one subject

104
Q

examples of Single Subject Design

A
  1. Reversal design
  2. Multiple baseline design
  3. Multielement (alternating treatments) design
  4. Changing criterion design
105
Q

advantage of single subject

A

doesn’t require large N, the repeated variables allows for natural variability, flexible design

106
Q

disadvantages for signle subject design

A

data cant answer for population / cant generalize

107
Q

AB design

A

ingle introduction of at least one IV on at least one baseline

108
Q

Advantage of AB design

A

Repeated measurement conditions allows examination of changes in level, trend, and variability

109
Q

Limitations of AB design

A
  • No replication
  • Therefore, does not rule out the influence of confounding variables
  • Therefore, no demonstration of a functional relation
110
Q

Reversal Design

A

Introduction and subsequent removal of at least one IV on one BL

111
Q

Advantage Reversal

A

Simple yet powerful demonstration of experimental control

112
Q

limitations of reversal

A
  • Detrimental effects of reversal: Ethical considerations
  • Irreversibility:
  • Sequence/Order effect:
113
Q

Sequence/Order effect

A

Influence of a previous manipulation on responding in a later condition (e.g., training →contingencies)

114
Q

Irreversibility

A

Failure to reproduce effect observed in a previous phase even though conditions are arranged identically

115
Q

Multiple Baseline Design

A

Sequential introduction of an IV across more than one BL

116
Q

Multielement (aka Alternating Treatments)

A

Rapid alternationof BL and IV conditions (or 2 or more IVs) on a single BL

117
Q

Changing Criterion Design

A

Definition: Introduction of one IV on a single BL in step-wise fashion, with steps corresponding to progressive changes in either response requirement or value of the IV

applied BA (3 decks)

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