Psych 282 midterm one

Question 1

What does behaviour modification aim to do?

Answer 1

Behaviour modification aims to understand and potentially change the behaviour by manipulating the environment rather then acting on the behaviour directly through reinforcement

Question 2

What questions do we ask during behaviour modification?

Answer 2

BMW H
if we want a BMW we might first examine why we want a BMW and then think of how we can change our behaviour to make getting one more likely in the future, just like how behaviour modification asks why a behaviour has occurred and how a behaviour can be changed for the future.

Question 3

What is skinners defintion of behaviour

Answer 3

Behaviour must occur due to operant condtioning only, (and not for an internal reasons) and must be measurable so we must be able to observe it externally

Question 4

What is a cognitive psychologists definition of behaviour

Answer 4

Cognitive psychologists define both overt actions and hidden internal actions as behaviour

Question 5

How do we describe behaviour?

Answer 5

We describe behaviour using verbs that specify single actions- we do not use words that describe what a collection of actions represents, ex we would not describe a behaviour as angry but we could describe it as yelling, stomping or hitting

Question 6

What are all the measurable dimensions of behaviour?

Answer 6

DILF, lots of disagreement about what is defined as a DILF need measurable dimensions just like how DILF refers to the measurable dimensions of behaviour
DURATION - the ammount of time a behaviour occurs for ex. if we are measuring what we define as crying and the child cries from 12:10-12:12 the duration of their crying would be for two minutes. dur like during refers to the time DURING which the behaviour occurs
INTENSITY - a measure of the strength through which a behaviour occurs usually used as a measure of force, ex grip strength
LATENCY - Late like later, refers to a time when the behaviour will occur later- measures the time between a specific event and the behaivour occuring, ex. rats in a maze if we are counting them running through the door as our behaviour then our latency starts when they are placed in the maze and ends as soon as they run through the door
FREQUENCY - refers to how often a behaviour occurs, it is important to define what one occurance of a behaviour is equal to when counting frequency ex. child cries for 2 minutes that could depending on what we define as one instance of crying represent one or multiple frequencines of crying

Question 7

Why is it important that we are specific when defining behaviour?

Answer 7

It is important that we are specific when we define a behaviour so that we do not make errors. Ex if we are trying to measure yelling and we define it as a sound produced by an individual over a certain decible this definition is flawed because clapping could also count as yelling if it meets the noise requirement as it is also a sound produced by the individual therefore we would have to specify that yelling counts as a vocal production over a certain decibel produced by an individual

Question 8

What are two ways that behaviour can influence the environment?

Answer 8

Behaviour can influence the physical environment and the social environment, an example of how behaviour influences the physical environment is a rat pressing a lever and causing a treat to be released as this represents an interaction with the physical environment. Behaviour can influence the social environment by influencing how likely others around us are to engage in behaviour.

Question 9

What does “behaviour is lawful mean”?

Answer 9

Under the law someone is only considered guilty if there is no room for doubt of their guilt if we can be 100% sure of their guilt, (in theory not in practice) behaviour does not follow this. An antecedent is considered to be a predictor of a behaviour if a behaviour follows it the majority of the time but not necessarily 100% of the time. It is important that we use what happens the majority of the time to make predictions rather then incorporating what occurs everytime in our predictions as this would make them very complicated and as it is hard to tell exactly what hidden variables in an environment could change behaivour it may result in rare occurances being given a relationship with the antecedent that they in reality do not have, (that they occured bc of some uncommon hidden variable once and unlikely to occur again and therefore not important for understanding the relationship between the antecedent and the behaivour)

Question 10

What is the important differentiation to note when we talk about desirable behaivour?

Answer 10

Desirable behaviour does not always mean good behaviour instead it just means a behaviour that we want to increase

Question 11

What is the term for a behaviour that is happening too often that we want to decrease

Answer 11

Behavioural excess

Question 12

What is the term for a desirable behaivour that is not happening enough- that we want to increase the occurance of?

Answer 12

Behavioural deficit

Question 13

What are the 3 terms for describing the stages of behaviour?

Answer 13

Antecedent a like allows the thing in the environemnt that lets us know that the behaivour is allowed to occurs, (as in that tells us that we can perform the behaivour not necesscarily that it will be recieved well)
Behaviour
Consequence - a response from the environment that either increases or decreases the likelihood that the behaivour will be performed in the future

Question 14

What is the difference between applied and experimental behaviour analysis?

Answer 14

Experimental behaviour analysis e like examines, as experimental behaviour analysis examines why a behaivour is occuring
applied behaivour analysis a like in addtion bc in addition to examining why a behaviour occurs applied behaivour analysis takes that explanation and treis to use it to change the likelihood of the behaivour occuring in the future.

Question 15

What are the characteristics of behaviour modification?

Answer 15

CPP
Like how CPP (peoples party of china) does not care about citizens personalities, (dosen’t need to appeal to them as it is a dictatorship) behaviour modification also does not care about personality,
Behaviour modification only cares about CURRENT events and not the recent PAST or internal features like the individuals PERSONALITY

Question 16

When do we need to check if behaivour modification was effective

Answer 16

before to establish a baseline, during treatment, after treatment and long after treatment, (as we want to make a long term change)

Question 17

What is comparative psychology?

Answer 17

The school of psychology that compares psychological and behavioural capacities across different species.

Question 18

What did Edward Thorndike contribute to behaviourism?

Answer 18

Edward thorndike - sounds like dYk3 - word for lesbian, lesbians interested in kitties and boxes edward thorndike also interested in how kitties solve puzzle boxes.
Edward thorndike existed in a time where it was believed that problems were solved through an instance of spontaneous insight. Edward thorndike took a comparative psychological, (school of psychology that compares behavioural and psychological capacities between different species) approach to the problem of spontaneous insight, (theorized that if humans displayed spontaneous insight when problem solving so would other species). To test the theory of spontaneous insight thorndike placed cats in a box where they would have to solve a puzzle to get out. If the theory of spontaneous insight held true thorndike believed that they would go from not knowing how to get out to being able to get out reliably every single time. Instead thorndike found that the cats performance gradually increased overtime called this gradual improvement. Thorndike found that if the cats experienced a satisfying outcome after then they would have a stronger association between the situation that they were in and the behaviour that led to the satisfying outcome - called thorndikes law of effect. So if the cats escaped the box after doing a specific behaviour then next time they were in the box, (the antecedent) it would serve as a stronger signal for the behaviour to occur. Thorndike examined the consequence as either strengthenging or weakening the association between the antecedent and the behaivour but mostly focused on the relationship between the antecedent and the behaviour.

Question 19

What did Watson contribute to behaviour modification?

Answer 19

Watson - like Wats on the inside something that psychs Watson was not concerned with and watson sherlock doctor concerned with precise measurements and quantities. Watson thought behaviour should only be defined as quantifiable actions- so had to be observable actions could not be concerned with Wats on the inside. Also did not focus much on the role of past consequencesas was not quantifiable or observable, instead more concerned with what was the stimulus in the current environemnt, (as this could be measured and observed) as an explanation for behaivour. Only interested in consequences as potentially strengthening or weakening the relationship between the antecedent and the behaviour.

Question 20

What are all the names for classical conditioning

Answer 20

CPR - if I saw someone getting CPR I might have the conditioned response of getting anxious everytime I hear the CPR beats- this demos CLASSICAL or PAVLOVIAN or RESPONDENT conditioning.

Question 21

What did Pavlov contribute to behaviour modification?

Answer 21

Pavlov took a simmilar approach to thorndike and applied it to reflexive behaivour . For example in Pavlovs experiment where he classically conditioned dogs to salivate at the sound of the bell the bell would be the antecedent, the behaviour would be the salivation and the consequence would be getting food. Here the consequence of getting food would only be important because it would strengthen the association between the bell and salivating it would cause the dog to more strongly (unconciously) see the bell as an indicator to perform the behaviour of salivating, pavlov also only interested in conseqences role in strengthening or weakening the association between the antecedent and the behaivour.

Question 22

What is the difference between thorndike’s puzzle boxes and skinners operant boxes?

Answer 22

In thorndikes puzzle boxes the cats would experience the outcome of being released and potentially the reward of getting food but the reward of getting food was not instantaneous and may have not been the exact same food in the exact same place each time, whereas with skinner if the animal performed a certain behaviour in the operant box they would recieve food instantly after and this would be the same consequence each time until more manipulations were added. Reflects how skinner was more interested in the consequence behaviour relationship and thorndike was more interested in the antecedent behaviour relationship.

Question 23

What is applied behavioural analysis?

Answer 23

Created by Baer, Wolfe and Risley (like grizzly) ironic that they have animal names when they were interested in how to change behviour to better meet the social standards of humans. Wanted to modify behaivour in a way that made it more socially acceptable, and wanted to make changes generalizable, ex if someone is afraid of hieghts might give them some stratagies to calm them down, want to make sure that they can extend these stratagies beyond the environment that they were learned in and in situations where they might encournter hieghts.

Question 24

What is a behaviour assessment and why is it important?

Answer 24

X axis measures something related to time
Y axis measures frequency of behaivour
Is important because it can give us a baseline and can tell us if the behaviour is something that we should actually focus on modifying- sometimes salient behaviour will stand out in our memory and as a way to explain its emphasis in memory we mistakenly beleive that it happened more frequently or recently then it did which could skew our understanding of how severe a behaivour is and lead us to try to modify something that may not need modificaiton.

Question 25

Indirect Assessment

Answer 25

Indirect assessment is when behaviour is not watched IN real time, and is instead monitored from IN memory Cons: Memory can be fallible, salient features may be incorrectly reported as wee may rationalize that they occured recently or frequently to explain their emphasis, instances of a behaviour may be overlooked in memory and if an individual is self reporting a behaviour they may not notice when the behaviour occurs if it is done unconsciously and they might not feel that they have to monitor for it until comes time to report and then they may not have detected it so may not be able to retrieve instances of it from hindsight

Question 26

What is direct assesment?

Answer 26

When someone monitors and notes down the behaviour during its duration, (d like during duration means time during which a behaviour occurs) so direct assessment refers to monitoring a behaviour and noting down instances where it occurs in real time.

Question 27

What are the cons of direct assesment?

Answer 27

The presence of someone else being there might cause the individuals behaviour to be skewed by reactivity, if self monitoring for a behaviour done unconsciously then the person may be more sensitive to it as they are trying to detect it causing them to do it less (which in some cases can be good as a treatment option however does not help if trying to get a baseline), may need a full time trained observer which could be expensive/hard to get, may need an observer to be trained on detecting harder to detect behaivours, observer may miss harder to detect behaviours and if self monitoring the individual could forget to note down their behaviour in real time, and reactivity, (someone changing their behaviour to try to cater to an observer) could skew observations

Question 28

What is self monitoring?

Answer 28

When an individual is trained to record their own behaviour

Question 29

When is self monitoring useful?

Answer 29

Self monitoring is useful when their are no independent observers available, all instances of the behaviour must be recorded, the behaviour occurs infrequently or the behaviour does not occur in the presence of others

Question 30

What are the steps in behaviour assessment?

Answer 30

1. Define the target behaviour 2. Choose who will be observing the behaviour 3. Choose when and where the behaviour will be recorded

Question 31

What is an operational definition?

Answer 31

ODS T MANAGR EV P, U? like being introduced to ODS tea manager eve P, asking for our name- asking us to define who we are, define like OPERATIONAL DEFINITIONs SPECIFY TERMS as MEASUREMENTS, have AMBIGUITY NOT ALLOWED, have the GOAL of REPLICATION, involve observable EXTERNAL states, use VERBs and must be PRACTICAL AND USEFUL

Question 32

Give an example of an operational definition

Answer 32

We are trying to measure mouthwateringness. We define mouthwateringness as the ammount of milligrams of saliva we get from holding a cotton ball, (where we specify the brand and size) in a specific area in an individuals mouth for a specific ammount of time following the consumption of a specific ammount of a specific food at a specific time in a specific environment. While our experiment in theory can be done if we are testing kids who will not sit still long enough for us to place a cotton ball in their mouths then it is not a PRACTICAL or USEFUL operational definition so we would have to change it.

Question 33

What is an independent observer?

Answer 33

Someone who records the behaviour and is independent from the individual who commits the behaviour

Question 34

What is self monitoring?

Answer 34

When someone monitors themself- monitors their own behaviour

Question 35

What is a structured observation?

Answer 35

Structured like we structure (control) the scenerio, we arrange for specific events to occur or for specific elements to be present

Question 36

What is unstructured observation?

Answer 36

We do not interfere in the situation just observe

Question 37

When is structured observation useful?

Answer 37

Structured observation is useful if we want to see a subjects reaction to manipulation of a specific variable, if the behaviour only occurs under certain conditions, or if we need a recording of the behaviour

Question 38

What is continuous recording?

Answer 38

continuous like continue, we continue to record the behaviour every instance that it occurs/we continue recording the behaviour we do not stop for intervals/only take samples recordings of the behaviour

Question 39

What is discontinuous recording?

Answer 39

dis like not, we do not continue recording instead we stop at certain intervals or at a certain time- we do not record every instance of the behaviour

Question 40

What is remote monitoring?

Answer 40

recording behaviour through a device

Question 41

What does extrapolate mean?

Answer 41

extrapolate- contains the word extra, and refers to how we assume that the instances we have recorded represent all extra instances that we have not, we assume that the number of instances we record represents how the ways behaviour always occurs so we do not need to record all instances

Question 42

What is partial interval recording?

Answer 42

When we record the behaviour as occuring if it occurs during any part of the interval, ex. if we split a class into 5 minute intervals and monitor for a child crying, using partial interval recording we would document it as the child crying for that interval if they cry at any time during that 5 minute period

Question 43

What is whole interval recording?

Answer 43

When we record a behaviour as occuring only if it occured for the entire interval. Ex, if we split a class into 5 minute intervals and mointor for a child crying using whole interval recording we would document it as the child crying for the interval ONLY IF THEY CRY FOR THE ENTIRE 5 minutes.

Question 44

What is frequency interval recording?

Answer 44

Frewuency like how often, refers to when we set a time interval and then record how many times a behaviour occurs in that interval instead of just a check or an x to show that it occured or not during the interval like we do with whole and partial interval recording, (where for partial interval could have occured anywhere from 1 to 5 times) frequency interval recording would specify how many times the behaviour actually occured.

Question 45

What is time sample recording?

Answer 45

When you only monitor for behaviour for a specific ammount of time in your interval, ex if a teacher wants to see if a child is talking with others would observe child from 4:30 to 5:00 of a 5 minute interval.

Question 46

What is momentary time sample recording?

Answer 46

Ironic that it is called momentary time sample recording because the ammount of time that is monitored is at most a few seconds. Involves a period of time being split into intervals where the end of each interval- when if imagining a timer to beep ques the observer to glance to see if the behaviour is occuring and then they wait to check until the interval ends again. If a teacher is trying to momentary time sample record if a child is talking to others and the class is broken into intervals of five minutes they would set a timer for five minutes and when the timer went off glance up to see if the child is talking and then quite monitoring again.

Question 47

What is product recording?

Answer 47

When we use the product of the behaviour to indicate when the behaviour occurred instead of observing the behaviour as it happens Ex if we use when the dishwasher finishes a load of dishes to indicate that the behaviour of loading the dishwasher has occured we are noting down how many times we observe the results of the dishwasher loading behaviour rather then how many times we observe the diswasher loading itself

Question 48

What are natural settings and what are their pros and cons?

Answer 48

Natural settings are settings that we do not manipulate so if the behaviour occurs it occurs by itself as it naturally would. Pros: we get a better representation of how the behaviour would occur in real life in real time Cons: Since we do not control the environment it makes it hard to know what caused the behaviour as we can not account for all variables/many variables are occuring at a time.

Question 49

What are analog settings and what are the pros and cons?

Answer 49

analog like analog horror, often analog horror involves a game where we pretend we are taking a test- we are artificially taking in an experience, just like how analog settings refer to artificial settings, (settings that we control), pros: it is easier to determine what caused a behaviour as we know about all variables and control them, since we control all the variables we can also manipulate variables to test behavioural reactions Cons: we do not get as good a sense of how the behaviour occurs in real life/outside of a controlled/lab setting

Question 50

How can we reduce reactivity?

Answer 50

We can reduce reactivity through longterm exposure- involves having observers watch participants for a long period of time. While participants may in the beginning change their behaviour in response to being watched people are lazy and often will revert back to their normal ways after enough time has passed, (ex. if a teaching assistant comes to observe a class for the first week the kids might turn and stare at them however if they continue to sit in the class every mwf for a whole semester the kids will quit looking back at them and therefore quit changing their behaviour because enough time has passed), We can also reduce reactivity by not having participants know that they are being watched, we can acomplish this through the use of two way mirrors or by having a reasercher pretend to be a participant - the participants will be unlikely to believe that another participant has an expectation of them so unlikely to modify their behaviour to try to cater to it, and can make it so participants do not know what the observer is observing so they can not try to cater to the observer as they will not know what to cater to.

Question 51

When can reactivity be a good thing?

Answer 51

Reactivity can be a good thing if we are having an individual self monitor for a behaviour and due to being more aware of their behaviour and a certain expectation of it they might consciously avoid doing it, making reactivity through self monitoring a potential treatment

Question 52

What does funcitonal assessment mean?

Answer 52

Trying to determine as close to a causal relationship as we can between the behaviour and the environment. We use the term functional because it means less confidence then causal but still a degree of confidence in the association.

Question 53

What are the steps we must take to complete a functional assessment?

Answer 53

1. Define and identify target behaviours 2. Start collecting data 3. Define the functional relationship- what are we confident is triggering the behaviour to occur 4. develop treatment related to our knowledge of behaviour system, (what we are confident is causing it to occur) 5. Evaluate the effectivness of the treatment- did the treatment work as intended - when we do this examine if treatment was effective if so promote maintainance and generalization - if no ask was treatment administered correctly - if yes then reexamine the functional assesment, perhaps reserachers have the wrong pitcure of what is causing the behaviour - if no retrain staff, rearrange treatment components, examine functional assessment and provide support

Question 54

What are antecedents and consequences according to a non-operant conditioning approach?

Answer 54

Antecedents a like alter antecedents are stimuli in the current envrionment that alters the likelihood that the behaviour will occur Consequences are our previous experiences of the results of behaviour- impact the likelihood that we will do the behaviour again when we encounter the antecedent that caused us to do the behaviour in the first place. Consequences have a repitoire effect bc they impact the likelihood of us doing the specific behaviours and potential alternatives later on in time.

Question 55

How do we identify antecedents?

Answer 55

Ask what is persistently present in an environment before a behaviour occurs

Question 56

What does topography mean in terms of behaviour?

Answer 56

Topping is physical like topography refers to the physical characteristics of a behaviour ex what movements and sounds occur when the behaviour occurs

Question 57

What are automatic consequences?

Answer 57

a like always with, bc while most behaviours will not always have a certain consequence automatic behaviours will as if the behaviour has occured that also means the consequence has occured as the consequence is within the behaviour itself, ex. a child commits the behaviour of crying because they enjoy the consequence of the loud sound that occurs when they cry.

Question 58

What is exploratory functional analysis?

Answer 58

explore like explore many different possible functional relationships, have no single clear hypothesis on what causes behaviour so test a number of variables under one condition, (while human behaviour often has many causes we are looking for what feature plays the largest role in causing this behaviour to occur) , results in identifying the function (cause but w/ less confidence) while eliminating other functions can give us more certainity as we know is the result of one function and how it is impacted by others/less chance for hidden variables.

Question 59

What is hypothesis test functional analysis?

Answer 59

hypothesis test functional analysis "h" like here we stay here with this one function as opposed to exploratory analysis where we explore different functions. - We have one hypothesis, (we predict that one function is causing the behaviour) - we only test one condition - can not prove that other functions did not cause behaviour -

Question 60

What are the pros and cons of hypothesis test functional analysis?

Answer 60

Pros: potentially lower cost and less time consuming, (as we do not have to test out as many functions) good if we are pretty sure of what is causing the behaviour Cons: if our hypothesis is incorrect we have to go back to the drawing board and we do not get to know the multiple possible antecedents and consequences that contribute to the behaviour being enacted so get a less full scope picture and potentially less effective treatment

Question 61

What is learning from a behaviourist perspective?

Answer 61

A change in behaviour that is longlasting and resists reversal that occurs due to experience. According to a behaviourist perspective learning must be observable, can not be latent learning, (when learning occurs but there is no incentive to prove it) and it must occur from prior interactions with environment

Question 62

What is unlearned behaviour?

Answer 62

Behaviour that is innate, occurs naturally without any prior experience, ex. reflex arcs

Question 63

What are the two things reflex can refer to and how to tell them apart?

Answer 63

innate reflexes refer to automatic behaviours that are unlearned- that we are born knowing how to do reflexive behaviour refers to behaviour that occurs automatically that can have been learned, ex. climbing the stairs when we see stairs we do not have to think about it we just walk up them however this has been learned, so it is a reflexive behaviour

Question 64

What does elicited behaviour refer to?

Answer 64

Automatic unlearned behaviour, elicit sounds like expliciy explicit more like instincts and bodily responses not learned innate. Occur in response to environmental stimuli and usually have adaptive value. ex. pupils withdrawal to light, removing hand fast when touching something hot, and sneezing when dust particles enter the nose includes modal action patterns, reflex arcs, and behavioural sequences em br like embers if hit our hand elicit our reflex arc refers to how ELICITED behaviours, (automatic unlearned behaviours) include MODAL ACTION PATTERNS, BEHAVIORAL SEQUENCES and REFLEX arcs

Question 65

What are modal action patterns?

Answer 65

you dont want to become a model, (modal) you silly goose- geese egg example Modal action patterns are species specific behaviours that follow a strict sequence (is stereotyped like how stereotypes assume that all ppl of one identity behave in one way stereotyped behaviour sequences refer to behaviours that are always enacted in one way- always follow the same sequence) and usually have some type of adaptive value. Ex if a nesting goose sees a vaugly egg shaped object outside of their nest they will stand up, turn to face it, extend their neck, and use their beak to roll it back to their nest- even if someone picks up the egg so they are no longer approaching anything anymore they will continue the sequence as if the egg was there. Modal action patterns species specific sequences that are stereotyped, (enacted in the same way each time) since all members of species have it suggest that there is some adaptive value and are innate- inborn to members of that species.

Question 66

What are behavioural sequences

Answer 66

Behavioural sequences, b like broad beginning behaviour and b like big backed- uses kitchen example behavioural sequences start out broad beginning becomes specific - have several potential behaviours that can be enacted/does not follow a strict pattern of which behaviours occur/in what order but then becomes specific. Ex. searching for food in the kitchen might look in different places in different orders (starts broad) then finding a bowl of oranges (gets specific) if we are going to eat the orange we have to peel it first then likely split it and chew it, (so we have to follow a specific sequence of behaviours now- gets specific)

Question 67

What is sign stimuli?

Answer 67

Your face can provide a sign for what you are thinking - have this ability since birth and is innate, sign like sign stimuli sign stimuli are stimuli that elicit responses (e like embroyo- elicited responses are automatic inborn responses, not present at embroyo stage probably but are inborn)

Question 68

What are supernormal stimuli?

Answer 68

If I am saying I'm supernormal their might be an exaggerated sign on my face that proves that I am not, (innate automatic reaction) Supernormal stimuli are exaggerated sign stimuli that elicit, (e like embryo refers to automatic responses that are inborn so could have been present since the embryonic stage) an exaggerated response.

Question 69

What are the types of event alone learning?

Answer 69

Habituation and Sensitization Habituation like an association takes up habitat in our brain and habitat like how animals have specific habitats habituation refers to a decreased response to a specific stimuli- habitution refers to when we decrease responding to an event bc of the signals bc of an association that we have learned in our brain. Ex. if a fire alarm goes off at first we might jump however if it keeps going off every 10 minutes it may quit startling us so we may quit reacting, habituation is highly specific so we will only quit having as intense of a startled response to the fire alarm we will not, not display a decreased startled response to a tone even if it is of the same loudness and frequency if it is not the firealarm, this illustrates how habituation is highly specific. Sensitization - if we are more sensitive we will react more strongly and we will not only react more strongly to one specific thing many things will be capable of making us react more strongly, ex. if the firealarm goes off and the persons birds get upset then they might be antcipating the firealarm and the birds reacting so they might be more tense leading to them to react more strongly when it does and leading to them to react more strongly to other stimulus, (unlike habituation sensitization is not specific)

Question 70

What is not habituation or an example of event alone learning

Answer 70

Sensory adaptation- deals with our sensory receptors only, decreased response to a stimulus because our sensory receptors no longer fire as strongly to that stimulus due to prolonged exposure and to make room for potentially other important stimulus, ex. if we put on a sweater in the morning and we notice that it feels itchy but over the course of the day we come to notice this less bc our sensory receptors quit firing as strongly

Question 71

What does fatigue refer to?

Answer 71

When our muscles get to tired to create as strong of a response

Question 72

How can we tell the difference between sensory adaptation and habituation?

Answer 72

Habituation- info takes habitat in our brain learning occurs causing us to display a decreased response to it due to learning from prolonged exposure- event alone learning, one event causes learning- just like how habitats are specific the decreased response that occurs during habituation will be stimuli specific, (will only occur to one stimuli) Sensory adaptation not stimuli specific involves receptors decreasing in firing so if a simmilar type of stimuli is exposed to the person and they display a decreased response to it it is likely that due to prolonged exposure to that type of stimuli their receptors have stopped firing as strongly If we wanted to test if a decreased response to a fire alarm is the result of habituation or sensory adaptation we could play a tone of a simmilar frequency, if the person does not react it suggests that the sensory receptors in their ears have decreased firing to all auditory stimulus suggesting that sensory adaptation has occured however if the person does display a startled response it is likely that habituation occured as under habituation there is only a decreased response to that one specific stimuli so will still respond normally to other types of stimuli, (sensitization on the other hand is not specific - if we are sensitive we display increased reactions to many things not just one thing- sensitization is not specific)

Question 73

What are the adaptive value of habituation and sensitization?

Answer 73

Habituation - do not want to keep wasting energy reacting to something that is not changing Sensitization - likely an environment of stress if we are in a stressful environement it pays to have increased reactions - yes we might waste energy but it ensures that we will not be startled by a predator/we have the increased reactions so we do not risk having a deficient reaction when it really counts.

Question 74

What is a stimulus?

Answer 74

SDME SD ME would be stimulating - stimulus STIMULUS must be DETECTABLE, MEASURABLE and capable of EVOKING a response or behaviour, (evoking means can be a learned or unlearned response)

Question 75

What are acquisition and association?

Answer 75

Association is the relationship between two stimuli Acquisition is the process of acquiring an associaiton

Question 76

What is the interobserver agreement?

Answer 76

An agreement on the procedure for measuring a behaviour made between two observers

Question 77

How do we calculate the interobserver agreement?

Answer 77

1. Have two people measure the same target behaviour at the same time independently 2. Compare their results 3. Calculate the percentage of agreement between their results

Question 78

What is the research method for behavior

Answer 78

1. measure the dependent variable, (the target behavior) 2. manipulate the independent variable note any changes in the dependent variable, (the target behavior), eliminate confounding variables 3. Replicate

Question 79

What is an A- B research design?

Answer 79

A research design with one baseline phase and one treatment phase, since we can not replicate it we can not demonstrate a functional relationship - if we have one AB and can not replicate it into more abs, suggests we are not using the muscles from that area and therefore it is not functional. just like how in an A-B research design the lack of replication means that a functional relationship can not be established.

Question 80

What is an A-B-A-B research design?

Answer 80

You have 2 ABs could replicate ABS once so suggests that you do use them and therefore they have a function, A-B-A-B research design does allow for replication as we return to the baseline and add the treatment again- this means that if the treatment works again it reduces the possibility that a hidden variable created the results, as it is unlikely we will have the same hidden variables multiple times and doing it again at a different time inevitablly eliminates hidden variables such as the exact time period when the og test occured.

Question 81

What is a multiple baseline design?

Answer 81

An AB design but we have them iwth multiple people, if multiple people have one AB at different times suggests that this may be a general varaition of stomach strength over time so may be functional may just be expressed that way- just like how a multiple baseline design for an AB design can be functional if they start participants at different times. Multiple baseline designs involves administering treatments at different points for different participants with the same behaviour- unlikely they will all have the same hidden variables in their life so if a change occurs it is unlikely to be from a shared hidden variable and therefore likely to be due to treatment and if they started at different times then you do not have the shared variable of same starting time as a potential confounding variable so if they start at different times you do not need replication.

Question 82

What is a multiple behaviour scenerio?

Answer 82

When we use different treatments on different behaviours at different starting times with the goal of reducing a general behaviour pattern. Since we start the different treatments at different times and the change occured when treatment started, we can be more confident that it is the treatment and not a hidden variable that caused all the changes to occur. Ex. if we want to decrease agressive behaviour and increase social behaviour in a child we might for the first week give them a script on how to start conversations, then on the second week teach them play behaviours.

Question 83

What is multiple setting treatment?

Answer 83

Treatment for the same behaviour across 2+ settings. Ex trying to reduce someones fear of snakes could train them at therapists office, their home and their office- if they display reduced fear of snakes in all settings it makes us more confident that a hidden variable is not causing the change- as it is less likely that there will be the same variable in all 3 settings.

Question 84

What is an alternating treatment design?

Answer 84

We switch between baseline and treatment in a 1:1 ratio ex. show kids violant cartoons days 1,3 and 5 and show kids no cartoons on days 2, 4 and 6, need more then one individual to make a funcitional claim

Question 85

What is a changing criterion design?

Answer 85

Where we still have just an AB baseline and treatment phase however we split up the treatment into multiple phases with multiple goals- if the criteria keeps being met each time it is changed suggests that the treatment is causing this.

Question 86

What is overshadowing?

Answer 86

When we only take the most attention grabbing feature of a stimulus as a que

Question 87

What makes a good unconditioned stimulus?

Answer 87

A good unconditioned stimulus is a stimulus that produces a strong bodily response

Question 88

How does the intensity of the unconditioned response produced relate to the intensity of the conditioned response?

Answer 88

The more intense the unconditioned response brought by the unconditioned stimulus the more intense the conditioned response to the condtioned stimulus will be. More intense stimuli will also be easier to learn from

Question 89

Outline the classical conditoning process

Answer 89

An unconditioned stimulus produces an unconditioned response, (unconditioned means the response occurs without conditoning, it is not a response we need to be conditioned to do it is a response we already do naturally) ex. the food in pavlovs experiment was the unconditoned stimulus as it produced the response of salivating without the dogs needing to be conditioned to do so, (it naturally produced the salivating response), we then pair it with a neutral stimulus in pavlovs case the bell ringing, (a bell does not produce a natural response in dogs has to be associated with something else to produce a response) - the neutral stimulus must come before the unconditioned stimulus as it will trigger us to display a the same as or simmilar to response we would to the unconditioned stimulus if we see it as a predictor that we will receive the unconditoned stimulus, the process of pairing the neutral stimulus with the unconditioned stimulus is called accquisition as we acquire the association that the neutral stimulus is a reliable predictor for the unconditioned stimulus. Once we display the rsponse we had displayed to the unconditioned stimulus naturally in only the presence of the formerly netural stimulus we can say it is a conditioned repsonse and the neutral stimulus has become a conditioned stimulus.

Question 90

Does the response a conditioned stimulus produces always have to be the same as the response the unconditioned stimulus provides?

Answer 90

No it does not, ex. fear response if we hear a loud noise we might do the fear response of jumping if we begin to associate a red light with a loud noise we might display a fear response of freezing anticipating the loud noise, (so we display the same type of response) but we do not actually jump so conditioned responses do not have to be the same as unconditioned responses to suggest that the conditioned stimuli has been seen as a reliable predictor of the unconditioned stimuli- just has to be a response associated with anticipating the unconditioned stimuli so often will be the same but can just be a simmilar type of response

Question 91

What does second order conditioning refer to?

Answer 91

Second order conditioning refers to when we have formed two conditioned responses, in the first trial of second order conditioning we would pair our unconditioned stimulus with a neutral stimulus --> acquisition would occur and we would see the formerly neutral stimulus as a reliable predictor of the unconditioned stimulus so we would produce a response simmilar to or the same as the response we would produce to the unconditioned stimulus. If we produce the response simmilar or the same as the unconditioned response, (the response that follows the unconditioned stimuli- a response that occurs naturally with the uncondtioned stimuli- that we do not have to be conditioned into learning) when the unconditioned stimuli is not present we call this the conditioned response. Once we have our first conditioned response in second order conditoning we then take the condtioned stimulus and try to pair it with another neutral stimulus so this formerly neutral stimulus will become a predictor of our conditioned stimulus one which is a predictor unconditioned stimulus. Since we now have conditioned stimulus 2 serving as a predictor for conditioned stimulus 1 serving as a predictor for unconditioned stimulus we have undergone conditioning for 2 stimulus so we would call it secondary conditioning.

Question 92

What is higher order conditioning?

Answer 92

When we have had more then one stimuli become our conditioned stimuli ex. conditioned stimuli 3 serves as a predictor for conditioned stimuli 2 which serves as a predictor for conditioned stimuli 1 which serves as a predictor for our unconditioned stimuli. The further we get away from our original unconditoned stimuli the weaker our response gets.

Question 93

What impacts learning?

Answer 93

The intensity of the unconditioned stimulus , the more intense of a response the unconditioned stimulus produces the more intense of a response the conditioned stimulus will produce, more intense unconditoned stimulus will also be easier to learn from. Biologicially relevant unconditoned stimulus will also be easier to learn from. Belongingness can also affect learning - belongingness refers to how associated a conditioned and unconditioned stimulus are. Ex. if we give a hamster the unconditoned stimulus of food everytime they display the conditioned repsonse of grooming themselves they will likely not learn an association as these behaviours are to different to form associtions between.

Question 94

What does a temporal relationship refer to?

Answer 94

The relationship between time and the conditioned and unconditoned stimulus, the ammount of time between the presentation of the conditioned stimulus and the presentation of the unconditioned stimulus. In most cases it is very important that for a certain ammount of time the unconditioned and conditioned stimulus are presented together simultaneously,

Question 95

What is short delay conditioning?

Answer 95

conditioned stimulus starts and then a short way into its duration the unconditioned stimulus starts allowing for a brief period of overlap between the start of the unconditioned and conditioned stimulus. The shorter the delay often the easier it is to form associations- as it is less likely that other events will occur in the presence of the conditioned stimulus so we will not be confused as to what it predicts- more likely that we will see it as only predicting the unconditioned stimulus making it easier for us to form an association.

Question 96

What is long delay conditioning?

Answer 96

Long delay conditioning is when the conditioned stimulus starts there is a long delay the unconditioned stimulus starts the conditioned stimulus stops and the unconditioned stimulus stops too. The unconditioned and conditioned stimulus still occur simultaneously for a short period of time, in order to have a long gap between the start of the conditoned stimulus and the start of the unconditioned stimulus while having a brief period where both are presented simultaneously we need to have the conditoned stimulus present for a long period of time. Long delay stimulus presentation produces less good learning because there is more time for other events to occur while the conditioned stimulus is present so we have a potential LONG list of possible events that we can see the conditioned stimulus as a predictor of, making it harder for us to choose the unconditioned stimulus as what it predicts out of all the possible events it predicts.

Question 97

What is trace conditioning?

Answer 97

Trace ironic bc sounds like two traced over each other but actually refers to no trace of overlap. as under trace conditioning there is no trace of overlap between the conditioned and the unconditioned stimulus. Conditioned stimulus starts conditioned stimulus ends, unconditioned stimulus starts and unconditioned stimulus ends- conditioned stimulus must end before the unconditoned stimulus starts- so there is no chance of overlap.

Question 98

What does contiguity refer to?

Answer 98

contiguity gu like go when someone says we will go soon how much we will trust them will depend on how soon we actual go after they say we will, the closer the event of us leaving occurs in time to them saying that we will leave the more we will trust them, replace trust with learn and we will get the idea of contiguity- contiguity refers to how like we are more likely to trust someone if these two events occur closer together in time we are more likely to form an association between two events if they occur closer together in time. contingency refers to how similar events will be easier to form an association between tin like a tin, what items we learn to put in a tin might depend on how simmilar they are to the other items in the tin just like how contingency refers to how having a simmilar unconditioned and conditioned stimulus makes learning easier

Question 99

What is simultaneous conditiong?

Answer 99

When the unconditioned and conditioned stimulus's start being presented simultaneously- it is important to focus on them starting simultaneously bc that means that the conditioned stimulus can not be a reliable predictor for the unconditioned stimulus. Additionally since the unconditioned stimulus is more likely more biologically relevant then the conditioned stimulus it will likely be more salient and then overshadow the conditoned stimulus, (overshadowing refers to when we do not pay attention to a certain aspect of a stimulus or a certain stimulus and therefore we are prevented from forming an association based on that aspect or stimulus and another stimulus/we will not see that aspect or stimulus as a reliable predictor for another aspect or stimulus). Since there is a significant chance that the conditioned stimulus will be overshadowed and since it does not occur before the unconditoned stimulus it is less likely to become a predictor of the unconditioned stimulus and therefore simultaneous conditioning is less effective then delay conditioning and trace conditioning.

Question 100

What is backwards conditioning?

Answer 100

Backwards conditioning is when the unconditioned stimulus is presented first and then the conditioned stimulus is presented. Backwards conditioning is usually the leaast effective type of conditioning and does not usually occur- hard to have an event where it is significant enough that we associate a feature we saw after it occured as a predictor of it without seeing that feature before it occured. Ex a rabbit is attacked by a hawk experiences physical pain (the unconditioned stimulus) which naturally produces fear (the unconditioned response) after the attack it sees the shawdow of the hawks wing which it comes to associate with the unconditioned stimulus of the attack and comes to display the fear response to when it sees it in the environment as well since the shadow did not originally produce the fear response at least in this ex. it is the conditioned stimulus. Very unlikley however that it would not notice this feature until after the attack.

Question 101

What is the intertrial interval?

Answer 101

The ammount of time that occurs inbetween each trial where US is paired with CS

Question 102

What is the Rosclera Wagner curve?

Answer 102

The Rosclera Wagner curve illustrates the ammount learning increases over each trial. Here learning is defined as associative value, (the associative value refers to how much of an association we have formed between the conditioned and the unconditioned stimulus- we can use how suprised we are that the unconditioned stimlus follows the conditioned stimulus as a measure of how strong of an association we have formed) when they are first paired together our learning increases the most as we are the most suprised that they have occured together and have established the possibility that they can occur together, over repeated pairings we become less suprised that the sitmulus are paired together as we gain a higher associative value between them. Eventually when we are no longer suprised at all that the unconditioned stimulus follows the conditioned stimulus, once we have began to see the conditioned stimulus as a reliable predictor of the unconditioned stimulus then learning has ended as we now know the association.

Question 103

What is conditioned taste aversion?

Answer 103

Occurs when we eat an often new food and get sick, we can get sick hours later and in this one instance and still develop an aversion to that food, is biologically relevant if something makes us sick once then we do not want to risk trying it again in case that it is poisionous

Question 104

What is latent inhibition?

Answer 104

When previous exposure to the conditioned stimulus without the unconditioned stimulus following makes it harder for us to see the conditioned stimulus as a predictor of the unconditioned stimulus. Latent learning refers to how prior experience with an event gave us knowledge of it that is not displayed until we gain a relevant opportunity to do so, simmilarily latent inhibition refers to when prior experience makes an impact on us that is not visable until we encounter a specific event related with that prior experience in this case our prior experience with the conditioned stimulus inhibits us from associating the conditioned stimulus with the uncondiitoned stimulus as in that experience the conditioned stimulus was not a predictor of the unconditioned stimulus.

Question 105

What is blocking?

Answer 105

When we do not have a conditioned stimulus become a predictor of an unconditioned stimulus because we already have a conditioned stimulus that predicts the unconditioned stimulus so we do not need another one, think of a blocks being stacked deals with one block being on the bottom already being there just like how blockind deals with a conditoned stimulus already being there as a predictor of an unconditioned stimulus so we do not have another stimulus become the predictor of the unconditioned stimulus as we do not need another predictor. Different then overshadowing in that a feature/stimulus is not prevented from being a predictor bc another stimulus is more attention grabbing- the new stimulus could be more attention grabbing but if the past stimulus has acted as a reliable predictor for the unconditioned stimulus we wont be looking for a new one so it wont matter- but rather bc we already have a reliable predictor.