Midterm 1 Flashcards
1
Q
exercising is an example of a
A
behaviour
2
Q
losing wight is an example of a
A
product of behaviour
3
Q
covert
A
behaviour on the inside
4
Q
overt
A
behaviour on the outside
5
Q
behavioural assessment is used to
A
- identify/describe target behaviour
- identify possible causes of behaviour
- guide the selection of an appropriate behavioural treatment
- evaluate the treatment outcome
6
Q
we should use ___ descriptions of behaviour
A
objective
7
Q
behavioural modification is
A
the techniques applied to modify the behaviour
8
Q
7 main characteristics of ___
- define/measure problem
- alter clients environment
- precise methods/rationale
- techniques often applied in everyday life
- basic and applied research in principles of learning/behaviour
- intervention described precisely and leads to change
- accountability
A
behavioural modification
9
Q
goal of behavioural modification
A
assess and improve an individuals covert/overt behaviours and improve functioning
10
Q
___ can be learned/strengthened
A
adaptive behaviours
11
Q
___ can be weakened/distinguished
A
maladaptive behaviours
12
Q
maladaptive behaviours
A
inhibit a persons ability to adjust to a situation
13
Q
factors of influence
A
- extra therapeutic factors
- therapeutic relationship
- expectancy and hope
- therapy type and technique
14
Q
ethics
A
standards of behaviour developed within a cultural group to promote survival of that group
15
Q
counter control
A
influence controllee has on controller by virtue of access to reinforcers
16
Q
two assumptions regarding the systematic application of learning principles for behaviour modification
A
- behaviour can be controlled
- it is desirable to achieve certain behavioural objectives
17
Q
4 fundamental ethical principles
A
- the principle of justice (treat people equally)
- respect for autonomy (respect people’s decisions)
- principle of beneficence (obligation to bring about good in our actions)
- principle of nonmaleficence (obligation to not harm others)
18
Q
corollary principles
A
- honesty in our dealings with others and obligation to keep promises
- puts us in direct conflict with respecting autonomy
19
Q
abandonment
A
psychologist inappropriately ends treatment
20
Q
termination
A
client no longer needs therapy anymore/isn’t benefitting from it so it ends
21
Q
Pavlov created
A
classical/respondent conditioning (dogs)
22
Q
reflexes
A
automatic responses to prior stimuli
23
Q
Watson created
A
- behaviourism
- most human activities are learned habits
- conditioned reflex = unit of habit
- paired rabbit with loud noise to generate fear of animals in baby
24
Q
Jones created
A
- you can eliminate fear and undo Watson’s teachings
- can teach someone to not be afraid
25
Wolpe created
- extended concept reciprocal inhibition (stimulating something, inhibits something)
- systematic desensitization
- treatment for specific phobias (relaxation exercises in presence of fear stimulus)
26
Skinner created
- differentiated between respondent/operant behaviour
- demonstrated consequence influence behaviour
- behaviour is learned
- taught pigeon behaviour
27
respondent behaviour
behaviour elicited by stimuli
28
operant behaviour
- behaviour controlled by consequences
- behaviour prior to the reinforcer
- increase/decrease the likelihood of the behaviour happening again
29
behavioural strategies
modify disruptive behaviour
30
delusion
- thinking something that isn't really happening
| - thoughts not based in reality
31
hallucination
seeing something that isn't there
32
abnormal behaviour
disturbance in personality mechanism
33
functional analysis
understand the causes of problem behaviour
34
social learning theory
- rotter
| - use social environment to explain behaviour
35
cognitive learning therapy
- bandura
| - how people learn to do something
36
cognitive behaviour therapy
- help clients recognize their faulty thinking
| - develop skills to overcome and restructure their thinking
37
reinforcement
stimulus that encourages a behaviour (reward)
38
punishment
consequence used to decrease the likelihood of that behaviour happening again
39
positive reinforcement
- reward/adding something to increase positive behaviour
| eg. candy, compliment
40
negative reinforcement
- removing aversive thing to increase positive behaviour
| eg. remove electrical current, stop nagging
41
positive punishment
- aversive stimuli to decrease negative behaviour
| eg. spanking, electric shock
42
negative punishment
- remove reward to decrease negative behaviour
| eg. time-out (reward was playing with friends and now they can't)
43
reinforcer immediacy
reinforcement needs to happen right away or the child won't connect the two together (behaviour and reinforcement)
44
motivating operations
increase/decrease the effectiveness of the reinforcer
45
establishing operation/deprivation
makes the reinforcer stronger
| eg. don't eat all day then get cake
46
abolishing operation/satiation
makes the reinforcer weaker
| eg. eat dessert all day then get cake
47
pitfalls to positive reinforcement
- reinforce wrong behaviour
- reinforce avoidance
- reinforce too far away from behaviour
48
natural reinforcers
occur as a normal part of our environment
| eg. exercising and seeing results
49
token economies
group of people earn tokens for positive behaviour and can exchange token for reinforcer
50
where/who are token economies used with
- children
- people with intellectual disabilities
- schools
- campus
- prison
51
schedules of reinforcement
the plan/rule outlining which occurrences of behaviour will be reinforced
52
2 types of schedules that increase behaviour
-continuous reinforcement (every time they do the correct behaviour you reinforce it)
-intermittent reinforcement (only some instances are reinforced)
~ratio
~interval
~duration
53
3 types of ratio schedules
| [intermittent - increasing]
-fixed ratio schedule
-variable ratio schedule
-progressive ratio schedule
(behaviour is reinforced based on the # of times that it occurs)
54
fixed ratio schedule (FR)
| [ratio - intermittent - increasing]
- number of times a behaviour occurs and gets reinforced is fixed
- can have a post-reinforcement pause because the person can anticipate the reinforcement
55
post-reinforcement pause
-person takes time to acknowledge the reinforcement then starts again
56
optimal ratio
there is an optimal ratio number for each person in each learning context
eg. FR2 for child with low attention span, FR6 for child with high attention span
57
ratio strain
- progress too quickly
- consistency is lost
- increased the ratio of how many behaviours have to be observed before reinforcement, too much and now the child is confused
58
variable ratio schedule (VR)
| [ratio - intermittent - increasing]
- receive reinforcement sporadically around an average # of behaviours
- eg. every 3-5 times
- no reinforcement pause
- better for ratio strain and optimal ratio
59
progressive ratio schedule
| [ratio - intermittent - increasing]
- similar to fixed ratio
- ratio requirement increased by a certain amount after each reinforcer
- fixed number increases
eg. doubles each time
60
3 types of interval schedules
| [intermittent - increasing]
-fixed interval
-variable interval
-limited hold
(behaviour is rewarded after a period of time where no rewards were given)
61
fixed interval schedule (FI)
| [interval - intermittent - increasing]
- first occurrence of the behaviour after a fixed period of time will be rewarded
- eg. 2 minutes
- the behaviour doesn't get reinforced for 2 minutes, but the next instance after 2 mins gets reinforced no matter how soon or long after 2 mins it happens
- there is a post-reinforcement pause and an increase in behaviour close to the end of the interval in anticipation of the reward
62
variable interval schedule (VI)
| [interval - intermittent - increasing]
- the length of the interval changes unpredictably around a certain average
- no post-reinforcement pause
63
```
limited hold (LH)
[interval - intermittent - increasing]
```
-period of time where the behaviour must occur in order to be reinforced
64
2 types of duration schedules
| [intermittent - increasing]
-fixed duration
-variable duration
(behaviour is reinforced after it has occurred for a period of time)
65
```
fixed duration (FD)
[duration - intermittent - increasing]
```
- behaviour is reinforced after it has occurred continuously for a set period of time
- eg. practice piano for 30 mins then get a reward
- there is a post-reinforcement pause
66
```
variable duration (VD)
[duration - intermittent - increasing]
```
- behaviour is reinforced after it has occurred continuously for an unpredictable period of time
- no post-reinforcement pause
67
schedule that decreases behaviour
differential reinforcement
~low rates
~zero responding
~incompatible responding
~alternative behaviour
-reward when the behaviour happens less often or not at all
-designed to decrease/eliminate behaviour
68
differential reinforcement of low rates (DRL)
| [differential - decreasing]
- provides rewards when behaviour occurs infrequently
- eg. reward for only yelling in class 3 times
- limited responding DRL specifies a max # of allowable incidents of behaviour during a set time
69
differential reinforcement of zero responding (DRO)
| [differential - decreasing]
- provides rewards when the behaviour does not occur during a set time
- it is allowed to occur at other times
70
differential reinforcement of incompatible responding (DRI)
| [differential - decreasing]
- behaviour that is incompatible with the target behaviour is rewarded because the 2 behaviours can't be happening simultaneously
- eg. reinforce sitting when the problem is that the child stands when not supposed to
71
differential reinforcement of alternate behaviour (DRA)
| [differential - decreasing]
-reward a desirable substitute behaviour/reinforce alternate behaviour
72
extinction
- prevent/stop reinforcement to eliminate behaviour
- use when negative behaviour has mistakenly been reinforced
- eg. child throws tantrum and parent gives child what they want to make them stop
73
extinction burst
- the behaviour will get worse before it gets better
| - child will try even harder than before because they see that what had worked in the past isn't working anymore
74
spontaneous recovery
- bad behaviour goes away for a while then returns one day
- it will be less intense than before and easier to extinguish
- may resurface when the person experiences stress
75
extinction of behaviour will be more difficult following a ____ reinforcement schedule
intermittent
(this was when the behaviour was only reinforced sometimes so it will be harder for the child to understand that extinction is taking place)
76
extinction will be easiest after a ____ reinforcement schedule
continuous
| right away the child will realize that something is different than before
77
extinction will be more difficult following a ___ schedule
ratio
78
extinction will be easier after a ____ schedule
interval
79
most to least difficult schedules of reinforcement to extinguish
most difficult = variable ratio
difficult = fixed ratio
easy = variable interval
most easy = fixed interval
80
Q: classical conditioning will develop more quickly and strongly when
- the conditioned stimulus or unconditioned stimulus are intense rather than weak
- the conditioned stimulus is paired with the unconditioned stimulus many times
81
Q: schedule in which reinforcement occurs each time a fixed number of responses of a target behaviour is emitted
fixed ratio
82
Q: schedule in which reinforcement occurs following the first instance of a target response after a fixed period of time
fixed interval
83
stimuli
anything that you perceive as present in your environmental context
84
stimulus control
- correlation between the occurrence of a stimulus and of the response
- the control it has on the behaviour
85
discriminative stimulus (SD)
when the consequence only occurs in the presence of the stimulus
86
stimulus delta (S triangle)
- if the stimulus is present then the response will not be reinforced
- consequence never occurs in presence of the stimulus
87
stimulus discrimination training
- reinforcing a response in the presence of an discriminative stimulus (SD)
- extinguishing that response in the presence of a stimulus delta (S triangle)
88
stimulus generalization
- reinforcing a response in the presence of a stimulus/situation
- the effect of the response becoming more probable in the presence of another stimulus/situation
89
common-element stimulus class
- some similarities suggesting a common class (eg. dogs)
- physical similarity - stimuli are highly similar in appearance
- an example of how we generalize
90
stimulus equivalence class
- entirely dissimilar but same class (eg. food)
| - an example of how we generalize
