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Psychology 1400 > Unit 2 study guide > Flashcards

Unit 2 study guide 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

response consequence contingency

A

Describes the causal (IF-THEN) relation between an operant behavior and its consequence

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4
Q

Contingent reinforcement

A

a type of reinforcement that is based on a specific behavior.

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5
Q

Non contingent reinforcement

A

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

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6
Q

If reinforcement is given contingently, response rates go…?

A

up

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7
Q

If reinforcement is changed and now it is delivered non-coningently, response rates will go…?

A

down

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8
Q

What is 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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9
Q

Reinforcement

A

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

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10
Q

Reinforcer

A

a consequence that increases operant behavior above its baseline level

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11
Q

Reward

A

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

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12
Q

Who discovered reinforcement

A

Edward L. Thorndike - the first scientist to demonstrate that reinforcers increase the probability of behavior

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13
Q

Definition of 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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14
Q

example of reinforcement

A

stimulus change happens after behavior, increases the behavior above baseline level, and decreases when stimulus is turned “OFF”

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15
Q

non-example of reinforcement

A

if the stimulus change happens before the behavior of interest

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16
Q

What role does exploration play in operant behavior?

A

an essential ingredient in operant learning is response variability in order to obtain a reinforcer to increase behavior

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17
Q

Positive reinforcer

A

Presentation of a consequence that increases behavior (SR+)

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18
Q

Negative reinforcer

A

Increasing behavior through removal of or prevention of an averse stimulus

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19
Q

Escape variety (negative reinforcer)

A

Consequent removal or reduction of a stimulus (SRe-)

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20
Q

Avoidance variety (negative reinforcer)

A

Consequent prevention of a stimulus change (SRa-)

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21
Q

Why is it important to distinguish between positive and negative reinforcers?

A

although you get behavior change from both positive and negative reinforcers, it is the positive reinforcers that have longer lasting behavior change effects.

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22
Q

Loss aversion

A

Neg reinforcement is more effective than positive reinforcement
-we are more motivated by avoiding losses than we are by improving our situation through positive reinforcement

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23
Q

People prefer _____ reinforcement

A

positive

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24
Q

Three objects to using reinforcement

A
  1. Intrinsic Motivation
  2. Performance inhibiting properties of reinforcement
  3. Cheating
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25
Q

Do extrinsic forces really decreases intrinsic motivation

A

No, Extrinsic reinforcers DO NOT decrease intrinsic motivation to engage in a behavior

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26
Q

Does reinforcement inhibit creativity and cause people to choke under pressure?

A

Yes, you must be creative and it causes people to choke under pressure
–ex. huge reward on the line causes choke under pressure vs medium reward for the same task

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27
Q

Does reinforcement increase the probability of cheating?

A

Yes, If cheating can produce the positive reinforcer easier than engaging in the desired behavior, then some people will cheat
-Cheating should be anticipated and people should be warned that it is being watched for

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28
Q

Two theories of reinforcement

A
  • Response strengthening theory
  • Information theory
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29
Q

Response strengthening theory

A

-Each obtained reinforcer(frequency) increases the strength of the operant behavior.
-Reinforcement strengthens the association between a behavior and its consequences.
-Specifically frequent or strong reinforcement^^

30
Q

Information theory

A

-Reinforcement provides information about the likelihood of a behavior being followed by a consequence.
-Reinforcers do not strengthen behavior, they provide information about where and when reinforcers may be obtained.

31
Q

Operant extinction

A
  • Process of removing/turning OFF the reinforcer
  • Results: behavior falls to baseline levels, it is a way to decrease behaviors
32
Q

How does operant extinction apply to positive and negative reinforcement?

A

It applies to both types of reinforcement by removing the reinforcing stimulus.

33
Q

Definition of escape extinction

A

Extinction following a negative reinforcement

34
Q

What is partial reinforcement extinction effect (PREE) and what does it allow us to predict?

A

-the direct relation between prior reinforcement rate and how quickly behavior undergoes extinction

35
Q

What effect does motivation have on operant extinction?

A

people will do those things for which they are rewarded and will avoid doing things for which they are punished.

36
Q

What is spontaneous recovery of operant behavior?

A

The reappearance of an extinguished behavior after a period of time.

37
Q

What are the primary and secondary (other) effects of operant conditioning?

A

-1. Extinction-induced emotional behavior: extinction burst, temporary emotion-filled increase in previously reinforced operant response
-2. Extinction-induced variability: change in the topography of the operant response
-3. Extinction-induced resurgence- when one behavior is extinguished, other behaviors that were previously reinforced are emitted again

38
Q

What is a functional analysis and why is it used?

A

scientific method used to (1) determine if a problem behavior is an operant and (2) identify the reinforcer that maintains that operant

39
Q

Definition of 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 (e.g., food, water, escape, etc.)

40
Q

Definition of conditioned reinforcer

A

consequences that function as reinforcers only after learning occurs

41
Q

two ways an individual can learn the relation between the conditioned reinforcer and backup reinforcer

A
  1. Pavlovian learning; learning via association, if action then consequence
  2. through verbal learning; information provided indicating that the reinforcer signals a delay reduction to another reinforcer
42
Q

What is a token economy and how does it operate?

A

a set of rules governing the delivery of response-contingent conditioned reinforcers (tokens, points, etc.) that may be later exchanged for one or more backup reinforcers

43
Q

Use the delay reduction ratio to evaluate the efficacy of a conditioned reinforcer

A

US –> US interval/
CS –> US interval
if bigger, then more effective

44
Q

What is a generalized conditioned reinforcer

A

a conditioned reinforcer that signals a delay reduction to multiple backup reinforcers

45
Q

What is marking and how is it used in clicker training?

A

Conditioned reinforcer immediately follows the response, this helps individual leaern which response produced the backup reinforcer
-in clicker training, the click sound is salient, unique, new, and hard to miss

46
Q

Definition of shaping?

A

Differential reinforcement of successive approximations to a terminal behavior(final goal behavior)
-ex. series of behavior getting closer and closer to goal behavior

47
Q

What are the principles of effective shaping?

A

1: define terminal behavior
2: Determine what they can currently do and how that falls short of terminal behavior
3: set response approximation so its neither too easy or too difficult
4: Reinforcing one response and extinguishing other previously reinforced responses is differential reinforcement
5: ensure learner masters current response approx. before moving on to the next one
6: if individual struggles at the next level, try to lower criterion for reinforcement

48
Q

What is a percentile schedule of reinforcement?

A

shaping, simple automated training technique, this helps keep you in the optimal goal zone (70th percentile), uses last 10 days of data

49
Q

What is flow?

A

state in which one feels immersed in a rewarding activity and in which we lose track of time and self

50
Q

First principle of conditioned reinforcment

A

use an effective backup reinforcer
e.g., token for ice cream vs token for concert admission

51
Q

Second principle of conditioned reinforcer

A

use a salient conditioned reinforcer
e.g., something that stands out or is unique; clickers in dog training, having a child put the token in their own piggy bank instead of the parent doing it for them

52
Q

Third principle of conditioned reinforcement

A

use a conditioned reinforcer that signal a large delay reduction to the backup reinforcer
the bigger the delay reduction to the BR, the more effective the CR will be

53
Q

Fourth principle of conditioned reinforcement

A

make sure the conditioned reinforcer is not redundant
want the conditioned reinforcer to be the only stimulus signaling a delay reduction to the backup reinforcer

54
Q

differential reinforcement

A

a procedure in which a previously reinforced behavior is placed on extinction while a second behavior is reinforced;
e.g., not giving treats when dog whines for them but only when they actually do something good

55
Q

differential reinforcement of incompatible behavior (DRI)

A

the “something else” that is being reinforced is incompatible with the problem behavior and can’t be done at the same time;
e.g., chimp can’t hold a ring and throw feces at the same time

56
Q

differential reinforcement of alternative behavior (DRA)

A

the reinforced response can be any adaptive behavior (doesn’t have to be incompatible);
e.g., a teacher only calls on students who raise their hand appropriately and ignores the ones who yell the answer

57
Q

functional communication training

A

problematic demands for attention (e.g., tantruming) are extinguished while appropriate requests (e.g., “will you play with me please”) are established and reinforced

58
Q

differential reinforcement of other behavior (DRO)

A

reinforcement is provided contingent upon abstaining from the problem behavior for a specified interval of time, can be gradually modified to require longer intervals

59
Q

differential reinforcement of variability

A

responses or patterns of responses that haven’t ever been emitted or that haven’t been emitted in a long time are reinforced and repetition or recent response topographies are extinguished

60
Q

differential reinforcement of high-rate behavior (DRH)

A

low-rate responding is put on extinction and high-rate responding is reinforced;
e.g., 5-second rule game, learn to respond faster and not slower

61
Q

differential reinforcement of low-rate behavior (DRL)

A

high-rate responding is put on extinction and low-rate responding is reinforced;
e.g., thanking someone when they slow down what they said so you could understand them

62
Q

antecedent stimulus

A

an observable stimulus that is present before the behavior occurs.

63
Q

discriminated operant behavior

A

operant behavior that is systematically influenced by antecedent stimuli.

64
Q

Discriminative stimulus Sd

A

an antecedent stimulus that can evoke a specific operant response because the individual has learned that when the Sd is present, that response will be reinforced.

65
Q

S∆ (definition)

A

an antecedent stimulus that decreases a specific operant response because the individual has learned that when the S∆ is present, that response will not be reinforced (extinction).

66
Q

Sdp (defintion)

A

an antecedent stimulus that decreases a specific operant response because the individual has learned that when the Sdp is present, that response will be punished.

67
Q

Sdp (example)

A

You are about to speed, but then see a cop car. The cop car is the Sdp.

68
Q

discrimination training

A

a procedure in which an operant response is reinforced in the presence of an Sd and extinguished in the presence of an S∆.

69
Q

generalization

A

when a novel stimulus resembling the Sd evokes the response, despite that response never having been reinforced in the presence of that novel stimulus.

70
Q

generalization gradient

A

a graph depicting increases in responding as the novel antecedent stimulus more closely resembles the Sd.

71
Q
A

Psychology 1400 (8 decks)

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