Training Test 1 (training chapters 1-3) Flashcards
(99 cards)
1
Q
primary reasons for training
A
- cooperative care (ex: vet care, husbandry)
- physical exercise
- mental stimulation
2
Q
secondary reasons for training
A
- education
- service
- research
- entertainment
3
Q
psychology
A
study of mind and behavior
4
Q
ethology
A
study of animal behavior in relation to evolutionary function (commonly studied in natural settings)
5
Q
comparative psychology
A
study of animal behavior to understand functionality and how it compares to other human and nonhuman species
6
Q
behaviorism
A
science of behavior
7
Q
applied behavior analysis
A
science in which tactics derived from the principles of behavior are applied systematically to improve socially significant behavior and experimentation is used to identify the variables responsible for behavior change
8
Q
father of behaviorism
A
John B Watson
9
Q
methodological behaviorism
A
limiting studies to quantitative events (behaviors) than subjective/qualitative prospects (thoughts, feelings, conscious)
10
Q
radical behaviorism
A
considers private events such as thoughts and feelings
11
Q
definition of behavior
A
any observable or measurable act or response
12
Q
respondent behavior
A
responds to the environmental
(ex: goosebumps when its cold)
13
Q
operant behavior
A
emitted by the animal and controlled by consequences (operates on environment) (ex: putting seatbelt on to stop beeping)
14
Q
respondent conditioning
A
known as classical conditioning or pavlovian conditioning
definition: stimuli initially incapable of evoking a certain response acquire the ability to do so through repeated pairing with other stimuli the are able to elicit the response
15
Q
parts of classical conditioning
A
US: unconditioned stimulus
UR: unconditioned response
NS: neutral stimulus
CS: conditioned stimulus
CR: conditioned response
16
Q
operant conditioning
A
learning in which behavior is altered primarily by regulating the consequences which follow them (frequency of these behaviors is altered by the consequences that they produce)
17
Q
fathers of operant conditioning
A
Edward Lee Thorndike and Burrhus Fredrick Skinner
18
Q
Throndike’s puzzle box
A
hungry cat with food outside of box = gets out faster than when there is no food outside
19
Q
B.F. skinner’s operant chamber
A
mouse pulled lever more when given food after instead of a shock (law of effect)
20
Q
law of effect
A
behaviors that are followed by pleasant consequences are strengthened and are likely to increase in frequency
those that are followed by unpleasant consequences are weakened and likely to decrease in frequency
21
Q
pleasant consequences also known as
A
reinforcement
22
Q
unpleasant consequences also known as
A
punishment
23
Q
three - term contingency
A
A: antecedent
B: behavior
C: consequence
24
Q
Antecedent
A
environmental conditions (stimulus/stimuli) that precedes/evokes a behavioral response
25
behavior
anything an animal does (aka response)
26
consequence
what immediately follows the behavior (reinforcing or punishing)
27
what does operant conditioning establish?
functional relationship between a behavior and the antecedent likely to evoke or suppress a behavior (ex: SD)
28
positive reinforcement
adding/increasing a pleasant stimulus = increasing frequency of a behavior
29
negative renforcement
removal/decrease of an aversive stimulus = increasing frequency of a behavior
30
positive punishment
addition/increase of an aversive stimulus = decrease frequency of a behavior
31
negative punishment
removal/decrease of a pleasant stimulus = decrease the frequency of a behavior
32
reinforcement
increases frequency of similar responses in the future (aka a behavior)
33
punishment
decreases frequency of similar responses in the future (aka a behavior)
34
immediacy of reinforcement
reinforcement will be more effective on increasing frequency of a behavior in the future if it is delivered immediately
35
automacity of reinforcement
behavior is modified by its consequences regardless of whether the individual is aware that their behavior has been reinforced
36
contingency
relationship between the elements of operant behavior (ABC)
37
discriminative stimulus (SD)
stimulus that produces a specific behavior (evoked operant behavior because its presence signals that reinforcement is available)
38
stimulus control
when a behavior occurs more frequently or in a different form with the presence of an SD
39
what does reinforcement create?
three - term contingency
(SD -> Response -> Reinforcement)
40
motivating operations
environment which alters the effectiveness of reinforcement and therefore the frequency of a behavior
41
establishing operation (type of motivating operation)
enviro conditions that increase effectiveness of reinforcement (reinforced effectiveness goes up in the presence of deprivation)
ex: decrease in water temp = increase in hunger = increase in frequency of behaviors and effectiveness of food as reinforcement
42
abolishing operation (type of motivating operation)
enviro conditions that decrease the effectiveness of a reinforcer (reinforcer effectiveness goes down in the presence of satiation)
ex: increase in water temp = decrease in hunger = decrease in frequency of behaviors and effectiveness of food as reinforcement
43
what do motivating operations create?
four - term contingency
(MO -> SD -> Response -> Reinforcement)
44
why is understanding motivation important?
need to know what will drive your animals to participate and be reinforcing for them
45
types of reinforcers by origin
1) unconditioned reinforcer
2) conditioned reinforcer
46
unconditioned reinforcer
stimulus that does not depend on learning to achieve its reinforcing properties (aka primary reinforcers)
ex: food, air, water, sex, social interaction, shelter (sometimes touch and play)
- function of species evolution and typically fulfill biological needs (typically the same for all individuals of a species)
- not always more reinforcing
47
conditioned reinforcer
stimulus that becomes reinforcing through learning (aka secondary reinforcers)
ex: ice, bridge, enrichment, jell-o, humans
- gains reinforcement capabilities through the primary reinforcement it is paired with
48
generalized conditioned reinforcer
the more reinforers with which a generalized conditioned reinforcer is paired, the greater the likelihood of its effectiveness at any given time (ex: bridge has been paired with so many things so its highly reinforcing for a secondary reinforcer)
49
automatic reinforcement
when a behavior persists in the absence of any known reinforcer (ex: regurgitating)
50
types of reinforcers by property
1) edible (jell-o, food)
2) sensory (sights, sounds, smells)
3) tangible (toys)
4) social (proximity, touch, eye contact)
5) activity (getting to do something aka premack principle)
51
premack principle
reinforcement where making the opportunity to engage in a behavior that occurs at a relatively high rate serves as reinforcement for the performance of a behaviors that occurs at relatively low rates
ex: tug getting to do an aerial after sitting still for a hydration
52
problems with punishment
1) temporary or generalized response suppression
2) aggressive reactions
3) escape and avoidance
4) behavioral contrast
5) modeling of undesirable behavior
53
temporary or generalizes response suppression example
dog cowering after being yelled at
54
types of aggressive reactions
1) respondent aggression = aggression that is a natural response
2) operant aggression = learned aggression
55
escape and avoidance example
dog avoiding bath/vet -> dragged on leash, pull out of collar
56
behavioral contrast example
mom tells kid no cookies -> mom leaves -> kid takes window of opportunity to take a ton of cookies
57
alternatives to punishment
differential reinforcement (many types)
58
differential reinforcement
reinforcing only those responses within a response class that meet a specific criteria (aka selective reinforcement)
59
differential reinforcement of other behavior (DRO)
reinforcement is contingent on the absence of the target behavior
(DR any behavior other than the target one)
60
differential reinforcement of alternate behavior (DRA)
reinforcement is delivered for a behavior that serves as a desirable alternative to the behavior targeted for reduction (DR one specific behavior)
61
differential reinforcement of incompatible behaviors (DRI)
reinforcement is delivered for a behavior that is topographically incompatible with the behavior targeted for reduction (DR one behavior that cannot be done at the same time as the targeted behavior)
62
extinction
discontinuing reinforcement of a previously reinforced behavior
63
extinction burst
phenomenon where frequency of responding increases in the initial absence of reinforcement
64
types of DR from general to specific
DRO -> DRA -> DRI
65
LRS
least reinforcing scenario (3-second neutral response)
66
schedule of reinforcement
type, amount, and frequency of reinforcement
67
three main types of schedules of reinforcement
1) extinction
2) continuous reinforcement
3) intermitent reinforcement
68
extinction (reinforcement schedule)
discontinuing of reinforcement
effects: stops behavior from happening (decreases occurrence)
69
continuous reinforcement (reinforcement schedule)
provides reinforcement for each occurrence of a behavior
effects: strengthens behavior (increases occurrence)
- primarily used during the initial stages of learning
70
fixed interval (FI)
reinforcement follows the first response after a fixed amount of time
- larger intervals = lower response rates
71
FI schedule creates
- low to moderate overall rate of response
- post reinforcement pause with accelerating responses towards end of interval (scalloping effect)
72
variable interval (VI)
reinforcement follows first response after a variable amount of time
- larger mean intervals = lower response rates
73
VI schedule creates
- low to moderate overall rate of response
- no post reinforcement pause = constant response rates
74
fixed ratio (FR)
reinforcement follows a fixed number of responses
- max ratio effected by past FR history, motivating operations, reinforcer quality, and changes in ratio
- abrupt changes can cause ratio strain (frustration)
75
FR schedules create
- overall high rate of response
- post reinforcement pause (know when they will be reinforced again = hesitate to perform at first)
- creates a break and run pattern (pause after reinforcement and then abruptly shifts to a high, steady rate of response)
76
variable ratio (VR)
reinforcement follows variable number of responses
- high ratios obtained through gradually thinning the schedule
- most effective basic schedule for maintaining behavior
- not very effective for new behaviors
77
VR schedule creates
- high rate of response
- no post-reinforcement pause
78
schedule thinning
changing the contingency of reinforcement by gradually increasing the response ratio or time interval
79
ratio strain
abrupt increases in ratio requirements or when they are too large
- results in aggression, avoidance, and unpredictable pauses in responding
80
variable ratio reinforcement variety (VRRV)
reinforcement occurs after a varied number of responses and a variety of reinforcers are used
81
continuous reinforcement with variable ratio primary reinforcement follow-up (CRVRPRF)
WHAT WE USE!
each correct response is bridged and that is followed by primary reinforcement on a variable ratio schedule
82
positive LRS
LRS after a correct behavior
- creates variability
83
compound schedules of reinforcement
two or more basic schedules are combined
84
types of compound schedules
1) concurent
2) multiple
3) chained
4) mixed
5) tandem
6) alternative
7) conjunctive
85
concurrent compound schedule
one or the other
86
multiple compound schedule
many at the same time
87
chained compound schedule
one and then the other
88
mixed compound schedule
no SD (similar to concurrent)
89
tandem compound schedule
2 behaviors simultaneously
90
alternative compound schedule
2 options, do 1
91
conjunctive compound schedule
both a ratio schedule and interval schedule is completed
92
schedules of differential reinforcement
1) dr of high rates
2) dr of low rates
3) dr of dimensioning rates
93
differential reinforcement of high rates (DRH)
reinforce when # of occurrences increases within the same interval of time compared to the previous time
94
differential reinforcement of high rates (DRH) use
increase desired behavior by reinforcing increased rates if behavior
95
differential reinforcement of low rates (DRL)
reinforce when # of occurrences decreases within the same interval of time compared to the previous time
96
differential reinforcement of low rates (DRL) use
decrease rate of behaviors that occurs too frequently, but should be maintained
97
differential reinforcement of diminishing rates (DRD)
decrease rate of behaviors that occurs too frequently until it no longer occurs
98
CRF/VRn
(schedule we employ)
each correct response is bridged and reinforced and primary reinforcement is provided on a variable ratio schedule
99
CRF/VRn
(schedule we employ)
each correct response is bridged and reinforced and primary reinforcement is provided on a variable ratio schedule
