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Behavior Analysis > Chp 1 > Flashcards

Chp 1 Flashcards

1
Q

Two goals of behavior analysis

A

1) To predict behavior
2) To discover casual variables that may be used to positively influence behavior

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2
Q

Characteristics of willed actions

A

1) No triggering event
2) Goal directed

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3
Q

Behavior

A

An individual living organisms activities public or private

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4
Q

Public vs Private Behavior

A

public (everyone can observe it happening
private (you are the only person who can observe it)

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5
Q

What does it mean to say that behavior is determined?

A

It means that behavior has a cause or multiple causes

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6
Q

What does empirical mean – as in, “empirical evidence

A

Empirical: Behavior analysts require empirical evidence to support any claim about behavior.
By “empirical” we mean that the evidence must be observable.

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7
Q

What is a mentalistic explanation of behavior?

A

explanation based on dispositional attributions

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8
Q

What do people see and then say “the behavior is willed”?

A

no triggering event and a goal

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9
Q

What do people see and then say “the behavior is not willed”?

A

triggering event

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10
Q

3 Problems with the Theory that a Mental Decision-Maker wills Behavior into Motion

A
  • choice is behavior
  • choice is determined
  • spurious reason-making
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11
Q

What was the important finding of the Libet studies?

A
  • a neural response precedes conscious willing
  • these findings fail to support the Theory of Will
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12
Q

Stimulus

A

something that you can see, hear, smell, taste, or feel

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13
Q

Falsifiable Hypothesis

A

predictions that are made and tested
when these predictions are confirmed, they strengthen our confidence in the theories upon which they are based, when the predictions are falsified, the theory is abandoned.

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14
Q

Reification

A

to treat an abstraction (or a heuristic) as though it were a thing
when we explain behavior by pointing to reifications (like sleazy or brilliant) we are using circular logic

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15
Q

Why is replication important in behavioral science?

A

the most important way to evaluate if scientific discoveries are true, confidence is more robustly established

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16
Q

Variable

A

things that are not the same each time

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17
Q

Independent Variable

A

a publicly observable change, controlled by the experimenter, which is anticipated to influence behavior in a specific way

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18
Q

Dependent Variable

A

the objectively measured target behavior

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19
Q

Functional Variable

A

includes all of those things that, if changed, will systematically and reliably influence behavior

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20
Q

What is the difference between an independent and dependent variable?

A

the independent variable is changed by the experimenter and the dependent variable is measured

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21
Q

3 Components of a Behavioral Experiment

A
  • the dependent variable is behavior
  • falsifiable hypothesis
  • manipulation of the independent variable
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22
Q

What does correlation does not imply causation mean?

A

just because two things co-occur does not mean that one of those things causes the other. Correlations tell us nothing about causation. Only an experiment can tell us if a functional relation exists.

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23
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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24
Q

Self-Reports

A

asks the individual to recall if they have engaged in the behavior

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25
Q

What are the benefits of direct observation?

A
  • doesn’t rely on memory
  • easier to ensure data collection is unbiased
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26
Q

What are the drawbacks of self-report?

A
  • people are not always truthful
  • social desirability bias
  • good subject effect
  • incentives
  • recalling our own behavior is hard
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27
Q

Behavioral Definition

A

precise specification of the topography of the target behavior, allowing observers to reliably identify instances and non-instances

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28
Q

Why is a behavioral definition important?

A
  • good behavioral definitions make data collection objective, that is, not influenced by personal judgments, prejudice, or bias
  • accurately measure when behavior has occurred
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29
Q

What are the characteristics of a good behavioral definition?

A
  • very specific; leaving no room for observer bias, prejudice, etc. to impact the data being collected.
  • focused on behavior; no room for heuristics like “sleazy” or “brilliant”
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30
Q

Social Validity

A

the consumer of the intervention, or an expert in the field indicates that the behavioral definition accurately reflects the behavior of interest

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31
Q

Why is social validity important in behavioral analysis?

A

if the intervention is successful, then the consumers/experts will be satisfied with the change in this behavior

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32
Q

Inter-observer Agreement IOA

A

the extent to which two independent observers’ data are the same after having directly observed the same behavior at the same time

33
Q

Why is IOA (Inter-Observer Agreement) important?

A

if the behavioral definition is not objective enough that two independent observers can almost always agree on instances and non-instances of the behavior, then IOA will be unacceptably low. When IOA is low, the behavioral definition needs to be refined

34
Q

How do you calculate IOA (Inter-Observer Agreement)?

A

IOA = Agreements/ (Agreements + Disagreements) x 100

35
Q

What are the four dimensions along which behavior can be measured?

A

frequency, latency, duration, magnitude

36
Q

Frequency

A

response count divided by time or opportunity to respond

37
Q

Latency

A

the interval of time between the opportunity to respond and the response itself

38
Q

Duration

A

the interval of time between the start and the end of the behavior

39
Q

Magnitude

A

the force or intensity of a behavior

40
Q

Outcome Recording

A

record the distinct, observable, and lasting product(s) of behavior, instead of the behavior itself

41
Q

Event Recording

A

each instance of behavior is recorded at the moment it occurs

42
Q

Whole-Interval Recording

A

a direct-observation method used to estimate how frequently behavior occurs. Observers record whether or not the behavior occurs throughout each in a series of contiguous intervals

43
Q

Partial-Interval Recording

A

a direct-observation method used to estimate how frequently behavior occurs. Observers record whether or not the behavior occurs during any portion of each in a series of contiguous intervals

44
Q

Duration Recording

A

when measuring either the latency or duration of a target behavior

45
Q

Group Experimental Designs

A

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

46
Q

Single-Subject Experimental Designs

A

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

47
Q

Internal Validity

A

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

48
Q

Confounds

A

variables that are influencing behavior within an experiment, but are not controlled by the researcher

49
Q

4 Single-Subject Designs

A

comparison, reversal, alternating-treatments, and multiple-baseline design

50
Q

Comparison (AB) Design

A

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

51
Q

Reversal (ABA) Design

A

the individual’s behavior is evaluated in repeatedly alternating baseline (A) and experimental (B) phases

52
Q

Alternating-Treatments Design

A

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

53
Q

Multiple-Baseline Design

A

evaluates the functional relation between an independent variable and behavior by conducting a series of time-staggered A-B comparisons either across behaviors, across situations, or across individuals

54
Q

What are the defining features of a single-subject experimental design?

A

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

55
Q

3 Kinds of Replication

A
  • within-individual
  • across-individual
  • across labs or clinics
56
Q

Visual Analysis

A

involves looking at a graph of time-series single-subject behavior to evaluate if a convincing change occurred when the independent variable was introduced/removed

57
Q

Habituation

A

gradual reduction in responding following repeated presentations of the eliciting stimulus

58
Q

Phylogenetically Selected Behaviors

A

behaviors we inherit them from our parents, who inherited them from their parents, and so on

59
Q

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

A

nature (phylogenetic influences) AND nurture (learning)

60
Q

Unconditioned Stimulus

A

a stimulus that elicits a response without any prior learning (for example, a biscuit in the dog’s mouth elicits salivation)

61
Q

Unconditioned Response

A

the response (in this case, salivating) reliably elicited by the unconditioned stimulus (US)

62
Q

Conditioned Stimulus

A

a formerly neutral stimulus that now evokes a conditioned response. Referred to as “conditioned” because the ability of the stimulus to evoke the response requires new learning (or “conditioning”)

63
Q

Conditioned Response

A

the response evoked by the conditioned stimulus (CS). This may not be the same as the unconditioned response (UR)

64
Q

Who were John Watson and Rosalie Rayner?

A

used Pavlovian fear conditioning to produce a phobia of white rats in a human infant named Albert

65
Q

What were Watson & Rayner’s contributions to our understanding of Pavlovian learning?

A
  • generalization
  • experiences in infancy affect developmental
66
Q

1st Thing Learned in Pavlovian Conditioning

A

the conditioned stimulus (CS) signals a delay reduction to the unconditioned stimulus (US)

67
Q

2nd Thing Learned in Pavlovian Conditioning

A

the conditioned stimulus (CS) signals when the unconditioned stimulus (US) is coming

68
Q

3rd Thing Learned in Pavlovian Conditioning

A

the conditioned stimulus (CS) signals which unconditioned stimulus (US) is coming

69
Q

4 Principles of Effective Pavlovian Conditioning

A
  1. use an important unconditioned stimulus (US)
  2. use a salient conditioned stimulus (CS)
  3. use a conditioned stimulus (CS) that signals a large delay reduction to the unconditioned stimulus (US)
  4. make sure the conditioned stimulus (CS) is not redundant
70
Q

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

A

when the CS signals a small delay reduction, it takes many more trials before Pavlovian learning is acquired. As the delay-reduction ratio increases, fewer trials are required, that is, learning happens faster

71
Q

Delay-Reduction Ratio (calculation)

A

US to US interval/CS to US interval

72
Q

Generalization

A

conditioned responding to a novel stimulus that resembles the conditioned stimulus (CS)

73
Q

Pavlovian Extinction

A

the procedure if repeatedly presenting the conditioned stimulus (CS) without the unconditioned stimulus (US), the effect of which is a reduction or elimination of the conditioned stimulus’ (CS) ability to evoke the conditioned response (CR)

74
Q

Who is Mary Cover Jones?

A

demonstrated that Pavlovian extinction could be used therapeutically to reduce a fear of furry animals in a preschooler named Peter

75
Q

What was Mary Cover Jones’ contribution to our understanding of Pavlovian learning?

A

pavlovian-extinction-based therapy is known as graduated exposure therapy, and it remains the most effective intervention for reducing human phobias

76
Q

Graduated Exposure Therapy

A

the client is gradually exposed to successively stronger approximations of the conditioned stimulus (CS). Before each new CS-approximation of presented, steps are taken to reduce/eliminate any fear evoked by the prior CS-approximation

77
Q

Spontaneous Recovery

A

increase in conditioned responding following the passage of time since Pavlovian extinction

78
Q

Taste-Aversion Learning

A

one-trial learning; the CS (taste) acquires its ability to evoke the CR (revulsion) after a single encounter with the CS→US (illness) relation

Behavior Analysis (1 decks)

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