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Psychology 1400 > Unit 1 study guide > Flashcards

Unit 1 study guide Flashcards

1
Q

Behavior

A

an individual living organisms, activity. Public or private which may be influenced by external or internal stimulation.

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2
Q

Public behavior

A

Any behavior that a subject would or could perform in public without any special devices or interventions.

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3
Q

Private behavior

A

Behaviors that are only observable by the person experiencing them.

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4
Q

First goal of behavior analysis

A

To scientifically understand the environment variables that impact the behavior of living things.

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5
Q

Second goal of behavior analysis

A

To discover functional variables that may be used to positively influence behavior.

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6
Q

First assumption of behavior analysis

A

Behavior has a cause, or multiple causes

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7
Q

Second assumption of behavior analysis

A

Scientific method is the best method.

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8
Q

What does it mean to say that behavior is determined?

A

Behavior has a cause, or multiple causes

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9
Q

Empirical evidence

A

Evidence must be observable.

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10
Q

Mentalistic explanation of behavior

A

When we explain one behavior by appealing to a second.

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11
Q

What do people observe that leads them to conclude that “the behavior is willed” or “the behavior is not willed”?

A

The action was not set into motion by a triggering event.

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12
Q

3 problems with the theory that a conscious, mental decision- maker is responsible for our behavior

A
  1. Choice is behavior
  2. Choice is determined by functionable variables
  3. Suprious reason-making: reasons that have nothing to do with our decision and that we believe.
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13
Q

What was the important finding of the Libet studies?

A

Found that unconscious brain activity preceded the conscious intention to perform a simple motor action

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14
Q

Stimulus

A

Any event or situation that evokes a response

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15
Q

What is a falsifiable hypothesis?

A

Logically capable of being proven false.

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16
Q

Why is the characteristic of a falsifiable hypothesis important?

A

The hypothesis must be capable of being tested and proven wrong.

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17
Q

Why is replication important in behavioral science?

A

Researches can determine the validity of the study’s results. It helps verify that the presence of a behavior at one point in time is not due to chance.

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18
Q

What is a variable?

A

things that can be changed or altered, such as a characteristic or value.

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19
Q

Independent variable

A

the variable that is manipulated by the experimenter

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20
Q

Dependent variable

A

the variable that changes as a result of the independent variable manipulation.

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21
Q

Functional variable

A

The thing you add to test how the behavior will change.

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22
Q

Three components of a behavioral experiment

A

Dependent, falsifiable, independent.

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23
Q

What does it mean to say that correlation does not imply causation?

A

Seeing two variables moving together does not necessarily mean we know whether one variable causes the other to occur.

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24
Q

Direct observation

A

Behavior is recorded as the behavior occurs, or a lasting product of the behavior is recorded at a later time.

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25
Q

Self report measures

A

Most widely used, the subject will report on their behavior.

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26
Q

Benefits of direct observation

A

You can document activities, behavior, and physical aspects of a situation without having to depend on people’s’ willingness or ability to respond accurately to questions.

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27
Q

Drawback of direct observation

A

more intrusive than other methods and can alter individuals behaviors if the subjects know that they are being studied.

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28
Q

Benefits of self report measures

A

Being able to measure a range of discrete emotions.
they are easier to administer and require little expertise.

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29
Q

Drawbacks of self report measures

A

Possibility of providing invalid or untruthful answers.

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30
Q

Behavioral definition

A

A definition to show the behavior that is being observed. includes examples and non examples.

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31
Q

why are behavioral definitions important, and what are the characteristics of a good behavioral definition?

A

They reduce confusion and ensure accurate data collection. Allows for a high IOA. They are objective, clear, unambiguous, ad complete.

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32
Q

What is social validity?

A

The social importance and acceptability of treatment goals, procedures, and outcomes.

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33
Q

Why is social validity important in behavior analysis?

A

It is useful in determining if changes that we produce in behavior are acceptable and efficient for the person and those that interact with the person.

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34
Q

What is IOA

A

Interobserver Agreement. The degree to which two+ independent observers have the same findings.

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35
Q

How do you calculate IOA?

A

ioa=agreements/(agreements+disagreements)x100

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36
Q

Four dimensions along which behavior can be measured.

A

Frequency, duration, intensity, and latency

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37
Q

Frequency

A

the number of times the behavior occurs in an observation period.

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38
Q

Duration

A

Total amount of time occupied by the behavior from start to finish.

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39
Q

Intensity

A

the amount of force, energy, or exertion involved in the behavior.

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40
Q

Latency

A

the time from some stimulus to the onset of the behavior.

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41
Q

Outcome recording

A

a method used to measure the progress and outcomes of therapeutic intervention.

42
Q

When to use outcome recording

A

when you record a response or when you see the result of the behavior.

43
Q

event recording

A

process for documenting the number of times a behavior occurs.

44
Q

When to use event recording

A

A tally or count of behaviors as they occur. When it can be easily counted.

45
Q

Interval recording

A

Involves observing whether a behavior occurs or does not occur during specified time periods.

46
Q

When to use interval recording

A

When it is difficult or impractical to constantly observe behavior.

47
Q

Whole interval recording

A

a time sampling method for measuring behavior in which the observation period is divided into a series of brief time intervals.

48
Q

Partial interval recording

A

the observer is interested in behavior that occurs or not in any part of the interval and that the behavior usually does not consume the entire interval.

49
Q

Duration recording

A

how long someone engages in a specific behavior.

50
Q

When to use duration recording

A

for behaviors that have a distinct beginning and ending or for those that occur at very high rates.

51
Q

Group experimental design

A

Evaluates if the behavior of a treatment group (independent variable ON) is statistically significant from that of a control group (independent OFF). If so, then the difference is attributed to the independent variable.

52
Q

Single subject experimental design

A

Exposes individuals to baseline (independent variable OFF) and experimental (independent variable ON) phases to determine if the independent variable systematically and reliably changes behavior.

53
Q

Internal validity

A

When an experiment provides clear evidence that a functional relation exists between the independent variable and behavior change.

54
Q

What is a confound?

A

Variables that influence behavior within an experiment, but are not controlled by the researcher.

55
Q

Comparison (Ab) design

A

Arranges a baseline (A) phase (independent variable OFF) and an experimental (B) phase (independent variable ON).

56
Q

When are comparison (AB) designs used

A

In behavior analysis (ABA) and behavior modification programs.

57
Q

Strengths of Comparison (AB) design

A

They’re easy to implement, have a clear cause and effect relationship, and are applied for practical settings.

58
Q

Weakness of Comparison (AB) design

A

internal validity concerns, lack of random assignment, limited generalizability.

59
Q

Reversal (ABA) design

A

The individuals behavior is evaluated in repeatedly alternating baseline (A) and experimental (B) phases.

60
Q

When are Reversal (ABA) designs used?

A

In instances when behavior is being changed or altered.

61
Q

Strengths of Reversal (ABA) design

A

Causal inference, repeated testing, real time monitoring

62
Q

Weaknesses of Reversal (ABA) design

A

Lack of randomization, external validity concerns, limited control over external factors.

63
Q

Alternating treatments design

A

The independent variable(s) is turned ON and OFF rapidly to evaluate if this systematically and repeatedly changes behavior.

64
Q

When is alternating treatment design used

A

with behaviors emitted at a relatively high frequency

65
Q

Strengths of alternating treatment design

A

treatment need not be withdrawn. Comparisons between components can be made more quickly.

66
Q

Weaknesses of alternating treatment design

A

the possibility of multiple treatment interference when the treatments interact

67
Q

Multiple-Baseline design

A

When the intervention is expected to produce an irreversible effect, or if it would be unethical to remove an intervention for an extended period.

68
Q

When are multiple baseline designs used

A

when the intervention is expected to produce an irreversible effect.

69
Q

Strengths of Multiple Baseline designs

A

provides better internal validity about the observation.

70
Q

Weaknesses of multiple baseline designs

A

possibility of covariance. Functional relationships may not be clearly demonstrated.

71
Q

Defining features of single subject experimental design

A

repeated, systematic assessment of one or more IV’s and DVs over time.

72
Q

Three kinds of replication?

A
  1. Within individual
  2. Across individual
  3. Across labs or clinics.
73
Q

Within individual replication

A

the behavior of the individual is repeatedly observed after the independent variable in turned ON.

74
Q

Across-individual replicaiton

A

Evaluates if the effects of an independent variable can systematically and reliably influence the behavior of more than one individual.

75
Q

Replication across labs or clinics

A

If the behavior analysts at university A have demonstrated that an independent variable produces within- and across-individual behavior change but researchers at universities B, C, and D cannot replicate the effect, then there is a cause for concern.

76
Q

How to conduct a visual analysis of time-series data

A

1- Draw a trend arrow through the baseline data to predict what will happen if the independent variable is never turned ON.
2- Evaluate if behavior in baseline is too variable (bouncy) to have confidence in the prediction of the trend arrow.
3- Draw trend or level lines through the intervention data. Evaluate if there is a convincing change in trend or level (whichever change is of interest).

77
Q

importance of stability in the baseline phase

A

over repeated observations, there is little “bounce” and no systematic trend.

78
Q

change in level

A

implies amount or magnitudee.

79
Q

change in trend

A

whether it’s going up or down.

80
Q

Variability (bounce)

A

A lot of variability in behavior from one session to the next.

81
Q

Defining properties of habituation

A

gradual reduction in response following repeated presentations of the eliciting stimulus.

82
Q

Defining properties of phylogenetically selected behaviors

A

they only occur at times that increase an individual’s chances of survival

83
Q

what is the stance of behavior analysts on the nature vs. nurture debate?

A

nature AND nurture

84
Q

Defining properties of a US

A

Unconditioned stimulus, a stimulus that elicits a response without any prior learning.

85
Q

Defining properties of a CS

A

Conditioned stimulus, a formerly neutral stimulus that now evokes a conditioned response.

86
Q

defining properties of a CR

A

Conditioned response, the response evoked by the condtioned stimulus. this may not be the same as the UR.

87
Q

How to implement a pavlovian conditioning procedure?

A
  • identify the US and UR
  • Select an NS as the CS
  • Pair the CS and US
  • repeat
  • observe and measure
88
Q

What was rosalie rayner’s contribution to our understanding of pavlovian learning?

A

She was a student assistant who helped Pavlov with his experiments on classical conditioning in animals.

89
Q

What was john watson’s contribution to our understanding of pavlovian learning?

A

Little albert experiment, conditioned a baby to fear a white rat by pairing the presentation of the rat with a loud noise.

90
Q

Four principles of effective pavlovian conditioning?

A

Use an important US, use a salient CS, The CS should signal a large delay reduction, the CS must not be redundant.

91
Q

What is the relation between the delay-reduction ratio and how quickly individuals acquire Pavlovian learning?

A

the larger the delay-reduction ratio, the more effective the CS is in evoking behavior.

92
Q

How to calculate the delay-reduction ratio

A

Delay reduction ratio= US->Us interval/ CS->Us interval

93
Q

Results of Kamin’s (1969) “blocking experiment”

A

because the NS signaled the same thing as the CS, the rats ignored it. When presented by itself, the NS did not produce the CR.

94
Q

Defining properties of generalization

A

conditioned responding to a novel stimulus that resembles the CS

95
Q

Defining properties of spontatneous extinction

A

a behavior decreases or disappears even when the conditioned stimulus is presented.

96
Q

Who is Mary Cover Jones and what was her contribution to our understanding of Pavlovian learning?

A

used pavlovian extinction to “cure” little albert,
started graduated exposure therapy

97
Q

What is graduated exposure therapy?

A
  1. start with an approximation of the CS that evokes very little negative emotion
  2. help the client to remain calm. Breathing, mindfulness
  3. gradually introduce closer approximations to the CS. Repeat steps 2&3
98
Q

Defining properties of spontaneous recovery?

A

after the extinction of the CR, and following the passage of time, the CS recovers its ability to evoke the CR.

99
Q

Taste aversion learning as an example of Pavlovian learning

A

you eat a food that makes you sick once, then you never want it again because you know eating that food causes a huge delay reduction

100
Q

What did John watson do after he left johns hopkins university and how has it affected modern life?

A

he started advertising, and changed the advertising game so that now ads focus on customers emotions, not intellect

Psychology 1400 (8 decks)

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