Topic 6

Question 1

Front: What is operant extinction?

Answer 1

Back: The procedure of withholding reinforcers that maintain a behavior.

Question 2

Front: What is classical (respondent) extinction?

Answer 2

Back: The procedure of presenting the conditioned stimulus without the unconditioned stimulus.

Question 3

Front: What is the key difference between operant and classical extinction?

Answer 3

Back: Operant extinction involves withholding reinforcement, while classical extinction involves removing the unconditioned stimulus when presenting the conditioned stimulus.

Question 4

Front: What does the graph in the operant extinction slide show?

Answer 4

Back: The graph depicts cumulative responses of a bird over multiple sessions, showing a decline in responses when reinforcement is removed, indicating extinction.

Question 5

Front: What does the term “RR-5” on the graph indicate?

Answer 5

Back: “RR-5” likely refers to a reinforcement schedule (Random Ratio-5), meaning reinforcement was provided on average every 5 responses before extinction was implemented.

Question 6

Front: In classical extinction, what happens when the conditioned stimulus (CS) is presented without the unconditioned stimulus (US)?

Answer 6

Back: The conditioned response (CR) weakens and eventually stops occurring.

Question 7

Front: In the classical extinction graph, what were the CS and US?

Answer 7

Back: The conditioned stimulus (CS) was a tone, and the unconditioned stimulus (US) was a shock.

Question 8

Front: What does the graph in classical extinction show?

Answer 8

Back: The suppression ratio of the conditioned group decreases over time, indicating that the conditioned response weakens as extinction progresses.

Question 9

Front: What happens when extinction is applied to a positively reinforced behavior?

Answer 9

Back: The positive reinforcer is removed. Example: No longer getting attention for crying.

Question 10

Front: What happens when extinction is applied to a negatively reinforced behavior?

Answer 10

Back: The aversive stimulus is no longer removed. Example: No longer being excused from eating vegetables when crying.

Question 11

Front: What are the three key steps of classical extinction?

Answer 11

Back:

1. A conditioned stimulus (CS) is paired with an unconditioned stimulus (US) and produces a conditioned response (CR).
2. The CS is no longer followed by the US.
3. The CR weakens or stops occurring.

Question 12

Front: What is an extinction burst?

Answer 12

Back: An extinction burst is a temporary increase in the frequency, duration, or intensity of an unreinforced behavior when extinction is first implemented.

Example: Repeatedly pressing a malfunctioning vending machine button.

Question 13

Front: What does the extinction burst graph show?

Answer 13

Back: The graph shows that after the extinction procedure begins, the behavior (e.g., screaming) temporarily increases before gradually decreasing.

Question 14

Front: Why does an extinction burst occur?

Answer 14

Back: It happens because the individual expects reinforcement and tries harder when it is no longer provided.

Question 15

Front: What is an increase in operant variability?

Answer 15

Back: During extinction, individuals try different behaviors to regain reinforcement.

Example: If pressing a button doesn’t work, a person might press it harder, hold it longer, or try a different method.

Question 16

Front: How does response variability relate to extinction?

Answer 16

Back: If reinforcement is no longer given, individuals will explore alternative responses, increasing the likelihood of finding new ways to get reinforced.

Question 17

Front: What was the response variability experiment with pigeons?

Answer 17

Back:

Pigeons pecked two response keys eight times.

Only novel sequences (different from the last 50 trials) were reinforced.

This led to increased response variability.

Question 18

Front: What role does reinforcement play in response variability?

Answer 18

Back: Reinforcement can shape not just consistent behaviors but also promote novel, flexible responses when needed.

Question 19

Front: What are emotional responses in extinction?

Answer 19

Back: Emotional reactions such as frustration and aggression can occur when an expected reinforcement is removed.

Example: A child throws a tantrum when their demand is ignored.

Question 20

Front: Why do emotional responses happen during extinction?

Answer 20

Back: Because the expected outcome does not happen, violating the individual’s expectations, leading to frustration.

Question 21

Front: What is spontaneous recovery?

Answer 21

Back: Spontaneous recovery is the reappearance of an extinguished behavior in a situation similar to where it was previously reinforced, even after a period of time has elapsed.

It shows that extinction does not completely erase the learned behavior.

Question 22

Front: What factors influence spontaneous recovery?

Answer 22

Back:

1. Time – The longer the time gap, the higher the likelihood of spontaneous recovery.
2. Environmental cues – If the individual encounters a setting similar to where they were previously reinforced, the behavior may resurface.
3. Past reinforcement strength – Behaviors that were strongly reinforced in the past are more likely to reappear.

Question 23

Front: How does re-acquisition of an extinguished behavior compare to initial learning?

Answer 23

Back: Once a behavior has been extinguished, relearning it takes less time than the original training. This suggests that extinction does not erase the memory but rather weakens it.

Question 24

Front: What does the “Preventing Spontaneous Recovery” slide suggest about extinction?

Answer 24

Back: Repeated extinction sessions, especially in different settings, are necessary to prevent spontaneous recovery. The more a behavior is extinguished across different environments, the less likely it is to reoccur.

Question 25

Front: Why are multiple extinction sessions required to fully eliminate a behavior?

Answer 25

Back: Extinction in one setting does not necessarily transfer to others. The individual may still show the behavior in a different environment unless extinction occurs across multiple contexts.

Question 26

Front: What do the graphs on preventing spontaneous recovery illustrate?

Answer 26

Back: The graphs show a progressive decrease in response frequency across multiple extinction sessions. Initially, responses are frequent. Over repeated extinction sessions, the responses become less frequent until they nearly disappear.

Question 27

Front: What is the key takeaway from spontaneous recovery research?

Answer 27

Back: Even when a behavior appears to be extinct, it can return. Preventing its return requires consistent reinforcement of extinction across multiple settings and over time.

Question 28

Front: What is the Partial Reinforcement Effect (PRE)?

Answer 28

Back: The Partial Reinforcement Effect (PRE) states that behaviors reinforced intermittently (on a partial reinforcement schedule) take longer to extinguish than behaviors reinforced continuously.

Question 29

Front: Why does partial reinforcement increase resistance to extinction?

Answer 29

Back: 1. Less expectation of reinforcement – Since reinforcement was already unpredictable, the absence of it does not immediately signal extinction. 2. More responses before extinction is realized – An organism on a partial schedule must attempt the behavior multiple times before realizing reinforcement is gone.

Question 30

Front: What is the difference between FR100 and CRF in extinction?

Answer 30

Back: FR100 (Fixed Ratio 100): The organism must make 100 responses before encountering extinction. CRF (Continuous Reinforcement): The organism encounters extinction immediately after the first response without reinforcement.

Question 31

Front: How does reinforcement following extinction influence resistance to extinction?

Answer 31

Back: If reinforcement occasionally follows a behavior after extinction begins, the behavior is more resistant to extinction because the organism learns that persistence might still lead to reinforcement.

Question 32

Front: What are functionally-equivalent behaviors?

Answer 32

Back: Functionally-equivalent behaviors are different behaviors that serve the same purpose. Example: A child who no longer gets attention for whining may try hugging or tapping instead.

Question 33

Front: How does reinforcing functionally-equivalent behaviors affect extinction?

Answer 33

Back: If a new behavior that serves the same function is reinforced, the original behavior is more likely to extinguish faster. Example: Instead of reinforcing tantrums, parents reinforce polite requests.

Question 34

Front: What is the key takeaway about resistance to extinction?

Answer 34

Back: 1. Partial reinforcement makes extinction slower. 2. Occasional reinforcement after extinction increases resistance. 3. Teaching functionally-equivalent behaviors can help replace undesirable behaviors.

Question 35

Q: What can increase resistance to extinction?

Answer 35

A: The occurrence of reinforcement after extinction starts, or reinforcement of functionally-equivalent behaviors.

Question 36

Q: What are important considerations before applying extinction?

Answer 36

Consistency – Can you prevent reinforcement every time the behavior occurs? Generalization & Maintenance – Do you have procedures to ensure long-term change?

Question 37

What are important safety considerations when using extinction?

Answer 37

Emotional responses – The individual may experience frustration or aggression. Extinction bursts – Behavior may temporarily increase in intensity or frequency. Behavioral variability – New or unexpected behaviors may emerge as the individual tries different ways to regain reinforcement.

Question 38

Q: What is an extinction burst, and why is it a safety concern?

Answer 38

A: An extinction burst is a temporary increase in an unreinforced behavior. It can be a safety concern if the behavior escalates into aggression or self-harm.

Question 39

Q: Why is it important to apply extinction consistently?

Answer 39

A: Inconsistent application can unintentionally reinforce the behavior, making it more resistant to extinction.

Question 40

Q: What does it mean to prevent reinforcement every time the behavior occurs?

Answer 40

A: It means ensuring that the individual never receives reinforcement for the unwanted behavior, as even occasional reinforcement can strengthen the behavior.

Question 41

Q: Why is generalization important in extinction?

Answer 41

A: Without generalization, extinction effects may only apply in one setting. The behavior may still occur in other situations where extinction was not practiced.

Question 42

Q: What strategies help promote maintenance of extinction?

Answer 42

Reinforcing alternative behaviors. Practicing extinction in multiple settings. Using intermittent reinforcement for desired behaviors to ensure long-term change.

Question 43

Q: What is a key strategy for extinguishing a problem behavior like offensive comments?

Answer 43

A: Ignore the behavior and reinforce positive alternatives instead.

Question 44

Q: Why might correcting offensive behavior with direct feedback be counterproductive?

Answer 44

A: It can reinforce the behavior by providing attention.

Question 45

Q: How did changing the surface of a table stop a child’s plate-spinning behavior?

Answer 45

A: The absence of sound removed the reinforcement, leading to extinction.

Question 46

Q: What role does attention play in reinforcing self-injurious behavior like head-banging?

Answer 46

A: Attention can act as a reinforcer, so removing it can help extinguish the behavior.

Question 47

Q: Why is it important to identify the reinforcer for a problem behavior?

Answer 47

A: Different individuals may have different reinforcing stimuli, requiring tailored intervention.

Question 48

Q: What is an extinction burst, and why must it be tolerable?

Answer 48

A: A temporary increase in problem behavior before it decreases; tolerability ensures safety during the process.

Question 49

Q: What are key challenges for a change agent in implementing extinction?

Answer 49

A: Acceptability, rationale, getting buy-in, and modeling extinction properly.

Question 50

Q: How can extinction be generalized across different environments?

Answer 50

A: Use extinction in all relevant contexts and ensure consistency among all agents.

Question 51

Q: Why is reinforcing alternative behaviors important in extinction?

Answer 51

A: It provides a positive replacement for problem behavior, guiding individuals toward desirable actions.

Question 52

Q: What is the reinforcing consequence when a child complains of being sick to avoid chores?

Answer 52

A: A parent does the household tasks for the child.

Question 53

Q: What happens when a person with an intellectual disability runs into the street and refuses to leave?

Answer 53

A: A staff member offers a can of soda if the person leaves the street.

Question 54

Q: What is the consequence when a spouse has a temper outburst during a disagreement?

Answer 54

A: The other spouse stops arguing and agrees to the spouse’s demand.

Question 55

Q: What reinforcement does a child with autism get when flicking their fingers in front of their eyes?

Answer 55

A: The behavior produces visual stimulation.

Question 56

Q: What happens when a person runs away from a dog while walking down the street?

Answer 56

A: The person gets away from the dog, and their fear reaction diminishes.

Question 57

Q: What reinforcement does a child get when they refuse to comply with their parent’s request to do a task?

Answer 57

A: The child avoids the task and continues to watch television.

Question 58

Q: What is the reinforcing consequence when a child refuses to comply with a parent's request again?

Answer 58

A: The parent repeats the request, pleads with the child, and scolds them.

Question 59

Q: What happens when a hospital patient calls the nurses' station several times a day?

Answer 59

A: A nurse comes to check on the patient each time but finds no problem.

Question 60

Q: How does a nurse reinforce a patient with a brain injury who strips naked during the morning routine?

Answer 60

A: The nurse reacts with surprise and indignation and orders the patient to get dressed.

Question 61

Q: What reinforcement does a factory worker get by sabotaging the assembly line?

Answer 61

A: The factory worker sits down, has a cigarette, and drinks coffee each time the line is down.