Task List B Flashcards
1
Q
Response
A
A single instance of behavior
2
Q
Behavior
A
Includes actions of living organisms which change the environment in some way
3
Q
Response class
A
A group of behaviors that serve the same function
4
Q
Stimulus
A
Involves a change in energy which has an effect on one or more of the senses of a living creature
5
Q
Stimulus class
A
A group of stimuli that share a commonality in one of one dimension (physical, temporal, functional)
6
Q
Respondent conditioning
A
Type of conditioning in which a neutral stimulus is paired with an unconditioned stimulus. The neutral stimulus then becomes a conditioned stimulus which evokes a conditioned response
7
Q
Operant Conditioning
A
A type of learning in which the future probability of behavior are determined by consequences which follow those behaviors.
8
Q
Positive reinforcement
A
The addition of a stimulus which increases the likelihood that a behavior will occur again in the future
9
Q
Negative reinforcement
A
The removal of a stimulus which increases the likelihood that a behavior will occur again in the future
10
Q
Fixed Ratio (FR)
A
Involves providing reinforcement after a specified # of responses
11
Q
Fixed Interval
A
Involves providing reinforcement after a specified period of time
12
Q
Variable Interval (VI)
A
Involves providing reinforcement after a variable (average) period of time
13
Q
Variable Ratio
A
Involves providing reinforcement after a variable (average) number of responses
14
Q
Alternative schedule of reinforcement
A
Reinforcement is provided after either a ratio or interval criterion has been met (whichever comes first)
15
Q
Compound schedule
A
Consists of two or more types of schedules of reinforcement
16
Q
Concurrent schedule
A
-Has 2 or more contingencies
-Simultaneously or independently
-2 or more behaviors
17
Q
Conjunctive schedule
A
Reinforcement is provided after both a ratio and interval criterion have been met
18
Q
Extinction schedule
A
Involves withholding reinforcement in the presence of a particular behavior in order to eliminate the behavior altogether
19
Q
chained schedule
A
The outcome of this is contingent on completing all components in order and successfully
20
Q
Mixed schedule
A
Involves utilizing two or more schedules of reinforcement in a random/alternating order without correlated discriminative stimuli
21
Q
Multiple schedules
A
Involves utilizing two or more schedules of reinforcement in a random or alternating order
22
Q
progressive schedule
A
This is shinned systematically after each presentation of reinforcement regardless of the learners behavior
23
Q
Tandem schedule
A
The same as a chained schedule of reinforcement but without any correlated discriminative stimuli
24
Q
Discriminative schedules of reinforcement
A
Includes both multiple and chained schedules
25
Nondiscriminative schedules of reinforcement
Includes both mixed and tandem schedules
26
Positive punishment
Involves the addition of a stimulus which decreases the likelihood that a behavior will occur again in the future
27
Negative punishment
The removal of a stimulus which decreases the likelihood that a behavior will occur again in the future
28
Automatic reinforcement
Reinforcement that is not socially mediated
29
Socially mediated reinforcement
Reinforcement that occurs via another person
30
Unconditioned reinforcer (UR)
A stimulus that acts as reinforcement independent of the individual's learning history
31
Conditioned reinforcer (CR)
A stimulus that acts as reinforcement because of the individuals learning history
32
Generalized reinforcer
A reinforcer that has become such due to a history of being pared with other reinforcers
33
Unconditioned Punisher
A stimulus that acts as punishment independent of the individual's learning history
34
Conditioned punisher
A stimulus that acts as punishment because of the individuals learning history
35
generalized punisher
A punisher that has become such due to a history of being paired with other punishers
36
Operant extinction
The process of decreasing behaviors entirely by withholding reinforcement in the presence of those behaviors
37
Stimulus control
Occurs when a response is affected (frequency, latency, duration, and or magnitude) by the presence or absence of the stimulus
38
Discrimination
Involves being able to identify a stimulus among other stimuli
39
Generalization
Occurs when behaviors extend to new people, places, situations, or other similar behaviors
40
Maintenance
The ability of a learner to continue to demonstrate a skill after an intervention has been entirely or partially removed
41
Motivating Operation (MO)
An environmental variable which a. alters (increase or decrease) the reinforcing effectiveness of a stimulus and b. alters the current frequency of all behavior that has been reinforced by that stimulus
42
Establishing operation (EO)
A type of motivating operation that increases the effectiveness of a reinforcer
43
Abolishing operation (AO)
An MO that decreases the effectiveness of a reinforcer
44
Unconditioned motivating operation (UMO)
A type of MO with a value-altering effect that occurs independently of a learning history
45
Conditioned motivating operation (CMO)
A type of MO with a value-altering effect that occurs because of a learning history
46
Transitive conditioned motivating operation (CMO-T)
A type of MO that gains its effectiveness by being paired with an unconditioned motivating operation that precedes a situation involving improvement
47
Surrogate conditioned motivating operation (CMO-S)
A type of MO that gains its effectiveness by being paired with another MO
48
Reflexive conditioned motivating operation (CMO-R)
A type of MO that gains its effectiveness because it precedes a situation involving worsening/improvement
49
Rule governed behavior
A behavior that is under the control of a rule, which includes a verbal declaration of a specific three-term contingency
50
Rule-governed behavior
A behavior that is under the control of a rule, which includes a verbal declaration of a specific three-term contingency
51
Contingency shaped behaviors
Includes the behaviors that are learned by directly experiencing consequences
52
Verbal operants
Include units of verbal behavior which functionally relate responses to the variables that control them
53
Verbal behavior
Any behavior that is reinforced by another individual's behavior
54
Mand
A request or a statement
“I want..”
55
Tact
A label
Ex: driving down the road, saying “Cow!”
56
Intraverbal
Verbal response that has no point-to-point correspondence with the verbal SD that evokes it
57
Echoic
Individual repeating another individual's verbal behavior
58
Textual behavior
Verbal operant that involves the act of reading without necessarily comprehending what is being read
59
Transcription
Echoic behavior that involves writing down what is read
60
copying a text
Verbal operant that involves writing down what is heard
61
Derived stimulus relations
Untrained stimulus-stimulus relations such as equivalence , reflexivity, symmetry, and transitivity
62
Equivalence
Involves correctly responding to stimulus-stimulus relations that have not been trained or reinforced but are the result of reinforcing other stimulus-stimulus relations
63
Transitivity
Occurs when a learner is taught A=B and B=C, and then proceeds to demonstrate the understanding that A=C
64
Reflexivity
Occurs when a learner engages in a matched sample (A=A) that has not been previously trained
65
Symmetry
Occurs when a learner is taught A=B and then proceeds to demonstrate the understanding that B=A
66
Skinner
Founder of radical behaviorism
67
Pavlov
founder of classical (respondent) conditioning
68
Watson
looked at environment and behavior but not consequences (SR psychology)
69
Reversal Design
ABA, BAB, ABAB designs, withdrawal design
70
Alternating treatment design
uses 2 or more interventions is alternating successions to see which one is more effective
71
Changing criteria design
An experimental Design in which an initial baseline phase is followed by a series of treatment phases consisting of successive and gradually changing criteria for reinforcement or punishment. Experimental control is evidenced by the extent the level of responding changes to conform to each new criterion.
72
Multiple baseline design
Designs used when it is not possible or ethical to employ a treatment reversal period. In this design, baselines are established for two (or more) behaviors, treatment is introduced for one behavior, and then treatment is introduced for the second behavior as well. By observing changes in each behavior from period to period, one may draw conclusions about the effectiveness of the treatments.
73
Multiple probe design
a method of analyzing the relation between the independent variable and the acquisition of a successive approximation or task sequence.
74
component analysis
looks at the effect of each part of a treatment package.
The research tactic for examining two or more elements of a treatment package is called
75
Parametric analysis
seeks to discover the differential effects of a range of values of the independent variable (IV is present but levels are manipulated)
76
Delayed multiple baseline
is an experimental tactic in which an initial baseline and intervention are begun, and subsequent baselines are added in a staggered or delayed fashion. (used when a new subject, setting, or behavior becomes available)
77
Experimental control
a predictable change in behavior can be reliably produced by the systematic manipulation of some aspect of the person's environment
78
Non-parametric study
IV either present or absent during study
79
3 types of multiple baseline designs
1. across behaviors
2. across settings
3. across subject
80
4 confounding threats to internal validity
Acronym: MISS (confounds)
1. Measurement Confounds
2. IV Confounds
3. Subject Confounds
4. Setting Confounds
81
Type l error
false positive: assuming the IV affected the DV, when it actually did not.
82
Type ll error
False negative: assuming the IV did NOT affect the DV, when it actually did (occurs most often)
83
_________ is the interaction between an organism and its environment
Behavior
84
________ means that a level of behavior observed in an earlier phase cannot be reproduced even though experimental conditions return to preintervention conditions.
irreversibility
85
An investigator who ________ turns the target behavior on and off by presenting and withdrawing a specific variable makes a clear and convincing demonstration of experimental control.
Reliably
86
This term is used to describe the effects on a subject's behavior in a given condition that may be a result of the subject's experience with a prior condition.
Sequence
87
In a ____________ ______________ design, the independent variable's function in changing a given behavior is inferred by the lack of change in untreated behaviors.
multiple baseline
88
Replication
When a subject's behavior changes each time a new criterion is introduced
89
The ultimate purpose of _______ _________ assessment is "to help choose and guide [behavior change] program development and application
Social validity
90
Probe
intermittent measures used to analyze the current levels of each phase
91
additive effects
the effects of individual components of the treatment package are independent of each other
92
multiplicative effects
the effects of one component might depend on the presence of another
93
Extinction (EXT)
AKA: Operant extinction
A maintaining reinforcer is no longer provided —> behavior decreases
-NOT a punishment procedure
94
Extinction Burst
Hint: The burst is first!!
An immediate increase in the rate of responding when an EXT procedure is first implemented
95
Resurgence (EXT)
When during EXT, a behavior that has gone through EXT in the past returns
-ex: Behavior returns when alternate behavior has less reinforcement
96
Spontaneous Recovery
A typical short pattern in which the behavior that diminished during the EXT process reoccurs even though the behavior has not been reinforced; may indicate EXT is ineffective
97
Extinction-Induced Variability
Novel behaviors occur during the EXT process
-the client may be looking for another way to contact SR
98
Resistance to Extinction
-Long history of reinforcement
-INT schedules of reinforcement are more resistant to EXT than CRF
99
Stimulus Control
When a discriminated operant (learned behavior) occurs in the presence of the SD and doesn’t occur in its absence or in the presence of other stimuli (S-delta)
100
Factors that affect stimulus control (2)
Pre-attending skills
Stimulus salience
101
Stimulus Salience
the prominence of the stimulus in your setting to make things easier to learn
102
Masking
-An element that effects stimulus salience
AKA: stimulus blocking
though a stimulus has acquired stimulus control over a behavior, a competing stimulus masks its evocative function
103
Overshadowing
-effects stimulus salience
The presence of 1 stimulus interferes w/overshadows the acquisition of stimulus control by another stimulus
Ex: watching tv when studying overshadows your learning
104
Discriminative Stimulus
AKA: SD
A signal that tells you: reinforcement is available!!
105
2 Types of generalization
1. Stimulus generalization
2. Response generalization
106
Response Generalization
AKA: Response Induction
The extent to which your client exhibits novel behaviors that are functionally-equivalent to the trained target response
Induction - Intro
Intro - Novel responses
107
Stimulus Generalization
Responding to something in the same way that resembles the original thing from which you learned
108
Common Stimuli
Ensure the same SDs exist in both the instructional and generalization setting (real world)
109
Loosely Train
Broaden the variety of the non-critical aspects of the SD
-decreases change of too narrowly discriminating non critical elements
110
Exemplars (2)
AKA: multiple exemplar training
a. teach enough response examples
b. teach enough stimulus examples
111
Mediation (2)
a. ask people to reinforce behavior
b. contrived mediating stimulus
112
M- Self Management (3)
a. response variability
b. recruit reinforcement
c. teach required levels
113
I - Indiscriminable Contingencies (2)
a. intermittent reinforcement
b. delayed rewards
114
N- Negative teaching examples
Teach client to discriminate the settings, times, and conditions in which it is not appropriate to display a certain behavior
-promoting discrimination skills and stimulus control
115
G- General case analysis
AKA: general case strategy
Teach client all the different stimulus variations and response variations she may come across in the generalization setting
116
T- Trap- Behavior Trap
Super effective contingency of SR that’s easy to enter; hard to leave!
Once client is in behavior trap, the trap creates generalized behavior change automatically
117
Strategies to promote generalization
ACRONYM: CLEMMING TRAP
Common stimuli
Loosely train
Exemplars
Mediation
M- Self Management
Indisriminable contingencies
Negative teaching examples
General case analysis
TRAP
