test one Flashcards
iwata
1
Q
what is a hypothetical construct?
A
means something is not real, humans gave meaning to it.
2
Q
is personality a construct?
A
yes, not measurable/definable in nature. Humans made up the concept
3
Q
what are two ways that we change behavior?
A
- change personality
- change attitudes
4
Q
Behavior is studied by…
A
examining observable features
5
Q
covert behavior example
A
- thinking
- problem solving
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).
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!
8
Q
Experimental BA (definition)
A
study of basic learning process
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
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).
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.
12
Q
two big components of development of early psychiatry?
A
Freud (gross) and DSM
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?
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.
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.
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
17
Q
Why adopt an objective approach to the study of behavior?
A
The practical value of opinions and theories vs. empirical facts
18
Q
what is the Fundamental unit of behavior:
A
the response!
19
Q
Behaviorism:
A
general theory of behavior
20
Q
how is behavior best determined ?
A
by observable features of the environment
21
Q
Applied Behavior Analysis
A
-Applications of learning principles to solve problems of social importance
22
Q
Cameron (1944) Critiques
A
- horrible classification
- no causes
- no scientific evidence
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
24
Q
Transitional Research
A
-experimental neuroses -Human Operant Conditioning
25
Treatment of Abnormal Behavior
Behavior Therapy
| Applied BA
26
Basic research on normal behavior
respondent (classical) conditioning
| operant conditioning
27
Ivan Sechonov
Spinal reflexes
28
Ivan Pavlov
Digestive reflexes DOGS
29
Vladimir Bechterev
Muscular reflexes
30
what did the three main russian scientists give to the world of psych ?
Experimental study of environmental influences (role of antecedent events)on motor reflexes, reproducible environment-behavior interactions
31
John Watson (JHU)
Extended research on reflexes, coined the term “behaviorism”
32
Edward Thorndike (Columbia):
Studied problem solving in nonhumans, coined the term “instrumental behavior that produced consequences, proposed the “law of effect”
33
B. F. Skinner (Harvard):
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
34
Examples of Translational Research
* 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
35
Examples of Human Operant Conditioning
* 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
36
Examples of Behavior Therapy
Wolpe (1950s-1960s):Desensitization and implosion techniques to reverse anxiety and fear reactions
37
Examples of Applied Behavior Analysis
* 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
38
BA never dies
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)
39
importance of bear at el article
* “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
40
Seven Dimensions of applied BA
* 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
41
Applied
Applied: ABA focuses on behaviors having social importance
•Arbitrary response in a clinical subject?
•Behavior in nonhuman subject?
42
Behavioral
Behavioral: ABA focuses on direct measurement of the behavior of interest
•“Saying” versus “doing”
43
Analytic
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)
44
Tech
All procedures are identified and clearly described
| -Contingencies described for: (a) R, (b) Not R, (c) Alt R
45
Conceptually systematic
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
46
effectiveness
Interventions produce socially important change
•Statistical significance:
•Clinical significance:
•Is there clinical value in small changes?If so, can you provide an example?
47
•Statistical significance
:Size of change unlikely due to chance
48
Clinical Significance
Size of change meaningful to client
49
Generality
Interventions produce generalized behavior change
•Durability over time:
•Effects transfer across situations
•Effects spread to other behaviors
50
characteristics of a good measurement system
objectivity, reliability, accuracy/validity, sensitivity
51
observable aspects of behavior
- outcome=product; observable results of R
| - process; observable aspects of ongoing R
52
objectivity (characteristics of a good measurement system)
response definition is observable and unambiguous
53
Reliability (characteristics of a good measurement system)
instrument produces consistent and repeatable results.
54
Accuracy/validity: (characteristics of a good measurement system)
instrument represents true representation of events
55
Sensitivity: (characteristics of a good measurement system)
instrument reflects change in R
56
outcome observation
product
57
process observation
ongoing R
58
advantage of Outcome observation
convenient; doesn't require presence of an observer
59
disadvantage of outcome observation
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
advantage of process outcome
flexible, accommodates wide range of Responses
61
disadvantages o process outcomes
requires system to account for multiple R dimensions
62
Topogrpahy:
form of response
63
magnitude
force of response
64
frequency
number of R's
65
duration
amount of time which responses occur
66
latency
time elapsed from some event to a response
67
interresponse time
IRT: time elapsed between R's
68
Two types of behavioral assessments
Indirect and Direct
69
Indirect
interviews, questionnaires, rating scales; relies on individual's recall of behavior
70
direct
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
are labels behaviors
no; must be measurable and not an internal state
72
Interobserver agreement
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
Measuring Ongoing Behavior /Process observations
Continuous recording
| Discontinuous recording
74
Types of continuous recordings
event
| duration
75
continuous recoding
every instance of response is counted
76
continuous event recording
frequency, rate
77
continuous duration recording
duration, latency, IRT
78
discontinuous sampling
only . subset of R is counted
79
Whole interval recording
R is score dif it occurs during entire interval
| -underestimates R
80
Partial interval recording
R is scored if it occurs during any portion of an interval
| -overestimates R
81
momentary time sampling
R is scored if it occurs at the very end (hits bar) or interval .
-random errors
82
total agreement calculation
reliability = smaller / larger
83
interval agreement calc
reliability = # of agreements / #of intervals
84
Exact agreement calc
Reliability = # of exact agreements / # of intervals
85
proportioanl agrement
Reliability = sum of (smaller / larger) / # of intervals
86
basic elements of a graph
- axes
- axis labels
- units
- data points
- phase change line
- phase label
87
phase change line
vertical lines separating experimental conditions
88
phase label
descriptions of experimental conditions
89
x axis
sessions / time
90
y axis
of behaviors
91
multiple plot
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
bar Graph
used for plotting discontinuous data
93
frequency plot
each data point value is graphed separately
94
cumulative record
each data point is added to previous value.
A data point will be for that session and all previous sessions .
95
level
mean value
96
trend
systematic change in level across measurements
97
variability
degree of fluctuation in a data set and around its mean
98
DV
variable observed to determine the effects of an experimental manipulation
99
IV
Variable manipulated by the experimenter (environmental event or treatment)
100
Experimental Design
Rules for applying an IV so as to examine its effects on a DV
101
Functional Relation
A relationin which changes in the DV are demonstrated to be the result (a function) of changes in the IV
102
Replication
Duplication of earlier conditions in an experiment
103
Single Subject Design
An experimental design in which a functional relation can be demonstrated with the behavior of only one subject
104
examples of Single Subject Design
1. Reversal design
2. Multiple baseline design
3. Multielement (alternating treatments) design
4. Changing criterion design
105
advantage of single subject
doesn't require large N, the repeated variables allows for natural variability, flexible design
106
disadvantages for signle subject design
data cant answer for population / cant generalize
107
AB design
ingle introduction of at least one IV on at least one baseline
108
Advantage of AB design
Repeated measurement conditions allows examination of changes in level, trend, and variability
109
Limitations of AB design
- No replication
- Therefore, does not rule out the influence of confounding variables
- Therefore, no demonstration of a functional relation
110
Reversal Design
Introduction and subsequent removal of at least one IV on one BL
111
Advantage Reversal
Simple yet powerful demonstration of experimental control
112
limitations of reversal
* Detrimental effects of reversal: Ethical considerations
* Irreversibility:
* Sequence/Order effect:
113
Sequence/Order effect
Influence of a previous manipulation on responding in a later condition (e.g., training →contingencies)
114
Irreversibility
Failure to reproduce effect observed in a previous phase even though conditions are arranged identically
115
Multiple Baseline Design
Sequential introduction of an IV across more than one BL
116
Multielement (aka Alternating Treatments)
Rapid alternationof BL and IV conditions (or 2 or more IVs) on a single BL
117
Changing Criterion Design
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
