Unit 2

Question 1

Operant behavior is influenced by and antecedent and _____ events.

Answer 1

consequence

Question 2

An antecedent is an observable stimulus that is present _____ the behavior occurs.

Answer 2

before

Question 3

A _____ is an observable stimulus change that happens after behavior occurs.

Answer 3

consequence

Question 4

Cloe takes a bite of her burrito. It tastes so good! (A or C)

Answer 4

consequence

Question 5

Liam has an itchy ear. He sticks his finger in and gives it a good scratch. (A or C)

Answer 5

antecedent

Question 6

Madeline gets up when her alarm goes off. (A or C)

Answer 6

antecedent

Question 7

Jasmine presses the play button on her podcast app. The podcast begins to play. (A or C).

Answer 7

consequence

Question 8

You post a picture of your trip to the museum on your favorite social media platform _____ (response or consequence). Later that day you see that the picture was “liked” (response or consequence).
The relation between response and consequence is _____.

Answer 8

response; consequence; contingent

Question 9

Your mouth feels cleaner _____ (response or consequence) after you brush your teeth (response or consequence).
The relation between response and consequence is _____.

Answer 9

consequence; response; contingent

Question 10

After you sit down in the movie theater _____(response or consequence) the movie starts _____(response or consequence).
The relation between response and consequence _____.

Answer 10

response; consequence; noncontingent

Question 11

James established a contingent relation between sitting on command and dog treats. James thinks that the dog treats will function as a _____, but until he can demonstrate that they increase the probability of sitting on command, James can only describe them as _____.

Answer 11

reinforcer; rewards

Question 12

A consequence that increases operant behavior above its baseline level is a _____.

Answer 12

reinforcer

Question 13

The process by which a reinforcer increases operant behavior above its baseline level is referred to as _____.

Answer 13

reinforcement

Question 14

If a consequence occurs independent of behavior, there is no response-consequence contingency. We refer to such events as _____ consequences.

Answer 14

noncontingent

Question 15

The first scientist to demonstrate that reinforcers influence behavior was _____.

Answer 15

Thorndike

Question 16

If a stimulus change happens after behavior, it is called a(n) _____.

Answer 16

consequence

Question 17

If a stimulus change happens before behavior, it is called a(n) _____.

Answer 17

antecedent

Question 18

Antecedents cannot be classified as reinforcers because reinforcers happen _____ behavior.

Answer 18

after

Question 19

If a consequence increases behavior above its baseline level, we call it a _____.

Answer 19

reinforcer

Question 20

Three reasons were provided for distinguishing between positive and negative reinforcement. The first reason, heuristics, was that it is useful to remember there are three ways in which reinforcement can be arranged: _____, _____, and _____.

Answer 20

SR+, SRe, SRa

Question 21

The second reason for distinguishing between positive and negative reinforcement is that the value of avoiding a loss appears to be greater than the value of acquiring a gain. Behavioral economists call this _____ _____.

Answer 21

loss aversion

Question 22

The third reason for distinguishing between positive and negative reinforcement is that individuals tend to prefer _____ reinforcement contingencies over _____ reinforcement contingencies.

Answer 22

positive; negative

Question 23

Organizational Behavioral Management uses _____ reinforcement to increase workplace performances by an average of 69%.

Answer 23

positive

Question 24

Positively reinforcing low-probability behaviors, like exercise, does not reduce _____ motivation. Instead, it often allows individuals to contact automatic reinforcers that they would otherwise not experience.

Answer 24

intrinsic

Question 25

If creativity is important, include this dimension of behavior in your IF->THEN reinforcement_____.

Answer 25

contingency

Question 26

If you want to avoid choking under pressure, the easiest solution is to avoid arranging _____ reinforcers for the skillful behavior.

Answer 26

huge/large

Question 27

Anytime you arrange a reinforcement contingency, there is a chance that individuals will _____. Monitoring unethical behavior can reduce the chances that it will occur.

Answer 27

cheat

Question 28

According to the _____ theory of reinforcement, each obtained reinforcer increases the strength of the operant behavior.

Answer 28

response-strengthening

Question 29

According to the _____ theory of reinforcement, reinforcers do not strengthen behavior, they provide information about where and when reinforcers may be obtained.

Answer 29

information

Question 30

Operant extinction is defined as __________.

Answer 30

responding that meets the reinforcement contingency no longer produces the reinforcer and, as a result, falls to baseline (no-reinforcer) levels

Question 31

When a previously reinforced response no longer produces the reinforcer, we call this _____ _____.

Answer 31

operant extinction

Question 32

In Skinner's experiment, when level pressing no longer produced a food reinforcer, the rate of level pressing gradually _____.

Answer 32

decreased

Question 33

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. 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.

Answer 33

negative SRe

Question 34

If you asked for the oxycodone before the pain returned, this would be an example of _____ reinforcement.

Answer 34

negative SRa

Question 35

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?

Answer 35

operant extinction

Question 36

According to the PREE, the decrease in asking for oxycodone should happen _____ because prior to extinction, this behavior was reinforced at a high rate.

Answer 36

quickly

Question 37

But that pain is really awful, so you are highly motivated to escape from the pain. This should make the decrease happen more _____.

Answer 37

slowly

Question 38

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 _____ _____.

Answer 38

spontaneous recovery

Question 39

The primary effect of operant extinction is that it _______________ the rate of a previously reinforced behavior to its baseline (no-reinforcer) level.

Answer 39

decreases

Question 40

Operant extinction can induce negative _______________, such as frustration, anger, and depression.

Answer 40

emotions

Question 41

Such an increase in emotion following extinction is called extinction-___________ emotional behavior.

Answer 41

induced

Question 42

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 ________________.

Answer 42

variability

Question 43

Sometimes, after extinction begins, a temporary, often emotion-filled burst of the previously reinforced response occurs. This is called an extinction ____________.

Answer 43

burst

Question 44

When Tyson was in high school, he used flashcards 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 _______________.

Answer 44

resurgance

Question 45

There are two reasons to conduct a ______________ analysis of behavior. First, to determine if the problem behavior is an operant behavior.

Answer 45

functional

Question 46

The second reason to conduct a functional analysis of behavior is to identify the ___________________ that maintains the problem behavior.

Answer 46

reinforcer

Question 47

Scratching an itch produces automatic consequences – skin stimulation and escape from the itchy feeling. These consequences are called ________________ reinforcers.

Answer 47

automatic

Question 48

__________________ reinforcement is a procedure in which one response is reinforced and the other is extinguished.

Answer 48

differential

Question 49

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.

Answer 49

extinction

Question 50

The difference between DRA and DRI is that in DRI you reinforce a response that is ___________________ with the problem behavior.

Answer 50

incompatible

Question 51

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 ________________.

Answer 51

DRL; DRH

Question 52

Natural selection has prepared us to find some consequences reinforcing. We refer to such consequences as ________________ reinforcers.

Answer 52

primary

Question 53

__________________ reinforcers are those that will not reinforce behavior until the individual has learned that the consequence signals a delay reduction to a backup reinforcer.

Answer 53

conditioned

Question 54

The learning that must occur before a conditioned reinforcer will function as a reinforcer was thoroughly discussed in Chapter 4. That learning is _________________ conditioning.

Answer 54

Pavlovian

Question 55

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.

Answer 55

backup

Question 56

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.

Answer 56

token economy

Question 57

Real and fictional schools use a version of the token economy known as the ___________ ______________ Game to encourage desirable student behavior.

Answer 57

good behavior

Question 58

The four principles of effective conditioned reinforcement very closely parallel the four principles of effective ________________ conditioning.

Answer 58

Pavlovian

Question 59

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.

Answer 59

backup

Question 60

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.

Answer 60

generalized

Question 61

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.

Answer 61

salient

Question 62

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.

Answer 62

marks

Question 63

Effective conditioned reinforcers signal a large _________ _____________ to the delivery of a backup reinforcer. This is the third principle of effective conditioned reinforcement.

Answer 63

delay reduction

Question 64

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.

Answer 64

redundant

Question 65

Shaping involves the _______________ reinforcement of successive approximations to a terminal behavior.

Answer 65

differential

Question 66

Recalling from Chapter 7, when we differentially reinforce behavior, we will ___________________ a desired behavior and __________________ another, previously reinforced behavior.

Answer 66

reinforce; extinguish

Question 67

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.

Answer 67

terminal

Question 68

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.

Answer 68

flow

Question 69

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.

Answer 69

easy; difficult

Question 70

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.

Answer 70

mastered