Exam 1

Question 1

Why should we learn about
behavior modification?

Answer 1

Study habits
• Understanding and treating disorders
• Improving relationships
• Child rearing
• Pet training
• Who has used a learning technique?

Question 2

Definition: Learning is…

Answer 2

• A change in behavior as a result of experience or practice.
• The acquisition of knowledge.
• Knowledge gained through study.
• To gain knowledge of, or skill in, something through
study, teaching, instruction or experience.
• The process of gaining knowledge.
• A process by which behavior is changed, shaped or
controlled.
• The individual process of constructing understanding
based on experience from a wide range of sources.

Question 3

Behavioral language & labels
• What are some adjectives we can use to describe
someone and infer their behavior?

Answer 3

• Pros/Cons
 General information
 Pseudoexplanations & circular reasoning
 Treatment Effects
• Excesses & deficits
 Context matters

Question 4

Behavior modification

Answer 4

Improving functioning by changing behaviors using
learning theory principles
• Define the problem
• Treatments change the environment
• Clear definitions of procedures
• Show treatment caused change
• Accountability

Question 5

Behavior modifier

Answer 5

• Professionals
 ABA
 CBT
• You

Question 6

Myth 1: Use of rewards by behavior modifiers to change behavior is
bribery.
• Myth 2: Behavior modification involves the use of drugs and
electroconvulsive therapy.
• Myth 3: Behavior modification treats symptoms; it doesn’t get at the
underlying problems.
• Myth 4: Behavior modification can deal with simple problems, such
as teaching toileting or overcoming fear of heights, but it is not
applicable for complex problems such as low self-esteem or
depression.
• Myth 5: Behavior modifiers are cold and unfeeling and don’t have
empathy for their clients.
• Myth 6: Behavior modifiers deal only with observable behavior;
they don’t deal with thoughts and feelings of clients.
• Myth 7: Behavior modifiers deny the importance of genetics or
heredity in determining behavior.
• Myth 8: Behavior modification is outdated

Answer 6

Myth 1: Use of rewards by behavior modifiers to change behavior is
bribery.
• Myth 2: Behavior modification involves the use of drugs and
electroconvulsive therapy.
• Myth 3: Behavior modification treats symptoms; it doesn’t get at the
underlying problems.
• Myth 4: Behavior modification can deal with simple problems, such
as teaching toileting or overcoming fear of heights, but it is not
applicable for complex problems such as low self-esteem or
depression.
• Myth 5: Behavior modifiers are cold and unfeeling and don’t have
empathy for their clients.
• Myth 6: Behavior modifiers deal only with observable behavior;
they don’t deal with thoughts and feelings of clients.
• Myth 7: Behavior modifiers deny the importance of genetics or
heredity in determining behavior.
• Myth 8: Behavior modification is outdated

Question 7

• Parenting & child management
• PPP

Answer 7

• PPP
1. Ensuring a safe, supervised and
engaging environment
2. Creating a positive learning
environment that helps children
learn to solve problems
3. Using consistent, predictable and
assertive discipline to help children
learn to accept responsibility for their
behavior and become aware of the
needs of others
4. Having realistic expectations,
assumptions, and beliefs about
children’s behavior
5. Taking care of oneself as a parent
so that it is easier to be patient,
consistent and available to children

Question 8

• Developing Positive Relationships

Answer 8

 Spending quality time with children
 Talking to children
 Showing affection
 Encouraging Desirable Behavior
 Using descriptive praise

Question 9

• Giving attention

Answer 9

 Providing engaging activities
 Teaching New Skills & Behaviors
 Setting a good example
 Using incidental teaching
 Using Ask, Say, Do Use verbal and physical prompts to
teach new skills

Question 10

Managing Misbehavior

Answer 10

• Ground rules Establish fair, specific and enforceable rules, 3-12
years
• Directed discussion Identify and rehearse the appropriate behavior,
3-12 years
• Planned Ignoring Intentionally ignore a problem behavior instead of
reacting or giving negative attention to the child, 1-7 years
• Clear, Calm instructions Give a clear instruction to start a new task,
or to stop a problem behavior and start the appropriate alternative
behavior, 2-12 years
• Logical consequences Remove the activity or privilege at the center of
a problem for a brief, set amount of time; Return the activity or
privilege so the child can try again, 2-12 years
• Quiet time When a problematic or serious behavior occurs and the
above strategies have not worked, move the child to the edge of the
activity for a brief, set amount of time; return child to activity when
s/he is calm so s/he can try again.. 18 months-10 years
• Time out

Question 11

Education

Answer 11

What do you think it helpful when
designing a class? What makes a good
class?
• Instructional goals for a course are
stated in the form of study questions
and application exercises
• Students are given opportunities to
demonstrate their mastery of the course
content through frequent tests or some
combination of tests and assignments
• Students are given detailed information
at the beginning of a course about what
is expected of them on the tests and
assignments in order to achieve various letter
grades

Question 12

Developmental Disabilities*

Answer 12

Intellectual disabilities
 Self-help skills (e.g., dressing oneself)
 Communication
 Vocational
 Social skills
• ASD
 Early Intensive Behavioral Intervention (EIBI)
 Starts very early (under 30 months)
 Social skills, communication, self-stimulation

Question 13

Mental Health Settings

Answer 13

• Schizophrenia
• Anxiety
• Depression
• Obsessive-Compulsive Disorder

Question 14

Healthcare

Answer 14

• Behavioral medicine & health psychology
• Preventative health care/healthy routines
• Treatment compliance
• Management of caregivers
• Stress management

• Geronotology
• Community psychology
 Helping the whole community
• I/O psych
• Sport Psych

Question 15

Diversity

Answer 15

Culture Matters
 Interact with client
 But the also the behaviors

Question 16

Behaviorism

Answer 16

Environmental influence on observable behavior
 Law of parsimony

Question 17

Classical Conditioning

Answer 17

Pavlov
 Classical Conditioning
 Getting a neutral stimulus to produce a response after
being paired with a stimulus that naturally produces that
response

Question 18

John Watson

Answer 18

Believed focus on conscious experience led to no results
with no practical significance
 Vague
 Unreplicable
 Need for objectivity
 Proponent of animal research

Question 19

Watson’s behaviorism

Answer 19

 Methodological/classical

Watson’s behaviorist theory focused not on the internal emotional and psychological conditions of people, but rather on their external and outward behaviors. He believed that a person’s physical responses provided the only insight into internal actions.

Question 20

Watson’s behaviorism

Answer 20

 Learning involves development of a connection between
event (stimulus) and behavior (response)
 Behavior is reflexive
 S-R theory
 Complex behavior is made up of long S-R chains

Question 21

Joseph Wolpe

Answer 21

Reciprocal inhibition
1. a technique in behavior therapy that aims to replace an undesired response (e.g., anxiety) with a desired one by counterconditioning.
 Systematic desensitization
Systematic desensitization is an evidence-based therapy approach that combines relaxation techniques with gradual exposure to help you slowly overcome a phobia.

Question 22

Operant Conditioning
Thorndike

Answer 22

 Interested in animal intelligence
 Don’t accept anecdotes
https://www.youtube.com/watch?v=fanm–WyQJo

Operant conditioning, sometimes referred to as instrumental conditioning, is a method of learning that uses rewards and punishment to modify behavior. Through operant conditioning, behavior that is rewarded is likely to be repeated, and behavior that is punished will rarely occur.

Question 23

BF Skinner

Answer 23

 Radical behaviorism
 The goal of behaviorism should be to understand the
environmental factors affecting behavior.
 Internal events shouldn’t explain behavior, they are
behaviors that should be explained
 Covert behaviors

Question 24

Problem with internal events

Answer 24

 Personal descriptions of feelings can be vague
 Hard to determine relationship of thoughts and feelings
 Can’t change directly
 Pseudo-explanations

Question 25

Radical behaviorism

Answer 25

 Skinner rejected S-R for complex behaviors  Operants  Focus is not on expectations (Tolman) but on past  Consequences: rewards and punishments  Countercontrol  Manipulate the environment to change its impact Radical Behaviorism is the school of thought pioneered by B. F. Skinner that argues that behavior, rather than mental states, should be the focus of study in psychology. Skinner's science of behavior emphasizes the importance of reinforcement and the relationships between observable stimuli and responses.

Question 26

Experimental analysis of behavior (behavior analysis)

Answer 26

 Practical application of OC  ABA  Disorder treatments  Education  Public policy

Question 27

Social Learning Albert Bandura

Answer 27

 Social Learning Theory (social cognitive theory)  Imitation  Cognitive variables  Focus on  Broad patterns  Expectations  Internal events influence behavior  Self-referent thoughts  Led, in part, to CBT

Question 28

Activity

Answer 28

You see a child hit another child, how would you explain this behavior?  Watson  Skinner  Bandura

Question 29

Activity

Answer 29

 If you were a teacher how would this affect your teaching, views, activities, etc.?  Watson  Skinner  Bandura

Question 30

Behavioral Assessment in 4 Phases

Answer 30

• Intake/Screening 1. Is this an appropriate place to assist with the behavior? 2. Policies & Procedures 3. Screen for crisis conditions 4. Interview and test for diagnosis 5. Initial info about behavior to be assessed • Baseline • Current deficits/excesses

Question 31

Behavioral Assessment in 4 Phases

Answer 31

• Treatment • Design a program • Continue to monitor/assess • Follow-up • Does behavior change after ending the program?

Question 32

Indirect Assessment

Answer 32

• Interviews • Rapport building • Can help identify behavior • Questionnaires • Life history • Self-report problem checklists • Survey schedules • What do you like to do/eat/drink/etc. • Third-party behavioral checklists • Role-playing • Client self-monitoring

Question 33

Variables Defined by Their Nature

Answer 33

Behavioral variables • observable responses of the organism Stimulus variables • context/situation surrounding the behavior Subject variables • characteristics of organism

Question 34

Variables Defined by Their Use

Answer 34

•Independent variable (IV) • manipulated by the experimenter •Dependent variable (DV) • measured by the experimenter • Extraneous variables • Any variable, other than the IV, that might affect the DV • Variables as constants •Establish causality between IV and DV

Question 35

Practice •One child hits another and takes his toy • behavioral • stimulus • subject • IV and DV • Extraneous

Answer 35

Practice •One child hits another and takes his toy • behavioral • stimulus • subject • IV and DV • Extraneous

Question 36

• Stimulus • Event that can potentially influence behavior •Response • Instance of a behavior

Answer 36

• Stimulus • Event that can potentially influence behavior •Response • Instance of a behavior

Question 37

Behaviors

Answer 37

•Overt behavior • Can be directly observed by other • Covert behavior • only perceived by actor

Question 38

Stimuli

Answer 38

•Appetitive • Sought out •Aversive • Avoided

Question 39

Establishing operation

Answer 39

•Deprivation • Prolonged absence, increases appetitiveness • Satiation • Prolonged exposure, decreases appetitiveness

Question 40

• Contiguity • Closeness • Temporal • Spatial • Contingency • Predictive

Answer 40

• Contiguity • Closeness • Temporal • Spatial • Contingency • Predictive

Question 41

Operational Definitions

Answer 41

• Procedures used to measure and/or manipulate a variable •Described in sufficient detail that another researcher could make same observations •More careful and complete the operational definition, the more precise the measurement of the variable

Question 42

Aggression??

Answer 42

•Dictionary definition •Operational definition •An IV?? •An DV??

Question 43

Our Operational Definition

Answer 43

• Students who drink soda before the SAT will outperform those students who do not drink any soda before the test. Students? How Much? What Kind? What Part of SAT?

Question 44

•How are these definitions helpful in learning (outside of research)?

Answer 44

• Understanding the task, request, etc.

Question 45

Measuring Behaviors

Answer 45

•Rate of response • Frequency a response occurs in a set period of time • Best for brief, well-defined time periods • Best example: rats pushing levers • Used by radical behaviorists because it’s sensitive to other variables • Can be an indicator of fluency

Question 46

Cumulative recorder

Answer 46

a continuous tally or graph to which new data are added. In conditioning, for example, a cumulative record is a graph showing the cumulative number of responses over a continuous period of time.

Question 47

Measuring Behaviors •Intensity • Force or magnitude of behavior • Classical conditioning example: • Tone: Mint Salivation • Tone Salivation

Answer 47

Measuring Behaviors •Intensity • Force or magnitude of behavior • Classical conditioning example: • Tone: Mint Salivation • Tone Salivation

Question 48

•Duration • Length of time an individual repeatedly or continuously performs a behavior • Used when you want to increase or decrease length of time behavior occurs

Answer 48

•Duration • Length of time an individual repeatedly or continuously performs a behavior • Used when you want to increase or decrease length of time behavior occurs

Question 49

• Speed • How quickly a behavior occurs

Answer 49

• Speed • How quickly a behavior occurs

Question 50

• Latency • Behavior onset

Answer 50

• Latency • Behavior onset

Question 51

• Topography • Physical form of the behavior (how is it done)

Answer 51

• Topography • Physical form of the behavior (how is it done)

Question 52

•Number of errors •How well task has been learned • Wrong turns on a maze • Wrong answers on a test • Failures of memory

Answer 52

•Number of errors •How well task has been learned • Wrong turns on a maze • Wrong answers on a test • Failures of memory

Question 53

•Interval recording • Measurement of whether a behavior occurs during each interval within a series of continuous intervals • Do not need to record every response • Helpful when start-end points aren’t clear

Answer 53

•Interval recording • Measurement of whether a behavior occurs during each interval within a series of continuous intervals • Do not need to record every response • Helpful when start-end points aren’t clear

Question 54

• Time-sample recordings • Measurement of whether a behavior occurs during each interval within a series of discontinuous intervals • Efficient for researchers

Answer 54

• Time-sample recordings • Measurement of whether a behavior occurs during each interval within a series of discontinuous intervals • Efficient for researchers

Question 55

•Reliability

Answer 55

• Consistency of measurement •Interrater reliability: degree of agreement between independent raters • controller protocols

Question 56

•Descriptive research

Answer 56

• Describe behavior and situation • No manipulation

Question 57

Naturalistic Observation

Answer 57

• Process of watching without interfering as behavior occurs in natural environment • Advantages • Large amounts of data • Examination of topics not easily done in a lab • Pitfalls • Participants may act differently around observer • Distorted observations: observer bias • Inferences abound!

Question 58

Case Studies

Answer 58

•Intensive study of behaviors/mental processes in a particular individual, group, or situation •Advantages • Great for studying new or rare phenomena • Pitfall • Not necessarily representative

Question 59

Comparative Research

Answer 59

•Concerned with evaluating differences between existing groups • Groups defined by preexisting variables • Group composition is outside of researcher’s control •Interpreting group differences takes skill, knowledge, and caution

Question 60

True Experiments

Answer 60

• Can conclude causation •Manipulates IV and measures change in the DV •Random Assignment • Control group – no manipulation • Experimental group(s) – IV manipulation • Resulting differences are concluded to be from the IV • Can prevent some biases • Double blind experiments

Question 61

Single-subject or Baseline Designs

Answer 61

• Create experimental control in a single-subject situation • Unlike case studies, experimenter actively controls variable • Single-subject designs are extensions of withinsubjects designs • One participant is tested under all conditions • Measured from baseline period to treatment periods

Question 62

Single subject design

Answer 62

•Reversal or withdrawal design • Called an ABA design • Baseline (A) → Treatment (B) → Baseline (A) • The use of praise as a treatment to measure the improvement of a child’s school performance • Measure test scores → give regimen of praise for correct homework problems → measure test scores

Question 63

The ABA Design

Answer 63

What are ABA designs? a type of single-case design having three phases: a baseline condition in which no treatment is present (Phase A), a treatment condition in which a manipulation is introduced (Phase B), and a return to the no-treatment condition (Phase A).

Question 64

ABA--Reversal design

Answer 64

ABA--Reversal design •Used in behavior therapy • Pick-up your clothes!! • if don’t recover baseline, difficult to eliminate rival hypotheses

Question 65

Multiple baseline design

Answer 65

Change is observer under multiple circumstances • The manipulation is introduced at different times • Determines that the manipulation caused change • Solves non-recoverability of baseline problem • Across behavior • Multiple DVs, same person • Across situation • Same DV, different environment

Question 66

Issues •No statistical test • Subject is their own control • large effects • Establish causality • stable baseline • recover the baseline

Answer 66

Issues •No statistical test • Subject is their own control • large effects • Establish causality • stable baseline • recover the baseline

Question 67

How do we know if it worked? • Replication • No overlap of baseline treatment • Timing • When treatment is introduced • Effect of change • Clear definitions of procedures • Measure reliability • Consistency with theory

Answer 67

How do we know if it worked? • Replication • No overlap of baseline treatment • Timing • When treatment is introduced • Effect of change • Clear definitions of procedures • Measure reliability • Consistency with theory

Question 68

How do we know if it worked?

Answer 68

• Social validity • Are the target behaviors important for the client and society? • Is the client accepting of the procedures, especially when other effective ones may exist • Is the client happy with the results? • Methods • Ask about satisfaction with the procedure and goals • Preference tests • Compare a client’s results with peers

Question 69

Elicited Behaviors

Answer 69

• Automatic response to a stimulus • Often involuntary • Salivation • Startle • Sneezing

Question 70

Reflexes

Answer 70

• Automatic • Innate (no learning necessary) • Rooting and sucking reflex • Tied to survival

Question 71

• Startle response

Answer 71

• Tightening of skeletal muscles, hormone changes, organ changes

Question 72

• Orienting response

Answer 72

• Attention to stimuli

Question 73

• Flexion response

Answer 73

• Jerk limbs away from

Question 74

Fixed Action Pattern

Answer 74

• “Modal action patterns” • Sequence of responses elicited by a stimuli • Sign stimulus, releaser • Usually species-specific • Coping with specific aspects of environment Examples? • Play bows • Web building • Flying V

Question 75

Habituation and Sensitization

Answer 75

Habituation • Decrease in strength of elicited behavior with repeated presentations • Usually stimulus specific • Coolidge effect Sensitization • Increase in strength with repeated presentations • Often generalizes

Question 76

Anticipation

Answer 76

• Learn associations between events • Anticipate what’s going to happen • LEARNING!

Question 77

Classical Conditioning

Answer 77

• Getting a neutral stimulus to produce a response after being paired with a stimulus that naturally produces that response • Also called respondent conditioning by radical behaviorists • Behaviors = respondents

Question 78

• US – unconditioned stimulus – produces the reaction • UR – unconditioned response – automatic reaction • CS – conditioned stimulus – initially neutral • CR – conditioned response – same as UR but produced by CS

Answer 78

• US – unconditioned stimulus – produces the reaction • UR – unconditioned response – automatic reaction • CS – conditioned stimulus – initially neutral • CR – conditioned response – same as UR but produced by CS

Question 79

• Appetitive conditioning

Answer 79

• US that is sought out • Food, water, drugs, sex

Question 80

• Aversive conditioning

Answer 80

• US that is avoided • Fear, pain, unpleasant odors • Happens quickly, few pairings needed • Taste aversion

Question 81

Reinforcement-affect model

Answer 81

• Attraction can be related to connection between person and positive or negative emotional events • Sounds, sights, smells this theory proposes that people will be attracted not only to other people who reward them but also to those people whom they associate with rewards.

Question 82

Temporal conditioning

Answer 82

• CS is passage of time period • Anticipate US occurring at certain time • Time period or time of day

Question 83

Principles of Classical Conditioning

Answer 83

• How do we know what to react to (what’s the CS)? • Generalization • CR occurs BUT the CS is slightly different • Semantic generalization - language • Discrimination • Distinguish between similar but distinct stimuli

Question 84

Influencing factors • More times CS is paired with US • CS occurs slightly before US • Consistency in pairing • Even if there are multiple NS • Stronger stimuli work better • Aspects that stand out (salience)

Answer 84

Influencing factors • More times CS is paired with US • CS occurs slightly before US • Consistency in pairing • Even if there are multiple NS • Stronger stimuli work better • Aspects that stand out (salience: how prominent or emotionally striking something is)

Question 85

• Extinction

Answer 85

• Stop pairing US and CS • Lose CR • How would this work for the Pavlov’s dogs? Dwight? • If US and NS are re-paired, rapidly show CR

Question 86

• Higher order (second-order) conditioning • CS from one study essentially becomes the US for another • Don’t need the original US • Dog (NS) : Bite (US) → Fear (UR) • Dog (CS) → Fear (CR) • Unfenced yard(NS2 ) + Dog (CS1 ) → Fear (CR) • Unfenced yard(CS2 ) → Fear (CR)

Answer 86

• Higher order (second-order) conditioning • CS from one study essentially becomes the US for another • Don’t need the original US • Dog (NS) : Bite (US) → Fear (UR) • Dog (CS) → Fear (CR) • Unfenced yard(NS2 ) + Dog (CS1 ) → Fear (CR) • Unfenced yard(CS2 ) → Fear (CR)

Question 87

Second order conditioning • Celeb endorsements • Or this Or this

Answer 87

Second order conditioning • Celeb endorsements • Or this Or this Second-order conditioning (SOC) describes a phenomenon whereby a conditioned stimulus (CS) acquires the ability to elicit a conditioned response (CR) without ever being directly paired with an unconditioned stimulus (US)

Question 88

Overshadowing

Answer 88

• Compound stimuli • Simultaneous presentation of 2+ individual stimuli • Most distinct part of compound stimulus is most easily conditioned • Interferes with conditioning of less distinct parts • Dog bite example • Most salient? • Less salient? in classical conditioning, a decrease in conditioning with one conditioned stimulus because of the presence of another conditioned stimulus. Usually a stronger stimulus will overshadow a weaker stimulus.

Question 89

Phobias

Answer 89

Temperament • Emotionality and reactivity to stimulation • Partially genetically determined • Little Albert chosen because of perceived emotional stability Preparedness • Species are genetically prepared to learn certain associations more easily than others • Predisposed to develop specific fears • Single trial learning • resistant to extinction • Irrational (i.e., unaffected by cognitive influence) • Restricted to specific UC-US combinations

Question 90

Phobias • Why don’t fear extinguish? • Incubation • Conditioned fear responses can be strengthened by repeated, brief exposures to an aversive CR • Stronger fear response as a result of brief exposure to the US • Falling from heights = fear • Guess how often I spend in those situations • When organism encounters CS, the contact is brief • Brief encounters - fear cannot extinguish = stronger fear • Prevents familiarity • CR can become stronger than UR

Answer 90

Phobias • Why don’t fear extinguish? • Incubation • Conditioned fear responses can be strengthened by repeated, brief exposures to an aversive CR • Stronger fear response as a result of brief exposure to the US • Falling from heights = fear • Guess how often I spend in those situations • When organism encounters CS, the contact is brief • Brief encounters - fear cannot extinguish = stronger fear • Prevents familiarity • CR can become stronger than UR

Question 91

Phobias • Selective sensitization • Increase in reactivity to potentially stressful event following exposure to unrelated stressful event • Example • Minor fear of spiders becomes an extreme fear of spiders during an extremely stressful period in which the individual is going through a relationship break up. Stressful reactions to the end of the relationship generalize to other potentially aversive events.

Answer 91

Phobias • Selective sensitization • Increase in reactivity to potentially stressful event following exposure to unrelated stressful event • Example • Minor fear of spiders becomes an extreme fear of spiders during an extremely stressful period in which the individual is going through a relationship break up. Stressful reactions to the end of the relationship generalize to other potentially aversive events.

Question 92

Systematic Desensitization • A CS that elicits one type of response (e.g., fear) paired with another stimulus that elicits the opposite response (e.g., relaxation) • Counter-conditioning; Reciprocal inhibition • Positive response (relaxation) inhibits negative one (anxiety) • Works well with specific phobias

Answer 92

Systematic Desensitization • A CS that elicits one type of response (e.g., fear) paired with another stimulus that elicits the opposite response (e.g., relaxation) • Counter-conditioning; Reciprocal inhibition • Positive response (relaxation) inhibits negative one (anxiety) • Works well with specific phobias

Question 93

Aversion Therapy • Reduces attractiveness of behaviors through association with aversive stimulus • Rapid smoking procedure to eliminate smoking (Danaher, 1977) • Smokers in program required to inhale cigarette smoke every 6-10 seconds (many cigarettes) • Ps associate problem (pleasant) behavior smoking with nausea • 1 session is typically enough to produce short-term abstinence (but large increases in heart-rate; ethics?) • Mainly in vivo but also imaginal (covert sensitization) • Also used for sex offenders (electric shock) • And conversion therapy

Answer 93

Aversion Therapy • Reduces attractiveness of behaviors through association with aversive stimulus • Rapid smoking procedure to eliminate smoking (Danaher, 1977) • Smokers in program required to inhale cigarette smoke every 6-10 seconds (many cigarettes) • Ps associate problem (pleasant) behavior smoking with nausea • 1 session is typically enough to produce short-term abstinence (but large increases in heart-rate; ethics?) • Mainly in vivo but also imaginal (covert sensitization) • Also used for sex offenders (electric shock) • And conversion therapy

Question 94

Medical Application • Allergic reactions • Example: smell of peanut butter (CS) elicits an allergic reaction (CR) • Immune system functioning • Immunosuppression • Chemotherapy administered in a hospital setting • Example: sight of hospital (CS) lowers immune system functioning (CR) • May be how placebo effect works

Answer 94

Medical Application • Allergic reactions • Example: smell of peanut butter (CS) elicits an allergic reaction (CR) • Immune system functioning • Immunosuppression • Chemotherapy administered in a hospital setting • Example: sight of hospital (CS) lowers immune system functioning (CR) • May be how placebo effect works