Vocabulary

Question 0

Psychology

Answer 0

study of the interactions between the behavior of the individual and the environment

• environments can be internal and/or external to human body
• etiology, not labels (ie: genotype) = subject matter

Question 1

Theory

Answer 1

a coherent group of general propositions used as principles of explanation for a class of phenomena

Question 2

positive reinforcer

Answer 2

a consequence that increases the likelihood of a behavior

added: increase Bx
removed: decrease Bx

Question 3

negative reinforcer

Answer 3

a consequence that decreases likelihood of behavior

add: decrease behavior
remove: increase behavior

Question 4

positive conditioning

Answer 4

to add consequence (+/- reinforcer) to alter behavioral response

Question 5

negative conditioning

Answer 5

removing a consequence (+/- reinforcer) to alter behavior response

Question 6

Shaping

Answer 6

process of successive approximation

- using reinforcing conditioning of successively more accurate behavior in order to train complete behavior

Question 7

communication

Answer 7

exchanging information/ideas between participants
(requires 2+ people)
Means include any behaviors used for communicative acts:
- vocal - gestural - graphic

Question 8

comprehension

Answer 8

the ability to understand or associate a symbol/signal (or sequence) with a concept/referent

Question 9

production

Answer 9

the use of a symbol or signal (ie: speech) to convey information to another (person)

Question 10

language vs. speech

Answer 10

language = an abstract system with rules governing the sequence of basic units, meaning, and use

speech = verbal expression of the language code

Question 11

Joint intention

Answer 11

breaking eye contact to look to another area,
often deficits/delays in autism spectrum children
- receptive: adult breaks, to look at other area (w/OUT triggers)
- expressive: child redirects attention bc of new trigger
(directs gaze of adult w/ gaze shift or pointing)

Question 12

pragmatic function of language

Answer 12

communication and conversation,
three types: request, protest, comment/provide info.
* kids experiment with language in order to achieve goals
ie: repeat/give up, reduce to fewer words (simplify to main point)

Question 13

phonology

Answer 13

the rules governing structure, distribution, and sequence of speech

Question 14

semantics

Answer 14

rules that SPEAKERS use to create and understand meaning associated with words and word combinations

Question 15

morphology

Answer 15

rules for how meaningful units are combined into words

morphemes: smallest units of meaning
- free: can stand on own (ie: “cat”)
- bound: cannot stand on own (ie: “s” in cats)

Question 16

beginnings of communication

Answer 16

1. Crying (non-operant –> operant)
2. avoid/escape/Reject
3. intentional communication
   - illocutionary (intentional behaviors)
   
   • not yet using rule-bound system
     - locutionary (do use rule-bound language system)

Question 17

behavioral regulation communicative acts

Answer 17

acts used to regulate behavior of another (requests/protests), to obtain a specific result
(with communicative function)

Question 18

social interaction communication acts

Answer 18

acts used to attract/maintain attention on oneself
(a communicative function)
* child wants adult to notice him/her –>”it’s all about me”

Question 19

joint attention communicative acts

Answer 19

Acts used to direct attention to an object/event/topic
(ie: communicative act of pointing out firetruck driving by).
Aka:
“visually coordinating attention w/ partner to an external focus”
* a deficit w/ autism

Question 20

“prelinguistic” children

Answer 20

children who use behavior (not yet speech) to communicate

Question 21

mcGurk effect

Answer 21

perceptual phenomenon that shows influence of visual information on hearing perception,
– auditory illusion where vowel sounds are superimposed on mismatched faces
(image of face making “a” sound, but plays “e” sound)

Question 22

Autism

Answer 22

a brain disorder that affects a person’s ability to communicate, form relationships with others, and respond appropriately to the environment.
= disruption of typical developmental trajectory
* spectrum of presentation is wide ranging*

Question 23

diagnosis of autism

Answer 23

• no single test can diagnose,
  relies on observation + testing language skills and adaptive f(x);
  use criteria from definition in DSM-5: “autism spectrum disorders”
  After Dx:
  usually refer to school district for special ed, + specializing MD

Question 24

Criteria A from DSM-V Autism (3 parts)

Answer 24

• Crit. A = deficits in social communication/interaction
  1.
  2.
  3.

Question 25

Criteria B from DSM-V Autism

Answer 25

Crit. B = restrictive repetitive patterns of Bx, interests, or activities
* at least 2 of following: 
1. 
2. 
3. 
4.

Question 26

levels of severity of autism

Answer 26

1. Requires some support
   (good communication, repetitive Bxs = challenging in 1+ context, ie: school)
2. Requires substantial support
   (limited social initiation and atypical responses)
3. Requires very substantial support
   (minimal social interaction and Bxs interfere w/ daily life)