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psychology 1400 > Unit 3 study guide > Flashcards

Unit 3 study guide Flashcards

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1
Q

Definition of establishing operation (EO)

A

An environmental and/or biological event that
(1) temporarily increases the value of a specific reinforcer and
(2) increases the probability of behaviors yielding that reinforcer.

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2
Q

Example of an establishing operation (EO)

A
  • Depriving an individual of any primary reinforcer or an operant behavior is an EO.
  • Getting a sunburn –> temporarily increases the use of aloe vera.
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3
Q

Definition of motivating operation (MO)

A

an environmental and/or biological event that
(1) temporarily alters the value of a specific reinforcer and
(2) increases/decreases the probability of behaviors yielding that reinforcer.

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4
Q

Example of a motivating operation (MO)

A

Food deprivation. This MO increases the probability of food-seeking, food preparing and food eating behaviors. Each of these actions are ultimately reinforced when food passes the lips.

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5
Q

Definition of an abolishing operation (AO)

A

an environmental and/or biological event that
(1) temporarily decreases the value of a specific reinforcer and
(2) decreases the probability of behaviors yielding that reinforcer.

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6
Q

Example of an abolishing operation (AO)

A

A stomach full of food. Temporarily decreases the reinforcing value of food.

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7
Q

What is a reinforcer survey?

A

A structured interview or written survey that asks the individual to identify highly preferred activities.

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8
Q

Why is a reinforcer survey used?

A

To identify potential reinforcers.

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9
Q

What is a stimulus preference assesement?

A

A rank ordered list of preferred stimuli is obtained by observing choices between those stimuli.

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10
Q

Why is a stimulus preference assessment used?

A

to identify reinforcers to use in behavior interventions to reduce problem behavior.

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11
Q

What is a preference hierarchy

A

a list of stimuli ranked ordered from most to least preferred

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12
Q

Define the Premack principle

A
  • Involves offering a pleasurable incentive in exchange for completing an unpleasurable task.
  • EX) You get ice cream if you eat your vegtables.
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13
Q

What is a breakpoint?

A

the maximum amount of behavior the reinforcer will maintain

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14
Q

What does a breakpoint tell us about a reinforcer’s efficacy?

A

The harder the break point to reach, the more effective it is.

ex) Cocaine’s breakpoint was about four times higher than chlorphentermine’s; that is, the baboons participating in this study worked four times as hard for a cocaine reinforcer than for chlorphentermine. Therefore, we may conclude that cocaine is four times as reinforcing – it maintained four times as much behavior.

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15
Q

Four dimensions of reinforcer efficacy

A
  • contingency
  • reinforcer size
  • reinforcer quality
  • reinforcer immediacy
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16
Q

Define contigency

A
  • If I do the dishes –> THEN I can play my video game
  • if you cheat on this self-imposed contingency, allowing yourself to play video games despite a sink full of dirty dishes, then video game access will fail to function as a reinforcer. Your reinforcer has faltered on the dimension of contingency.
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17
Q

Define reinforcer size

A
  • Larger reinforcers are more effective than smaller reinforcers.
  • The larger the reinforcer, the sooner satiation will occur.
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18
Q

Define reinforcer quality

A

The subjective value of a reinforcer, which can vary from one individual to the next.

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19
Q

Define reinforcer immediacy

A

Reinforcement should be given as soon after the target behavior as possible.

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20
Q

What is a habit? How are they formed?

A
  • operant behavior that is (1) evoked by antecedent stimuli and (2) persists despite the imposition of an AO.
  • when an operant response has been repeatedly reinforced, hundreds, if not thousand of times in the presence of the same antecedent stimulus.
21
Q

List 5 strategies for forming good habits, or getting rid of bad habits (hint: its linear and summer cant say the word from step 1)

A
  1. Find the antecedents that evoke bad habits
  2. Replace them with stimuli that will, one day, evoke a good habit.
  3. Set the bar very low.
  4. Experience the self esteem building intrinsic reinforcers that can only be sampled when we engage in the desired behavior.
  5. Gradually increase the daily goal, remembering to keep it easy.
22
Q

Definition of a punisher

A

A contingent consequence that decreases the future probability of behavior below its pre-punishment level.

23
Q

Definition of a punishment

A

The process or procedure whereby a punisher decreases the future probability of an operant response.

24
Q

Difference between positive punishment and negative punishment

A
  • The contingent presentation of a consequence that decreases the future probability of the behavior below its no punishment level.
  • The contingent removal, reduction, or prevention of a reinforcer; the effect of which decreases the future probability of the behavior below its no-punishment level.
25
Q

Under what circumstances will behavior analysts use punishment in a clinical setting?

A

When multiple reinforcement strategies alone have not been effective.

26
Q

6 characteristics of effective punishment interventions

A
  1. Focus on reinforcement first
  2. Combine punishment with extinction and/or differential reinforcement
  3. Deliver punishers immediately
  4. Deliver punishment contingently
  5. Punish every time
  6. Use a punisher in the goldilocks zone
27
Q

Definition of a primary punisher

A

a contingent consequence that functions as a punisher because, in the evolutionary past of the species, this consequence decreased the chances of survival.

28
Q

Example of a primary punisher

A

Removal of food, water, etc.,

29
Q

Definition of a conditioned punisher

A

A contingent consequence that signals a delay reduction to a backup punisher.

30
Q

Example of a conditioned punisher

A

Loss of money

31
Q

Definition of timeout from positive reinforcement

A

A signaled response-contingent suspension of a positive reinforcement contingency, the effect of which decreases the future probability of problem behavior.

32
Q

4 guidelines for the effective use of timeout from positive reinforcement

A
  1. Provide no more than one verbal warning
  2. Significantly reduce access to reinforcers.
  3. End after no more than 5 minutes, even if the child is not sitting quietly.
  4. Every instance of the problem behavior produces a time out.
33
Q

Response-cost punishers

A

Negative punishers that involve the removal or reduction of a reinforcer.

34
Q

What are the results of the public goods game experiments

A

Players will reliably punish selfish behavior, and this markedly decreases selfishness.

35
Q

What effect did punishment have on cooperation?

A

Punishment increases cooperation

36
Q

Do players prefer to play with punishment or without punishment?

A

Players prefer to play with punishment

37
Q

Knowing that you are being watched has what effect on punishable behavior?

A

It would decrease it

38
Q

What are the reinforcers that maintain the behavior of using punishment?

A

when we see someone cheating, bullying, pulling into our parking space, etc., it makes us angry and we really want to see them get what they deserve. Seeing their behavior get punished functions as a reinforcer.

39
Q

What is a schedule of reinforcement?

A

Fixed Ratio, Fixed Interval, Variable Ratio, and Variable Interval

40
Q

Who discovered the schedule of reinforcement?

A

B.F skinner

41
Q

Defining properties of FR

A
  • break and run pattern
  • dependent on a specific number of responses
42
Q

Defining properties of VR

A
  • the number of responses required is unpredictable
  • reduce the post-reinforcement pause
43
Q

Defining properties of FI

A
  • First response after the time elapses.
  • 30 seconds needs to elapse and then the first response after that is reinforced,.
  • scalloping response pattern
  • Let’s say you’re training a dog to sit on command using a fixed interval schedule of reinforcement. Every 5 minutes, you give the dog a treat, regardless of whether or not it has sat when you commanded it to. So, if the dog sits within that 5-minute interval, it still receives a treat at the end of the 5 minutes. If the dog doesn’t sit during that interval, it also receives a treat at the end of the 5 minutes.
44
Q

Defining properties of VI

A
  • unpredictable (therefore reistant to extinction)
  • leads to a fairly constant rate of checking.
  • Imagine you are training a rat to press a lever using a variable interval schedule of reinforcement. Each time the rat presses the lever, it receives a food pellet, but the time intervals between each food pellet delivery vary unpredictably. However, on average, the rat receives a food pellet every 3 minutes.
45
Q

Unique patterns of behavior that are maintained by the four schedules of reinforcement

A
  • Fixed ratio
  • Variable ratio
  • Fixed interval
  • Variable interval
46
Q

Which schedule of reinforcement is in operation based on a description of everyday behavior?

A

Variable Interval (VI) schedule.

47
Q

What happens to the total amount of responses made per day when the price (FR requirement) increases?

A
  1. Increased effort
  2. Decreased Rate of response
  3. Possible extinction
48
Q

Which schedule of reinforcement maintains the most behavior and, at high schedule values is preferred over other schedules?

A
  • Variable Ratio (VR) schedule.
49
Q

What is schedule thinning and why is this technique used?

A
  • Transition the behavior from being reinforced at a high frequency to being reinforced at a lower frequency or intensity while maintaining the behavior itself.
  • Promotes Generalization, Increases independence, Sustainable.

psychology 1400 (8 decks)

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