Chapter 5-8

Question 1

Pavlov and the factors that determine a CR development

Answer 1

1. The CS and the US must be paired together in time
2. The CS must consistency lead up to the occurrence of the US.
3. CS must provide more reliable information
4. the strength of the CS affects the strength of the CR following a CS-US pairing
5. Strength of the CR is affected by the intensity of the US,CS or both

Question 2

Trace conditioning

Answer 2

CS begins and ends before US

Question 3

Simultaneous conditioning

Answer 3

CS and US are presented together

Question 4

Backward Conditioning

Answer 4

least effective, US is presented and terminated before the CS

Question 5

Temporal Conditioning

Answer 5

On schedule, no CS.

Question 6

Blocking

Answer 6

prevention of the acquisition of a CR to a seconf stimulus

Question 7

Vicarious Conditioning

Answer 7

modeling

respond to a stimulus after observing the experiences of others

Question 8

contingency

Answer 8

relationship between behavior and reinforcement

environment determines this

Question 9

Skinner Box

Answer 9

an enclosure in which an animal is maintained free from distracting stimuli and receive reinforcement for reward

Question 10

Fundamental Law of Operant Conditioning

Answer 10

the occurrence of a operant is followed by an reinforcer then the rate of responding will increase

Question 11

Shaping

Answer 11

slowly coaxed them into doing a desired behavior

Question 12

Two types of chaining

Answer 12

Forward and Backward chaining

Question 13

Edward Throndike and his Research

Answer 13

focused on animal intelligence, he would present animals with a problem and then give the problem again to see if performance was improved, and his conclusions were given behavior has one of two kinds of consequences or effects.

Question 14

Examples of throndikes research

Answer 14

chicken in maze and puzzle box

Question 15

Law of effect

Answer 15

the relationship between behaviors and its consequence

Question 16

Barry 1958

Answer 16

his study was rats divided into 2 groups and one group didn’t have food for 26.5 hours and the other group for 2.5 hours the rats that didn’t have food were a longer amount of time ran faster to get to the food

Question 17

Contiguity

Answer 17

time

Question 18

Contingency Managent

Answer 18

1st the assessment phase
2nd contingency contracting
3rd Implementation Program

Question 19

Response Cost vs Time Out

Answer 19

Response Cost is having a consequence because you did something and Time out is limited time that you are kept from reinforcement

Question 20

Aversives

Answer 20

unpleasant stimuli that induces change in behavior

Question 21

Azrin, Hutchinson, and McLaughlin

Answer 21

squirrel monkey and a ball they found that is was pleasing to agress to something after punishment

Question 22

Learned Helplessness

Answer 22

shock seemed to teach dogs to do nothing and learned to be helpless

Question 23

Learned industriousness

Answer 23

increases the tendencies to work hard at difficult tasks for a long period of time

Question 24

Seligmans Research

Answer 24

prepared and contraprepared, tend to give up then fight for control

Question 25

Bramel, Taub, and Blum

Answer 25

Their study was that people reported feeling good after being aggressive

Question 26

Bandura, Ross, and Ross

Answer 26

Frustration Study- kids seen a preschool model act aggressive towards a doll and the kids that seen the model ended up acting aggressive towards the doll too

Question 27

Hokanson and colleagues

Answer 27

looked at blood pressure and blood pressure was high when punished and angry after releasing anger blood pressure was lowered

Question 28

Dryer and Church

Answer 28

looked at rats in a T-maze and the rats that were shocked those rats would attack other rats so they could release aggression

Question 29

Graduated vs. Participant Modeling

Answer 29

this was introduced by Bandura Grusecianel and Menlove, patient sees model move closer and closer until feared object is encountered.

Question 30

Dollard, Doob, Miller, Mowrer, and Sears

Answer 30

came up with the stimulus/response theory social attachments are acquired as the result of classical conditioning experiences attachment to other people reflect the development of acquired motives

Question 31

Premack's Principles

Answer 31

different behaviors have different relative values because some behavior occur more. high probablity behavior can be used to reinforced low probability behavior

Question 32

Relative Value Theory

Answer 32

attributes a reinforcer effectiveness to its probability relative to other behaviors

Question 33

Drive Reduction Theory

Answer 33

Hull; learning>>> adaptive process, drive is an internal arousal produced by deprivations and to reduce drive

Question 34

Equilibrium Theory

Answer 34

seeks order

Question 35

Response Deprivation Theory

Answer 35

animals programmed to exhibit specific level of responding to object importance to survival NEED BALANCE

Question 36

Types of Punishment

Answer 36

Positive- organism responds and then receives some form of aversive stimulation Negative- loss of reward or not being able to obtain reward

Question 37

Types of Reinforcement

Answer 37

positive- reinforcer that reinforces by its presentation negative- reinforcer that reinforcers by its removal primary- innate reinforcing properties (food) secondary- reinforcing properties through its association with a primary reinforcer

Question 38

Olds and Milner

Answer 38

Pleasure is within the brain, brain stimulation reward, small wire in the rats brain

Question 39

Stretching the ratio

Answer 39

this is when there is a gradual building up of responses for small amounts of reward ex: increasing gambling behavior

Question 40

Ratio Strain

Answer 40

this the general weakening of responding found when large response reinforcer ratios are used

Question 41

Extinction

Answer 41

elimination of the CR

Question 42

3 factors that lead to extinction

Answer 42

1. strength of the CR 2. percentage of trials 3. length of exposure `

Question 43

Matching Law

Answer 43

Herrenstein; the organisms behavior will come to mirror the contingencies of reward behavior 1 = reward 1

Question 44

Hull vs. Hall

Answer 44

Hull; extinction process is a mirror image of acquisition - stronger the CR the slower the extinction, of that response Hall; omission of the US during extinction changes the subjects motivation level - getting rid of motivation

Question 45

FR

Answer 45

constant number of responses are necessary to produce reinforcement - continuous reinforcement - most rapid way of reinforcement - post reinforcement pause

Question 46

VR

Answer 46

an average number of responses produces reinforcement -number of responses change within different environments - produces a consistent response rate - no reinforcement pause

Question 47

FI

Answer 47

the occurrence of reinforcement depends on both the passage of time and the exhibition of the appropriate behavior - no reinforcement until after a specific time period - scallop effect

Question 48

VI

Answer 48

interval of time between available reinforcement is an average the interval of time varies from one reinforcement to the next - steady rate of responding - the longer the interval the lower the response rate

Question 49

DRH

Answer 49

effective min number of responses occur in a given time period people tend to respond to a DRH schedule, as if it were an FI if level of responding is too high, lack of reinforcement will decrease response rate until, no response

Question 50

DRL

Answer 50

rate of low responding reinforcement can be scheduled contingent up on a low rate of responding decreases responses reinforcement is reinforced with the last behavior of the interval

Question 51

DRO

Answer 51

differential reinforcements of other behaviors getting rid of unwanted behavior reinforce only if there is an absence of a particular response in a specific period of time reinforces failure to do a specific behavior

Question 52

DRI

Answer 52

differential reinforcement of incompatible behavior reinforces behavior that cannot be performed at the at the same time unwanted behavior rate lowers

Question 53

Concurient Schedule

Answer 53

widely studied more of a choice and getting a pattern matching law

Question 54

Tandem Schedule

Answer 54

must complete the requirements of each schedule in succession before reinforcement is given ex: task>>task>>task>> REINFORCEMENT

Question 55

Chain Schedule

Answer 55

each separate schedule is signaled by an external | ex: driving and stoping at stop signs

Question 56

Mixed Schedule

Answer 56

may obtain reinforcement during each individual schedule but schedules are presented sequentially and in random order ex: starting with the chores that I want to do then getting praise for each chore that I do

Question 57

Multiple Schedule

Answer 57

each schedule is signaled by a cue, obtain reward during each schedule but they are presented in random and sequential order

Question 58

Sidman Avoidance Schedule

Answer 58

a procedure where brief aversive stimuli are presented at fixed intervals in the absence of a response

Question 59

Conditioned Reinforcers

Answer 59

Delayed, trace, simultaneous, backward, temporal, higher order

Question 60

Types of Reinforcement

Answer 60

positive, negative, punishment and extinction

Question 61

Types of Punishment

Answer 61

positive and negative

Question 62

Punisher

Answer 62

this leads to fear

Question 63

Two-process theory of punishment

Answer 63

involves both pavlovian and operant procedures | rat presses lever(CS) and receives shock