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Psychology 1400 > Unit 2 (chap 5-8) > Flashcards

Unit 2 (chap 5-8) Flashcards

1
Q

Antecedent

A

observable stimulus that is present before the behavior occurs.

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2
Q

Consequence

A

observable stimulus change that happens after behavior occurs.

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3
Q

2 term contigency

A

a function of the relation of a consequence immediately following a behavior, which increases the odds that the behavior will occur again in the future.

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4
Q

response consequence contingency

A

describes the causal (IF > THEN) relation between an operant behavior and its consequence.

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5
Q

Reward devaluation test example

A

IF left button press, THEN cigarette
IF right button press, THEN chocolate

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6
Q

noncontingent consequence

A

occurs after a response, but not because the response caused it to occur.

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7
Q

Superstitious behavior

A

occurs when the individual behaves as though a response- consequence contingency exists when, in fact, the relation between response and consequence is noncontingent.

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8
Q

Contingency Management

A

Evidence based treatment that proves motivational incentives to treat individuals living with stimulant use disorder and support their path to recovery.

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9
Q

If the consequence increases behavior above its baseline level then it is categorized as a ________

A

reinforcer

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10
Q

A reinforcer is

A

a consequence that increases operant behavior above its baseline level.

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11
Q

Reinforcement refers to

A

the process or procedure whereby a reinforcer increases operant behavior above its baseline level.

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12
Q

Rewards are

A

beneficial consequences that we think will function as reinforcers but we don’t know yet if they will.

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13
Q

Who was the first scientist to demonstrate that reinforces increase the probability of behavior?

A

Edward L. Thorndike

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14
Q

Operant behavior

A

a generic class of responses influenced by antecedents, with each response in the class producing the same consequence.

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15
Q

Negative reinforcement- escape (SRe-)

A

consequent removal or reduction of a stimulus, the effect of which is to increase operant behavior above its no reinforcer baseline level.

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16
Q

What makes SRe- unique?

A

the consequence of behavior is the removal or reduction of a stimulus.

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17
Q

Negative reinforcement avoidance SRa-

A

consequent prevention of stimulus change, the effect of which is to increase operant behavior above its no reinforcer baseline level.

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18
Q

According to Two factor theory

A

avoidance responses do produce a consequence: fear reduction.

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19
Q

One factor theory holds that

A

operant conditioning alone can explain SRa-

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20
Q

Loss aversion

A

the tendency for loss prevention (SRa-) to influence behavior more than presentation of the same stimulus (SR+)

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21
Q

Punishers

A

these decrease the future probability of behavior below its pre punishment level

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22
Q

If the stimulus presentation increases behavior above its baseline level, it functions as a?

A

Positive reinforcer SR+

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23
Q

Stimulus removal/reduction/prevention

A

If the stimulus removal/reduction increases the escape behavior above its baseline level, then it functions as a negative reinforcer escape (SR e-)

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24
Q

Example of removal/reduction/prevention

A

IF put on sunglasses THEN escape the bright sun.

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25
Q

If the stimulus prevention increases behavior above its baseline level, it function as a?

A

negative reinforcer (SRa-)

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26
Q

Avoidance behaviors are usually preceded by a?

A

Warning stimulus (prevention)

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27
Q

Example of negative reinforcer (SRa-)

A

slowing down to avoid a ticket. You will be in a bad situation if you don’t do something.

28
Q

Operant extinction definition

A

Responding that meets the reinforcement contingency no longer produces the reinforcer and, as a result falls to baseline (no reinforcer) levels.

29
Q

IF ______ –> THEN no reinforcer

A

operant response

30
Q

Example of operant extinction… your significant other no longer finds you significant

A

IF seek love/affection is usual ways THEN none provided

31
Q

Predictable effects of operant extinction (3)

A
  • extinction induced emotional behavior
  • Extinction induced variability
  • Extinction induced resurgence
32
Q

Extinction induced emotional behavior

A
  • Anger, frustration.
  • If these emotions are predictable then we are less likely to think there is something wrong with us if extinction upsets us
33
Q

Extinction induced variablity

A
  • The topography of the previously reinforced response changes.
34
Q

Extinction induced resurgence

A
  • When one behavior is extinguished, other behaviors that were previously reinforced are emitted again.
  • Decrease in the previously reinforced behavior
35
Q

Definition of escape extinction

A
  • Extinction following negative reinforcement
36
Q

Example of escape extinction

A
  • SRe- no matter what I try, the baby will not stop crying.
    -Soothing behavior decreases (baby is put to bed)
  • Negative emotions (parents feel frustrated)
  • Variability topography of soothing behaviors changes.
  • Resurgence, behaviors that worked before will happen again.
37
Q

Avoidance extincion

A
  • Avoidance response no longer works (SRa-)
38
Q

Therapeutic use of extinction

A
  • Extinction decreases behavior
  • Therefore, extinction can be used to decreases problem behavior.
39
Q

How to perform a therapeutic use of extinction

A
  1. Identify the reinforcer that is maintaining the behavior
  2. Ask yourself- can we eliminate the reinforcement of this behavior?
  3. Ask yourself- can emotional outbursts be tolerated?
40
Q

Differential reinforcement (definition) (DRA)

A
  • Most extinction based interventions use this
  • a previously reinforced behavior is placed on extinction while a second (more adaptive) behavior is reinforced
  • It teaches the individual what else they can do to get the reinforcer
41
Q

Example of differential reinforcement behavior (DRA)

A

Reinforcement for Alternative Behavior: The teacher provides positive reinforcement (such as verbal praise, a token, or extra free time) whenever the child raises their hand and waits patiently to be called on before speaking.

Withholds Reinforcement for Undesirable Behavior: The teacher does not give attention or reinforcement (ignores) when the child interrupts others without raising their hand.

42
Q

Example of Differential reinforcement of incompatible behavior (DRI)

A

a teacher wants the child to remain in his seat. Each time the student leaves his seat, the behavior is ignored. However, when the child remains seated, the teacher rewards him with a sticker.

43
Q

Example of Functional communication training

A

a child might be distressed when they want a toy but can’t ask for it. In FCT, the child would learn how to ask for the toy differently – for example, using speech, Key Word Sign, gestures or pictures

44
Q

Example of differential reinforcement of other behavior (DRO)

A

a child who repeatedly leaves his seat during dinnertime. The parent would set a timer for ten minutes. If the child does not leave his seat during this time, he is rewarded with television time following dinner.

45
Q

Example of differential reinforcement of variability

A

a teacher wants the child to remain in his seat. Each time the student leaves his seat, the behavior is ignored. However, when the child remains seated, the teacher rewards him with a sticker.

46
Q

Example of differential reinforcement of high rate behavior (DRH)

A

Harold frequently won’t get up independently on weekdays before school. It’s driving his parents crazy, because they have to drag him out of bed several days a week. You may set up a DRH to increase the rate of him getting up independently.

47
Q

Example of differential reinforcement of low rate behavior (DRL)

A

a child who repeatedly washes his hands before lunch. In this case, the teacher wants the child to wash his hands, but not more than once before lunch. Using DRL, the teacher would reward the child by allowing him to be first in line to lunch if he avoids washing his hands more than once.

48
Q

Most extinction based interventions use _________ reinforcement

A

differential

49
Q

Differential reinforcement

A

A previously reinforced behavior is placed on extinction while a second (more adaptive) behavior is reinforced

50
Q

Differential reinforcement

A

Teaches the individual what else they can do to get the reinforcer.

51
Q

Primary reinforcer

A

A consequence that functions as a reinforcer because it is important in sustaining the life of the individual or the continuation of the species.

52
Q

Example of a primary reinforcer

A
  • Water, food, shelter
53
Q

Conditioned reinforcer

A

A consequence that functions as a reinforcer only after learning occurs.

54
Q

Example of a conditioned reinforcer

A

if you want a child to clean their room, for instance, you may reinforce this behavior by giving them an allowance every time that they do

55
Q

Clicker training

A
  • At first “click” is a neutral stimulus
  • to make the sound a conditioned reinforcer, it must signal a delay reduction to the treatment.
56
Q

Un-creating conditioned reinforcer

A

Pavlovian extinction: present the conditioned reinforcer without the backup reinforcer.

57
Q

Example of Noncontingent reinforcement

A

a student’s art class can be a noncontingent reinforcement. They can be having a bad day and still get to go to art, their outlet for creativity and expression.

58
Q

Shaping

A
  • Differential reinforcement of a series of successive approximations to the terminal behavior
  • I will reward you for getting close to your goal.
59
Q

Effective shaping

A
  1. Objectively define the terminal behavior
  2. What can they currently do?
  3. Set the response approximation so it is neither too easy or too difficult (goldilocks zone)
  4. Differential reinforcement
  5. Be sure the learner has mastered each response before moving on.
  6. If the next approximation appears too difficult lower the reinforcement threshold.
60
Q

Effective shaping can create a _____?

A

flow

61
Q

Which of these stimuli will function as a more effective conditioned stimulus (CS) and a more effective conditioned reinforcer?
A. Inter-US interval of 120s and CS-US interval of 8s
B. Inter-US interval of 120s and CS-US interval of 20s
C. Inter-US interval of 80 and CS-US interval of 40s

A

A

62
Q

The dentist checks the child’s teeth to see how well she brushes her teeth. This is an example of?

A

Outcome recording.

63
Q

Name the different types of differential reinforcement

A
  • DRI
  • DRO
  • DRA
  • DRL
    -DRH
  • Differential reinforcement of variability
64
Q

Learning the relation between the consequence and the delivery of the backup reinforcer is what type of learning?

A

Pavlovian conditioning

65
Q

Pavlovian conditioning

A
  • Not requiring a response from the subject
  • Click –> Food (the dog doesn’t have to do anything)
  • Nothing –> reinforcer
66
Q

Operant conditioning

A
  • Sit down —> food
  • Behavior –> reinforcer

Psychology 1400 (8 decks)

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