Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

Johnson CBT Midterm > Vocabulary > Flashcards

Vocabulary Flashcards

1
Q

Positive reinforcement

A

a type of reinforcement in which, contingent on the behavior, a stimulus or event is presented and the probability of the behavior increases in the future

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

Negative reinforcement

A

a type of reinforcement in which the occurrence of the behavior is followed by the removal or avoidance of an aversive stimulus that results in increased probability of the behavior occurring in the future

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

Punishment

A

the process in which a behavior is followed by a consequence that results in a decrease in the future probability of the behavior

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

Schema

A

pattern of thought or behavior. It can also be described as a mental structure of preconceived ideas, a framework representing some aspect of the world, or a system of organizing and perceiving new information

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

Discriminative stimulus

A

the stimulus that is present when a particular behavior is reinforced

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

Extinction

A

The process by which, when a conditioned stimulus is no longer paired with an unconditioned stimulus, the CS gradually ceases to elicit the conditioned response

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

Unconditioned response

A

The response that is elicited by an unconditioned stimulus

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

Conditioned response

A

In respondent conditioning, a CR is elicited by a conditioned stimulus. The conditioned stimulus acquired the power to elicit the CR by its repeated pairing with an unconditioned stimulus or another conditioned stimulus

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

Spontaneous recovery

A

The process in which, when an operant behavior has been extinguished, the behavior may occur again in the future in circumstances in which it was previously reinforced

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

Conditioned stimulus

A

A previously neutral stimulus that has been paired with an unconditioned stimulus. Once established in this way, the CS elicits a conditioned response similar to the unconditioned response elicited by the unconditioned stimulus

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

Unconditioned stimulus

A

A stimulus that naturally elicits an unconditioned response (UR) because the UR has survival value. No prior conditioning is needed for the US to elicit a UR

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

Aversion therapy

A

A form of psychological tx in which the patient is exposed to a stimulus while simultaneously being subjected to some form of discomfort. This conditioning is intended to cause the patient to associate the stimulus with unpleasant sensations in order to stop the specific behavior

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

Law of Effect

A

States that a behavior that produces a favorable effect on the environment will be more likely to be repeated in the future

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

Outcome Expectancy

A

Proposes that a person will decide to behave or act in a certain way because they are motivated to select a specific behavior over other behaviors due to what they expect the result of that selected behavior will be

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

Observational Learning

A

the learning that occurs through observing the behavior of other people

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

Self-efficacy expectancy

A

Self-efficacy is a person’s belief about his/her ability to perform a particular behavior successfully. Does the individual believe that he/she has the skills and competencies required to perform well and the required goals? Effort expenditure and persistence, thought patterns and emotional reactions, and effective psych tx improves self-efficacy

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

Reciprocal Determinism

A

A person’s behavior both influences and is influenced by personal factors and the social environment. Bandura accepts the possibility of an individual’s behavior being conditioned through the use of consequences. At the same time he asserts that a person’s behavior (and personal factors, such as cognitive skills or attitudes) can impact the environment

18
Q

Negative Cognitive Triad

A

Negative thoughts about the self, world/environment, and future

19
Q

Shaping

A

The reinforcement of successive approximations to a target behavior. Shaping is used to establish a novel typography or dimension or a behavior

20
Q

Extinction Burst

A

The phenomenon in which, when a behavior is no longer reinforced, the behavior temporarily increases in frequency, duration, or intensity before it decreases. Novel behaviors or emotional responses may also occur in an extinction burst

21
Q

Stimulus Control

A

The outcome of a stimulus discrimination training. A particularbehavior is more likely to occur in the presence of a particular discriminative stimulus (Sd) because the behavior has been reinforced only when the Sd was present. The Sd has stimulus control over the behavior

22
Q

Higher Order Conditioning

A

The process by which, when a neutral stimulus is paired with a conditioned stimulus (CS) a number of times, the neutral stimulus becomes a CS that will then elicit the same conditioned response (CR)

23
Q

Discrimination

A

The ability to perceive and respond to differences among stimuli

24
Q

Generalization

A

A process in which the behavior occurs in the presence of antecedent stimuli that are similar in some way to the discriminative stimuls present when the behavior is reinforced. Also defined as the occurrence of a target behavior in a non-training situation after training

25
Q

Problems with the use of punishment

A
  • does not tell the organism what behavior to do instead
  • can lead to a classically conditioned aversion to the person doing the punishment
  • Negatively reinforces the punisher (increased use of punishment)
  • Organisms often continue to perform behaviors that have been punished, esp if these behaviors have been intermittently reinforced
26
Q

Which type of schedules are most resistant to extinction?

A
  • Variable ratio- the reinforcer is given after a variable number of non-reinfored responses
  • Variable interval-The reinforcer is given for the first response after a variable time interval has elapsed
27
Q

List 4 processes Bandura claimed were important for observational learning

A

Attention: notice a behavior
Retention: remember what you observed
Reproduction: be physically capable of doing it
Motivation: be motivated to do it

28
Q

List 3 types of reinforcement described by Bandura

A

Environmental reinforcement: env. is a motivator
Self-reinforcement: pleasant feelings
Vicarious reinforcement: leaning from others is reinforcing

29
Q

List different ways that expectancies can be acquired, which are the strongest/weakest means of acquiring expectancies, and implications for therapy

A

Acquiring Expectancies: Direct experience (strongest)…Observation of others/media (medium strength)….Verbal report of others (weakest means)

Implications: telling the client something will have relatively low impact, client experiences will have the greatest impact, direct experiences is the best to use to therapy

30
Q

Describe some fo the effects of self-efficacy expectancies

A

Effort expenditure and persistence (if it is low, not much effort will be given)
Thought patterns and emotional reactions (bad thoughts lead to little effort)

31
Q

List and explain effects of schemas

A
  • Once developed, schemas are used to recognize and understand newly encountered objects and events
  • Easier and better coding of new material
  • Filling in gaps in memory or attention
  • Selective perception and memory (easy to retrieve)
  • Schema biases can be self-perpetuating
  • Behavioral confirmation effect (schemas effect our behavior and elicit certain behaviors)
  • Schemas and mood (schemas cause mood and vice versa)
32
Q

Identify what types of Core beliefs Beck proposed characterized depression and anxiety disorders

A

Depression: Negative core beliefs about self, world, future….helplessness (in social and interpersonal world) and unloveableness
-Anxiety: Core beliefs center around anticipation of danger and threat

33
Q

List 4 ways to facilitate the client retrieving or reporting automatic thoughts

A
  • ask patient how they are/were feeling and where in their body they experienced the emotion
  • Elicit a detailed description of the problematic situation
  • Request the pt visualize the distressing situation
  • Suggest the pt role play the interaction with you
  • Elicit an image
  • Supply thoughts opposite to the ones you hypothesize actually went through their minds
  • Ask for the meaning of a situation
  • Phrase the question differently
34
Q

List the 5 guidelines for doing behavioral activation

A
  1. Provide a rationale
  2. Use Socratic questioning to elicit activity scheduling suggestions from the patient
  3. Start where the patient is, not where the patient thinks he/she should be
  4. Be specific and concrete
  5. Plan ahead for potential obstacles
35
Q

A “hierarchy of cognition”

A

Core beliefs–>Intermediate beliefs (rules, attitudes, assumptions)–>Situation–>AUtomatic thoughts–> Reaction (emotional, behavioral, physiological)

36
Q

Goals for the first session

A
  • establish rapport and trust
  • normalize difficulties and instill hope
  • Socialize patients into tx by educating them about their disorder, cognitive model, process of therapy
  • Collect additional data to conceptualize pt
  • Develop a goal list
  • Start solving a problem important to the pt/ get pt behaviorally activated
37
Q

Format for the first session

A

Initial- set the agenda, mood check, obtain and update, discuss pt’s dx and do psychoeducation

Middle- Identify problems and set goals, educated the pt about the cognitive model, discuss a problem

End- Provide or elicit a summary, review homework assignment, elicit feedback

38
Q

Typical agenda for the second session

A

Initial- do a mood check, set agenda, obtain update, review hw, prioritize agenda

Middle- Work on a specific problem and teach cognitive behavior therapy skills in that context, follow-up discussion with relevant, collaboratively set hw assignments, work on second problem

End- provide or elicit a summary, review new hw assignments, elicit feedback

39
Q

Techniques to elicit automatic thoughts

A

Basic question: What was going through your mind just then?
TO identify automatic thoughts: when you notice a shift in affect. Have the pt describe a problematic situation, use imagery, and role-play

Other questions to elicit automatic thoughts:

  • What do you guess you were thinking about?
  • Do you think you could have been thinking about __ or___?
  • Were you thinking ____(provide opposite)
  • What did this situation mean to you?
40
Q

Questioning automatic thoughts

A
  1. What is the evidence that supports this idea? What is the evidence against this idea?
  2. Is there an alternative explanation or viewpoint?
  3. What is the WORST that could happen? If it happened now, how could I cope? What is the BEST that could happen? What is the most realistic outcome?
  4. What is the effect of my believing the automatic thought? What could be the effect of changing my thinking?
  5. What would I tell____if he or she were in the same situation?
  6. What should I do?

Johnson CBT Midterm (1 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions