Topic 1 Flashcards
Q: What is behaviour modification, and what does it aim to do?
A: Behaviour modification is a field of psychology concerned with analyzing and modifying behaviour. It aims to increase or decrease a particular behaviour through systematic techniques. It is also known as Applied Behaviour Analysis (ABA).
Example: If a student struggles with completing homework, behaviour modification techniques like reinforcement can help increase homework completion rates.
Q: How do behaviourists and cognitive psychologists differ in their definition of behaviour?
A: Behaviourists define behaviour as overt (external) actions that can be measured, while cognitive psychologists include both overt and covert (internal, hidden) actions.
Example: A behaviourist would study how often someone speaks in class, while a cognitive psychologist might also consider their internal thoughts about speaking.
Q: What are the four measurable dimensions of behaviour?
Frequency – How often a behaviour occurs (e.g., A dog barks 9 times after a doorbell rings).
Duration – How long a behaviour lasts (e.g., A child cries for 5 minutes after their parent leaves).
Intensity – How strong a behaviour is (e.g., A teenager applies a grip strength of 35 kg).
Latency – The time between a stimulus and the behaviour (e.g., A bird waits 30 seconds after a predator call before moving).
Q: How does behaviour impact the physical or social environment?
A: Behaviour occurs in time and space, affecting the environment. The effect can be obvious (e.g., pushing a button) or subtle (e.g., rehearsing a number internally).
Example: Talking loudly in a library disturbs others, while silently reading affects only the individual.
Q: What does it mean when we say behaviour is “lawful”?
A: Behaviour follows predictable rules influenced by environmental factors, allowing for understanding, prediction, and modification.
Example: If a student receives praise for raising their hand, they are more likely to continue raising their hand in the future.
Q: Does behaviour modification focus on personal traits or behaviour?
A: It focuses on behaviour rather than personal characteristics. The goal is to modify specific behaviours rather than label someone as “good” or “bad.”
Example: Instead of saying “Timmy is aggressive,” behaviour modification would describe “Timmy hits his classmates.”
Q: What is the difference between a behavioural excess and a behavioural deficit?
Behavioural excess – An undesirable behaviour that needs to decrease (e.g., excessive smartphone use).
Behavioural deficit – A desirable behaviour that needs to increase (e.g., regular exercise).
Q: How does behaviour modification relate to behaviourism?
It applies principles from behaviourism, particularly operant and classical conditioning, to change behaviour.
Example: Using positive reinforcement to encourage participation in class.
Q: Why does behaviour modification emphasize current environmental events?
A: It focuses on what happens before (antecedents) and after (consequences) a behaviour, as these influence behaviour patterns.
Example: If a child receives candy after throwing a tantrum, they will likely continue throwing tantrums.
Q: Why doesn’t behaviour modification focus on past experiences?
A: It prioritizes recent environmental events because they provide practical explanations and solutions for behaviour.
Example: Instead of blaming childhood experiences for poor study habits, a behaviour analyst would look at current study conditions.
Q: What is Thorndike’s Law of Effect?
A: It states that behaviours followed by satisfying consequences are strengthened, while behaviours followed by unpleasant consequences are weakened.
Example: A cat in a puzzle box learns to press a lever faster if rewarded with food.
Q: What did John B. Watson propose about psychology?
A: He founded behaviourism and argued that psychology should focus on observable behaviour, not internal mental states.
Example: The “Little Albert” experiment demonstrated how fears could be conditioned.
Q: What did Ivan Pavlov’s experiments demonstrate?
A: He discovered classical conditioning, showing that a reflex could be associated with a previously neutral stimulus.
Example: A dog salivating when hearing a metronome after it was paired with food.
Q: How did B.F. Skinner expand on behaviourism?
A: He introduced operant conditioning, emphasizing that consequences determine future behaviour.
Example: A rat pressing a lever to receive food is an example of reinforcement.
Q: What is the purpose of behaviour assessment?
A: It measures target behaviours before, during, and after treatment to determine effectiveness.
Example: Tracking a student’s participation before and after a reinforcement plan.
Q: What is the difference between indirect and direct assessment?
Indirect assessment – Uses interviews and questionnaires.
Direct assessment – Observes and records behaviour as it happens.
Example: Asking a teacher about a student’s classroom behaviour (indirect) vs. recording the student’s actions in class (direct).
Q: What is self-monitoring, and when is it useful?
A: It is when a person records their own behaviour. Useful when independent observers aren’t available or the behaviour occurs privately.
Example: Tracking one’s own screen time to reduce excessive phone use.
Q: What are the essential elements of a behaviour modification graph?
Baseline phase – No treatment applied.
Phase line – Separates baseline from treatment.
Data points – Show measurements of behaviour.
Q: What is an A-B design in behaviour research?
A: A simple study with a baseline (A) followed by treatment (B). It lacks replication, so it does not establish a functional relationship.
Example: Observing a student’s test scores before and after tutoring.
Q: What is an A-B-A-B reversal design, and why is it useful?
A: It involves applying and removing treatment to demonstrate a functional relationship.
Example: Stopping reinforcement to see if a child’s tantrums return.
Q: What is a multiple-baseline design?
A: It applies treatment at different times across subjects, behaviours, or settings to rule out external influences.
Example: Testing a reading intervention in different classrooms.
Q: What is the goal of functional assessment in behaviour modification?
A: The goal is to determine why a behaviour occurs by understanding environmental stimuli that influence it.
Example: A child disrupts class to gain attention. A functional assessment would identify this and suggest reinforcing appropriate attention-seeking behaviours.
Q: What are the three components of the three-term contingency?
Antecedent (A) – What happens before the behaviour.
Behaviour (B) – The specific action taken.
Consequence (C) – What happens after the behaviour.
Example:
A – A teacher asks a question.
B – A student raises their hand.
C – The teacher calls on them.
Q: What is the difference between antecedents and consequences in behaviour modification?
A:
Antecedents: Affect the likelihood of a behaviour now.
Consequences: Influence whether the behaviour occurs in the future.
Example: A dog sits when given a command (antecedent), and if rewarded with a treat (consequence), it is more likely to sit in the future.
