Quiz 2 (Malott 3 & 4, Terry 2)

Question 1

reinforcement by the removal of an aversive stimulus

Answer 1

negative reinforcement- a behavior’s rate will increase if the behavior causes an aversive stimulus to be removed

Question 2

escape response

Answer 2

removes/reduces an aversive stimulus

Question 3

aversive stimulus

Answer 3

a stimulus that increases the future frequency of a response which leads to its removal

Question 4

escape principle

Answer 4

a response becomes more likely if it has removed/reduced an aversive stimulus in the past

Question 5

escape contingency

Answer 5

if a behavior causes the removal of an aversive stimulus, the frequency of that behavior will rise in the future

Question 6

positive reinforcement

Answer 6

the presentation of a stimulus causes the behavior to increase

Question 7

functional equivalent behavior

Answer 7

a positive behavior that can merit a reinforcement that used to be given to a negative behavior (before and after is the same, just the behavior in the middle is different)

Question 8

differential reinforcement of alternative behavior

Answer 8

replace an inappropriate behavior with a specific appropriate behavior that produces the same reinforcing outcome

Question 9

functional assessment

Answer 9

an assessment of the contingencies responsible for behavioral problem

Question 10

ways to do a functional assessment

Answer 10

1. interview (the person or people close to them)
2. observe (in their natural environment)
3. intervene (modify contingencies to see what difference it makes)

Question 11

sick social cycle/victim’s escape model

Answer 11

someone behaves in an aversive way, you act to escape, which reinforces that behavior- both responses continue to reinforce each other

Question 12

parsimony

Answer 12

the use of no unnecessary concepts, principles, or assumptions

Question 13

world’s most famous real psychologist

Answer 13

Skinner

Question 14

toothpaste theory of abnormal behavior

Answer 14

abnormal behavior flows out of sick people like toothpaste squeezed from a tube; it results from inner pressure

Question 15

punishment contingency

Answer 15

present an aversive condition in response to a particular behavior, and that behavior will decrease in frequency

Question 16

positive punishment

Answer 16

adding a punishment to decrease a behavior

Question 17

punishment principle

Answer 17

a response becomes less frequent if an aversive stimulus or an increase in an aversive stimulus has followed it in the past

Question 18

positive reinforcement

Answer 18

present a positive reinforcer- behavior increases

Question 19

positive punishment

Answer 19

present a negative reinforcer/punisher- behavior decreases

Question 20

negative reinforcement

Answer 20

remove a negative reinforcer/punisher- behavior increases

Question 21

gentle teaching

Answer 21

combines behavioral training techniques with teaching quietly (almost nonverbal, to make them hungrier for vocal praise)

Question 22

restitutional overcorrection

Answer 22

person repairs his/her damage and then some

Question 23

positive practice

Answer 23

person practices doing correctly what he/she had done wrong

Question 24

overcorrection

Answer 24

contingency on inappropriate behavior requiring th eperson to engage in an effortful response that more than corrects the effects of inappropriate behavior (usually allowed when certain punishments may not be allowed because it’s socially acceptable)

Question 25

inappropriate contingency

Answer 25

a contingency is inappropriate when it exerts more control over the person than it should

Question 26

reversal design

Answer 26

go back and forth between intervention and baseline to assess the affects of intervention

Question 27

multiple baseline design

Answer 27

an experimental design in which the replications involve baselines of differing durations and interventions of different starting times

Question 28

three types of multiple baseline designs

Answer 28

across behaviors, across settings, across subjects

Question 29

four criteria for good research

Answer 29

1. compare DV to 2 different levels of IV 2. replicate change enough times to rule out coincidence 3. record data long enough in the baseline to rule out the chance that the DV would have changed anyway 4. the more drastic the change will be, the less time you need doing baseline

Question 30

reliability measurement

Answer 30

2 or more independent observers measure scientists' findings to ensure that the procedures are done as described

Question 31

practices to prevent from bias

Answer 31

1. experimental designs that offer clear comparisons between conditions 2. describe procedures/measurements so they can be replicated 3. reliability measurements

Question 32

informed consent

Answer 32

consent to intervene in a way that is experimental/risky; participant/guardian is informed of the risks and benefits and of the right to stop the intervention

Question 33

behavioral validity vs social validity

Answer 33

behavioral: it works social: people like it

Question 34

social validity

Answer 34

the goals, procedures, and results of an intervention are socially acceptable to the client, behavior analyst, and society

Question 35

orienting response

Answer 35

first reaction to a stimulation, which lets us know what the stimulus is (evolutionarily prepare us for danger)

Question 36

habituation

Answer 36

decrease in orienting reactions to a stimulus that is repeatedly presented- a simple form of learning

Question 37

ways to measure habituation

Answer 37

blood flow; skin conductance response; eye fixations

Question 38

novelty recognition task

Answer 38

shows orienting and habituation; subjects explore some objects, then more are added and the subjects explore the new ones (orienting to the new after having habituated to the old)

Question 39

what does the color experiment show?

Answer 39

you can use habituation to show how infants categorize colors by habituating to one color, then they orient more to a color that seems to be different

Question 40

parametric

Answer 40

taking one dimension of an independent variable and systematically varying it to map out the changes in effect

Question 41

parametric features of habituation

Answer 41

frequency of repetition, spontaneous recovery, effects of repeated habituations, spacing of stimulations, dishabituation, habituation to one timulus generalizes to other stimuli

Question 42

frequency of repetition

Answer 42

after how many times of exposure to the stimulus do you decrease in your response

Question 43

spontaneous recovery

Answer 43

if you delay between presentations of a stimulus, the habituation may go away

Question 44

repeated habituations

Answer 44

if a habituation response recovers, the next time it will take less time to habituate- this continues

Question 45

saving

Answer 45

when it takes less time to rehabituate to a stimulus, you've saved the number of presentations necessary to reduce the response

Question 46

spacing of stimulations

Answer 46

closely spaced repetitions produce more habituation in the short term than do sparsely spaced repetitions

Question 47

dishabituation

Answer 47

blocking habituation to one stimulus by presenting a different novel stimulus

Question 48

habituation generalization

Answer 48

habituation to one stimulus may spread to like stimuli

Question 49

nonlearning explanations for habituation

Answer 49

1. sensory receptors become less sensitive to repeated stimulus presentations 2. response system becomes repleted/fatigued

Question 50

sensitization

Answer 50

amount of responding increases across repetitions

Question 51

dual-process theory

Answer 51

overall behavioral response to repetitive stimulation depends on the balance between habituation and sensitization

Question 52

which two neurons are involved in habituation?

Answer 52

sensory and motor- in habituation, the synapse between them changes its flow so that the sensory neuron no longer activates the motor neuron

Question 53

engram

Answer 53

change that occurs in the nervous system to encode new learning

Question 54

neuronal model

Answer 54

compare current sensory input to the model stored in memory to determine whether the stimulus is familiar (also compares setting/time)

Question 55

expectancy

Answer 55

neuronal model of a stimulus makes a prediction for what stimulus will occur, where, and when

Question 56

missing stimulus effect

Answer 56

expose to a sequence of stimuli; then expose to only one and an OR will occur

Question 57

effector fatigue

Answer 57

response apparatus is temporarily inhibited

Question 58

perceptual learning

Answer 58

once we can identify a stimulus it's easier to learn other things about the stimulus

Question 59

attentional weighting

Answer 59

increasing our attention to features that distinguish among stimuli

Question 60

mere exposure effect

Answer 60

exposure to a stimulus sometimes leads to an emotional increase in preference for the stimulus

Question 61

neophobia

Answer 61

fear of the new

Question 62

perceptual fluency hypothesis

Answer 62

we emotionally prefer stimuli that are easily perceived (which happens due to previous experience)

Question 63

learned safety hypothesis

Answer 63

learning that food is safe to eat

Question 64

latent inhibition effect

Answer 64

rats exposed to a distinctive flavor were later slower to learn an aversion to this taste when it did cause illness

Question 65

potentiated startle

Answer 65

previous arousal due to nervousness/fear + startle noise = larger startle reaction (helps to estimate amount of fear present when done in different conditions but with the same stimulus)

Question 66

emotional flooding/implosion

Answer 66

expose a person with a phobia to the stimulus or situations to habituate them and reduce fear