Questions (Chapter 7-8) Flashcards
(41 cards)
1
Q
- Operant extinction is defined as ______________________________________
________________________.
A
Responding that meets the reinforcement contingency no longer produces the reinforcer and as a result falls to the baseline (no-reinforcer) levels.
2
Q
- When a previously reinforced response no longer produces the reinforcer, we call this ________________ _________________.
A
Operant Extinction
3
Q
- In Skinner’s (1938) experiment, when lever pressing no longer produced a food reinforcer, the rate of lever pressing gradually _____________________.
A
Decreased (Or Extinguished)
4
Q
- Imagine that you broke your leg and are in the hospital recovering. You are in a lot of pain. Your nurse gives you a pain-killing drug called oxycodone. It takes the pain away wonderfully. Later in the night, the pain returns and you ask the nurse for another dose of oxycodone. If asking for oxycodone is the behavior of interest, this is an example of _______________ reinforcement (SR__).
A
Negative (SRE-)
5
Q
- If you asked for the oxycodone before the pain returned, this would be an example of _______________ reinforcement (SR__).
A
Negative (SRA-)
6
Q
- Now imagine that, after your fifth dose of oxycodone, it no longer works. The pain is vivid and taking a sixth dose does not help either. You stop asking for oxycodone. What accounts for the decrease in asking for oxycodone? _____________________________
A
Operant Extinction (Extinction)
7
Q
- According to the PREE, the decrease in asking for oxycodone should happen ______________ (slowly/quickly) because prior to extinction, this behavior was reinforced at a high rate.
A
Quickly
8
Q
- But that pain is really awful, so you are highly motivated to escape from the pain. This should make the decrease happen more ___________________ (slowly/quickly).
A
Slowly
9
Q
- In Figure 7.5, the rat’s behavior underwent extinction in session 1. Despite this response decrement, at the beginning of session 2, responding resumed at a fairly high rate. This temporary increase in operant responding at the beginning of session 2 is called ___________ _____________.
A
Spontaneous Recovery
10
Q
- The primary effect of operant extinction is that it _______________ the rate of a previously reinforced behavior to its baseline (no-reinforcer) level.
A
Decreases
11
Q
- Operant extinction can induce negative _______________, such as frustration, anger, and depression.
A
Emotions
12
Q
- Such an increase in emotion following extinction is called extinction-___________ emotional behavior.
A
Induced
13
Q
- You are discussing politics with your parents. You want them to vote for your favorite candidate but they are not providing this reinforcer (i.e., they are not swayed by your arguments). As they extinguish your efforts, you change your tactics and say, “If you really love me, you will vote for my candidate.” This variation in strategy is an example of extinction-induced ________________.
A
Variability
14
Q
- Sometimes, after extinction begins, a temporary, often emotion-filled burst of the previously reinforced response occurs. This is called an extinction ____________.
A
Burst
15
Q
- When Tyson was in high school, he used flash cards to study and got good grades. When he got to college he found that he could get good grades just by reading the book and studying his lecture notes. Then Tyson took a class in which this study method was not working. He got really bad grades on the first two exams. Tyson went back to the flash-card method of studying. This return to a previously successful study method is an example of extinction-induced _______________.
A
Resurgence
16
Q
- There are two reasons to conduct a ______________ analysis of behavior. First, to determine if the problem behavior is an operant behavior.
A
Functional
17
Q
- The second reason to conduct a functional analysis of behavior is to identify the ___________________ that maintains the problem behavior.
A
Reinforcer
18
Q
- Scratching an itch produces automatic consequences – skin stimulation and escape from the itchy feeling. These consequences are called ________________ reinforcers.
A
Automatic
19
Q
- __________________ reinforcement is a procedure in which one response is reinforced and the other is extinguished.
A
Differential
20
Q
- If it is impossible to prevent the reinforcer from occurring after an operant response, then it will be impossible to implement _____________. Because this is an important component of differential reinforcement, if you can’t withhold the reinforcer, then you can’t implement differential reinforcement.
A
Extinction
21
Q
- The difference between DRA and DRI is that in DRI you reinforce a response that is ___________________ with the problem behavior.
A
Incompatible
22
Q
- If the goal is to decrease the rate of an operant response, the _______________ procedure can be very effective. If the goal is to increase the response rate, then you will want to use ________________.
A
Differential Reinforcement of Low-Rate Behavior (DRL)
Differential Reinforcement of High-Rate Behavior (DRH)
23
Q
- Natural selection has prepared us to find some consequences reinforcing. We refer to such consequences as ________________ reinforcers.
A
Primary
24
Q
- __________________ reinforcers are those that will not reinforce behavior until the individual has learned that the consequence signals a delay reduction to a backup reinforcer.
A
Conditioned
25
3. The learning that must occur before a conditioned reinforcer will function as a reinforcer was thoroughly discussed in Chapter 4. That learning is _________________ conditioning.
Pavlovian
26
4. When it comes to conditioned reinforcers, verbally capable humans have an advantage over nonverbal organisms. Instead of learning the Pavlovian CS (conditioned reinforcer) → US (__________ reinforcer) relation, someone can simply verbally describe this contingency.
Backup
27
5. The _________________ _________________ is one of the most widely used conditioned-reinforcement technologies in applied behavior analysis. Points, tokens, tickets, and so on are provided immediately upon the desired behavior and are later exchanged for backup reinforcers.
Token Economy
28
6. Real and fictional schools use a version of the token economy known as the ___________ ______________ Game to encourage desirable student behavior.
Good Behavior
29
1. The four principles of effective conditioned reinforcement very closely parallel the four principles of effective ________________ conditioning.
Pavlovian
30
2. The first of these principles of effective conditioned reinforcement is that the _____________ reinforcer needs to be effective, that is, something that will readily reinforce behavior.
Backup
31
3. One strategy for arranging an effective conditioned reinforcer is to arrange lots of different backup reinforcers and let the individual decide which one they want. When a conditioned reinforcer (like a token) is exchangeable for more than one backup reinforcer, we refer to it as a _______________ conditioned reinforcer.
Generalized
32
4. According to the second principle of effective conditioned reinforcement, we will ensure that our conditioned reinforcer is highly ____________, that is, it stands out and will be easily noticed when it occurs.
Salient
33
5. The conditioned reinforcer, when delivered immediately after the desired behavior, __________ the response that produced the reinforcer. This helps the individual learn which response fulfilled the response→ backup reinforcer contingency, especially when the backup reinforcer is delayed.
Marks
34
6. Effective conditioned reinforcers signal a large _________ _____________ to the delivery of a backup reinforcer. This is the third principle of effective conditioned reinforcement.
Delay Reduction
35
7. The final principle of effective conditioned reinforcement is that the conditioned reinforcer should be the only stimulus signaling the delay reduction to the backup reinforcer. If another stimulus already signals this, then the token, points, click-click, and so on will be _______________. The individual already knows the delay has been reduced. As a result, the stimulus we want to function as a conditioned reinforcer will not acquire this function.
Redundant
36
1. Shaping involves the _______________ reinforcement of successive approximations to a terminal behavior.
Differential
37
2. Recalling from Chapter 7, when we differentially reinforce behavior, we will ___________________ a desired behavior and __________________ another, previously reinforced behavior.
Reinforce
Extinguish
38
3. Within this definition of shaping, the ______________ behavior refers to the ultimate goal – where we ultimately want the behavior to stabilize, at an adaptive level, for example, zero cigarettes smoked per day.
Terminal
39
4. When shaping is done right, the individual who is acquiring new skills, or perfecting old ones, can experience a state of ________. In this state, the individual is so into the task that they lose all sense of time, and all sense of self.
Flow
40
5. The third principle of effective shaping is very important in achieving that sense of flow. The reinforcement contingency should require a response that is neither too ______, nor too ____________. It should fall in the so-called Goldilocks zone.
Easy
Difficult
41
6. According to shaping principle 5, a well-designed video game will not let the player advance to a higher level until they have _________________ the skill being taught at the lower level. Letting the player advance too quickly sets them up for failure – operant extinction.
Mastered
