Unit 5: Operant Conditioning II Flashcards

1
Q

Why is the context so important in creating responses?

A

if the context (and thus the stimuli connected to it) changes,it produces a different behavior (e.g. classroom & holidays)

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2
Q

differential responding

A

responding differently in the presence of one stimulus and another one

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3
Q

stimulus discrimination

A

ability to selectively respond to one stimulus while ignoring other, non-target stimuli

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4
Q

stimulus generalisation

A

degree to which responses to two or more stimuli are the same
responding similarly or the same to different stimuli

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5
Q

stimuli generalization gradient

A

how much responding depends on similarity of test stimulus to training stimulus

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6
Q

Do subjects need to have the sensory capacity to detect a stimulus in order for it to control their behavior?

A

yes

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7
Q

overshadowing

A

learning about a stimulus gets disrupted by presence of another stimulus

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8
Q

What are visual and auditory cues more likely to signal?

A

visual: food
auditory: danger

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9
Q

What are the approaches as to how organisms view compound stimuli?

A

stimulus-element approach
configural-cue approach

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10
Q

stimulus-element approach

A

elements of compounds have differential effects because they are separate entities

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11
Q

configural-cue approach

A

elements of a compound have different effects because they contribute differently to the configuration

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12
Q

What claim did Lashley & Wade make about stimulus generalization (compared to Pavlov)?

A

Pavlov: stimulus generalization occurs because learning becomes transferred to other stimuli
Lashley & Wade: generalization shows absence of learning -> didn’t learn distinction yet

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13
Q

Who was closer to the truth? Lashley & Wade or Pavlov?

A

Lashley & Wade

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14
Q

Stimulus discrimination training

A

most dominant procedure for bringing behavior under control of a stimulus
used with classical & operant conditioning procedures

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15
Q

Is extinction the same as forgetting?

A

no, it’s an active process
-> subject learns that outcome no longer follows stimulus/ response

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16
Q

What is the use of extinction in therapy?

A

behavioral treatments for anxiety and mood disorders

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17
Q

What is exposure therapy and what are some types?

A

exposure to imagined or real situations that elicit fear
mental imagery, VR, real exposure

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18
Q

What is exposure with response prevention and systematic desensitization?

A

extinction procedure in which subjects are exposed to cues that elicit fear in absence of aversive US or real-life pairing with a CS-

19
Q

response prevention (expl.)

A

prevent instinctual fleeing response

20
Q

systematic desensitization (expl.)

A

slowly reducing the amount of fear a situation produces

21
Q

Which behavioral effects does extinction produce?

A

reduced responding (over time)
increased response variability (at first)
-> pick response

22
Q

What is the most frequent emotion extinction produces and what can it cause?

A

frustration
increase in responding and even aggression

23
Q

Does extinction cause a permanent loss of a conditioned response?

A

no
-> extinguished response can reappear and recover

24
Q

How does spontaneous recovery work?

A

extinction dissipates with time (rest period)
nothing happens during rest period
-> effects of extinction become reversed
-> behavior occurs

25
What's renewal and what are it's implications for therapy?
recovery of conditioned response when contextual cues present during extinction change -> clinical improvements made in the context of a clinic may not persist when clients go back home or to work
26
Why does renewal occur?
fear generalizes easier to other contexts, while extinction depends on contextual cues
27
What happens to a CS after extinction training?
is ambiguous: predicted presence and absence of US
28
What is reinstatement?
recovery of conditioned response when US (alongside CS) is encountered after extinction (e.g. aversion taste to salmon)
29
What are the implications of reinstatement effects for behavioral therapy?
conditioned responses that were successfully extinguished may recover when US is encountered in the future
30
Are S-O associations lost during extinction?
no, extinguished CS continues to activate representation of US -> extinction doesn't erase knowledge of which reinforcement followed which response
31
How can we optimize extinction effects to combat recovery?
larger number of extinction trials closer spacing between trials repeating extinction training (against spontaneous recovery) extinction training in multiple contexts
32
Behavioral therapy is often hindered by recovery. What do therapists do to combat it more effectively?
maintenance sessions
33
avoidance procedures
response prevents aversive event (negative contingency) active
34
punishment procedures
response causes aversive event (positive contingency) passive
35
avoidance behavior
instrumental response performed to turn off (avoid) CS and US
36
escape behavior
failure to perform response during CS-US interval causes presence of US until response occurs
37
Escape and avoidance behavior
in most trials, escape behavior occurs first with practice avoidance behavior increases
38
What's an example of an experiment of avoidance behavior?
Escape from fear (EFF)
39
Avoidance behavior is motivated by fear. Is increased instrumental responding therefore associated with increased fear produced by the CS?
no, the opposite -> increased responding -> less fear
40
flooding
prolonged exposure to CS to produce stronger extinction effect, while blocking avoidance response
41
What are the phases of punishment procedures?
establishment of instrumental response punishment of some responses -> degree of inst. responding depends on punishment and reinforcement
42
low-intensity punishment
causes moderate suppression can habituate
43
high-intensity punishment
complete suppression for long time
44
What is more effective? An immediately strong punishment, or a mild punishment which increases in severity over time?
immediately strong -> by starting mildly and increasing punishment severity you cause the build-up of resistance -> feels less severe