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Learning and Memory > Quiz 2 (Malott 3 & 4, Terry 2) > Flashcards

Quiz 2 (Malott 3 & 4, Terry 2) Flashcards

1
Q

reinforcement by the removal of an aversive stimulus

A

negative reinforcement- a behavior’s rate will increase if the behavior causes an aversive stimulus to be removed

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2
Q

escape response

A

removes/reduces an aversive stimulus

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3
Q

aversive stimulus

A

a stimulus that increases the future frequency of a response which leads to its removal

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4
Q

escape principle

A

a response becomes more likely if it has removed/reduced an aversive stimulus in the past

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5
Q

escape contingency

A

if a behavior causes the removal of an aversive stimulus, the frequency of that behavior will rise in the future

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6
Q

positive reinforcement

A

the presentation of a stimulus causes the behavior to increase

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7
Q

functional equivalent behavior

A

a positive behavior that can merit a reinforcement that used to be given to a negative behavior (before and after is the same, just the behavior in the middle is different)

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8
Q

differential reinforcement of alternative behavior

A

replace an inappropriate behavior with a specific appropriate behavior that produces the same reinforcing outcome

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9
Q

functional assessment

A

an assessment of the contingencies responsible for behavioral problem

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10
Q

ways to do a functional assessment

A
  1. interview (the person or people close to them)
  2. observe (in their natural environment)
  3. intervene (modify contingencies to see what difference it makes)
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11
Q

sick social cycle/victim’s escape model

A

someone behaves in an aversive way, you act to escape, which reinforces that behavior- both responses continue to reinforce each other

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12
Q

parsimony

A

the use of no unnecessary concepts, principles, or assumptions

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13
Q

world’s most famous real psychologist

A

Skinner

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14
Q

toothpaste theory of abnormal behavior

A

abnormal behavior flows out of sick people like toothpaste squeezed from a tube; it results from inner pressure

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15
Q

punishment contingency

A

present an aversive condition in response to a particular behavior, and that behavior will decrease in frequency

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16
Q

positive punishment

A

adding a punishment to decrease a behavior

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17
Q

punishment principle

A

a response becomes less frequent if an aversive stimulus or an increase in an aversive stimulus has followed it in the past

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18
Q

positive reinforcement

A

present a positive reinforcer- behavior increases

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19
Q

positive punishment

A

present a negative reinforcer/punisher- behavior decreases

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20
Q

negative reinforcement

A

remove a negative reinforcer/punisher- behavior increases

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21
Q

gentle teaching

A

combines behavioral training techniques with teaching quietly (almost nonverbal, to make them hungrier for vocal praise)

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22
Q

restitutional overcorrection

A

person repairs his/her damage and then some

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23
Q

positive practice

A

person practices doing correctly what he/she had done wrong

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24
Q

overcorrection

A

contingency on inappropriate behavior requiring th eperson to engage in an effortful response that more than corrects the effects of inappropriate behavior (usually allowed when certain punishments may not be allowed because it’s socially acceptable)

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25
Q

inappropriate contingency

A

a contingency is inappropriate when it exerts more control over the person than it should

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26
Q

reversal design

A

go back and forth between intervention and baseline to assess the affects of intervention

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27
Q

multiple baseline design

A

an experimental design in which the replications involve baselines of differing durations and interventions of different starting times

28
Q

three types of multiple baseline designs

A

across behaviors, across settings, across subjects

29
Q

four criteria for good research

A
  1. compare DV to 2 different levels of IV
  2. replicate change enough times to rule out coincidence
  3. record data long enough in the baseline to rule out the chance that the DV would have changed anyway
  4. the more drastic the change will be, the less time you need doing baseline
30
Q

reliability measurement

A

2 or more independent observers measure scientists’ findings to ensure that the procedures are done as described

31
Q

practices to prevent from bias

A
  1. experimental designs that offer clear comparisons between conditions
  2. describe procedures/measurements so they can be replicated
  3. reliability measurements
32
Q

informed consent

A

consent to intervene in a way that is experimental/risky; participant/guardian is informed of the risks and benefits and of the right to stop the intervention

33
Q

behavioral validity vs social validity

A

behavioral: it works
social: people like it

34
Q

social validity

A

the goals, procedures, and results of an intervention are socially acceptable to the client, behavior analyst, and society

35
Q

orienting response

A

first reaction to a stimulation, which lets us know what the stimulus is (evolutionarily prepare us for danger)

36
Q

habituation

A

decrease in orienting reactions to a stimulus that is repeatedly presented- a simple form of learning

37
Q

ways to measure habituation

A

blood flow; skin conductance response; eye fixations

38
Q

novelty recognition task

A

shows orienting and habituation; subjects explore some objects, then more are added and the subjects explore the new ones (orienting to the new after having habituated to the old)

39
Q

what does the color experiment show?

A

you can use habituation to show how infants categorize colors by habituating to one color, then they orient more to a color that seems to be different

40
Q

parametric

A

taking one dimension of an independent variable and systematically varying it to map out the changes in effect

41
Q

parametric features of habituation

A

frequency of repetition, spontaneous recovery, effects of repeated habituations, spacing of stimulations, dishabituation, habituation to one timulus generalizes to other stimuli

42
Q

frequency of repetition

A

after how many times of exposure to the stimulus do you decrease in your response

43
Q

spontaneous recovery

A

if you delay between presentations of a stimulus, the habituation may go away

44
Q

repeated habituations

A

if a habituation response recovers, the next time it will take less time to habituate- this continues

45
Q

saving

A

when it takes less time to rehabituate to a stimulus, you’ve saved the number of presentations necessary to reduce the response

46
Q

spacing of stimulations

A

closely spaced repetitions produce more habituation in the short term than do sparsely spaced repetitions

47
Q

dishabituation

A

blocking habituation to one stimulus by presenting a different novel stimulus

48
Q

habituation generalization

A

habituation to one stimulus may spread to like stimuli

49
Q

nonlearning explanations for habituation

A
  1. sensory receptors become less sensitive to repeated stimulus presentations
  2. response system becomes repleted/fatigued
50
Q

sensitization

A

amount of responding increases across repetitions

51
Q

dual-process theory

A

overall behavioral response to repetitive stimulation depends on the balance between habituation and sensitization

52
Q

which two neurons are involved in habituation?

A

sensory and motor- in habituation, the synapse between them changes its flow so that the sensory neuron no longer activates the motor neuron

53
Q

engram

A

change that occurs in the nervous system to encode new learning

54
Q

neuronal model

A

compare current sensory input to the model stored in memory to determine whether the stimulus is familiar (also compares setting/time)

55
Q

expectancy

A

neuronal model of a stimulus makes a prediction for what stimulus will occur, where, and when

56
Q

missing stimulus effect

A

expose to a sequence of stimuli; then expose to only one and an OR will occur

57
Q

effector fatigue

A

response apparatus is temporarily inhibited

58
Q

perceptual learning

A

once we can identify a stimulus it’s easier to learn other things about the stimulus

59
Q

attentional weighting

A

increasing our attention to features that distinguish among stimuli

60
Q

mere exposure effect

A

exposure to a stimulus sometimes leads to an emotional increase in preference for the stimulus

61
Q

neophobia

A

fear of the new

62
Q

perceptual fluency hypothesis

A

we emotionally prefer stimuli that are easily perceived (which happens due to previous experience)

63
Q

learned safety hypothesis

A

learning that food is safe to eat

64
Q

latent inhibition effect

A

rats exposed to a distinctive flavor were later slower to learn an aversion to this taste when it did cause illness

65
Q

potentiated startle

A

previous arousal due to nervousness/fear + startle noise = larger startle reaction (helps to estimate amount of fear present when done in different conditions but with the same stimulus)

66
Q

emotional flooding/implosion

A

expose a person with a phobia to the stimulus or situations to habituate them and reduce fear

Learning and Memory (19 decks)

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