Vocabulary (Chapter 3-4)

Question 1

Group Experimental Design
- Focuses on:
- Evaluates whether there is:

Answer 1

The behavior of a treatment group (IV ON) is statistically different from that of the control group (IV OFF).
Statistical Significance Between Control and Test Group

Question 2

Four Weaknesses of Group Designs
1.
2.
3.
4.

Answer 2

1. The independent variable is a therapeutic intervention. No one wants the control group.
2. Focus on the behavior of the group instead of individuals.
3. The behavior of the treatment and control groups differs because people between groups are different.
4. Reliance on inferential statistics evaluates whether IV changes behavior.

Question 3

Behavior Analysis Two Goals
1.
2.

Answer 3

1. Accurately predict behavior (our behavior and that of others)
2. Useful in understanding behavior to influence actions contributing to the solution positively.

Question 4

Single-Subject Experimental Design

Answer 4

• Expose an individual to baseline (IV OFF) and experimental (IV ON) phases to determine if IV reliably changes behavior.

Question 5

Internal Validity

Answer 5

• Extent to which a result can be attributed to change in IV.
• Functional Relation Between IV and DV

Question 6

Confounding Variables

Answer 6

• Variables that influence behavior but aren’t the independent variable.

Question 7

Irreversible Behavior
Appropriate Designs:

Answer 7

Learned or changed behavior that doesn’t return to baseline after treatment is withdrawn.
Appropriate Design: Multiple Baseline Design and Comparison or A-B Designs

Question 8

Comparison Design
-Problem:
-Does this rule out confounds?

Answer 8

A-B Design
Baseline and Experimental Phase (Must Become Stable Before Next Phase)
Need stability to predict.
No!

Question 9

Baseline (A)
Experimental Phase (B)

Answer 9

Independent Variable OFF (Observe and record behavior without intervention)
Independent Variable ON (Introduce treatment and measure behavior)

Question 10

Reversal Design
-Limitations
-Does this rule out confounds?

Answer 10

Baseline>Treatment>Baseline>Treatment
Limitations: Only possible with reversible behavior.
Yes

Question 11

Alternating-Treatments Design
-Limitations
-Does this rule out confounds?

Answer 11

Compares multiple IV’s. Sessions are alternated to identify if IV or IV’s are related to the DV.
Limitations: Only possible with reversible behavior.
Yes

Question 12

Multiple-Baseline Design
- Limitations:
- Evaluates Across:
- Evaluates effect of:

Answer 12

Only for irreversible behavior or when it is unethical to remove the intervention.
Limitations: Time-consuming, participant dropout.
Evaluate across: Behavior, situations, and people
Evaluates Effects of: IV on DV by staggering 3 or more A-B Comparisons.

Question 13

Three Examples of Multiple-Baseline Designs
1.
2.
3.

Answer 13

Multiple-Baseline Across-Behaviors Designs (One subject multiple behaviors)
Multiple-Baseline Across-Situations Designs
Multiple-Baseline Across-Participants Designs

Question 14

Defining Features of Single-Subject Design’s
1.
2.
3.
4.

Answer 14

1. Focus on individual behavior.
2. Each subject experiences baseline and experimental phases.
3. Behavior is measured repeatedly until predictions can be made.
4. Internal validity is assessed through replication and assessing the functional roles of confounded variables.

Question 15

Within-Individual Replication

Answer 15

Each of the four single-subject designs has a behavior of an individual repeatedly observed after the IV is turned ON.

Question 16

Across-Individual Replication

Answer 16

When an intervention effect proves to be good within-individual replication, we want to see the benefit for others.

Question 17

Replications Across Labs or Clinics

Answer 17

An IV produces within and across-individual behavior change, but researchers can’t replicate across experiments.

Question 18

Visual Analysis

Answer 18

Involves looking at a graph of time-series single-subject behavior to evaluate if a change occurred when the IV was removed or introduced.

Question 19

Trend

Level

Answer 19

Trend is a systematic change in behavior over time, in the direction and rate of change. Trend is the direction of data over time or the slope of the line.
Level is the prevalence of behavior during a stable portion of a phase. Level is the average value or magnitude of behavior on the vertical position of data.

Question 20

Phylogenetic Behavior

Answer 20

Behavior we inherited from our ancestors/biological parents.

Question 21

Reflexes Phylogenetic

Answer 21

Behaviors are inborn or automatic responses to specific stimuli that don’t require prior learning. Reflexes are present at birth which are evolutionary adaptations. These increase survival and reproductive success.

Question 22

Elicited vs. Evoked Responses

Answer 22

Elicited: Stimulus or behavior is reflexive.
Evoked: Stimulus or behavior is not reflexive.

Question 23

Habituation

Answer 23

Reflexes change with learning. Gradual reduction in reflexes following repeated exposure of the eliciting stimulus.

Question 24

Learned During Pavlovian Conditioning

Answer 24

Pavlovian Conditioning Helps Us Predict an Unconditional Stimulus (Phylogenetically important event)

Question 25

Pavlovian Generalization

Answer 25

Responding to a stimulus like the Conditioned Stimulus. Generalization occurs on a continuum, such as discrimination or overgeneralization.

Question 26

Pavlovian Extinction

Answer 26

Procedure of repeatedly presenting the conditioned stimulus without the unconditioned stimulus, or effect of which is a reduction or elimination of the conditioned stimulus's ability to evoke the conditioned response.

Question 27

Associative Learning

Answer 27

A neutral stimulus is paired with fear; thus, the individual begins to fear the neutral stimulus.

Question 28

Graduated Exposure Therapy Purpose:

Answer 28

One gradually exposed to stronger approximations of conditioned stimulus. Purpose: Graduated exposure is to reduce fear or anxiety by allowing extinction to occur safely and prevent avoidance behaviors maintain phobias, and anxiety.

Question 29

Spontaneous Recovery

Answer 29

Increase in conditioned responding following the passage of time. Reappearance of a previously conditioned response after a period of rest or no exposure to the conditioned stimulus.

Question 30

Three Things Learned During Pavlovian Conditioning 1. 2. 3.

Answer 30

1. Conditioned stimulus signals a delay reduction to the unconditioned stimulus. 2. The conditioned stimulus signals when the unconditioned stimulus is coming. 3. Conditioned stimulus signals that the unconditioned stimulus is coming.

Question 31

Pavlovian Conditioning

Answer 31

Involves learning through associations between a neutral stimulus and an unconditioned stimulus to produce a conditioned response.

Question 32

Inferential Statistics 1. 2. 3. 4.

Answer 32

1. Scientist conducts experiment 2. Scientist enters data into computer 3. Computer uses inferential statistics to decide whether or not behavior changed 4. Scientist reports results and scientific community is satisfied with objectivity

Question 33

Mary Cover Jones (1924)

Answer 33

Pavlovian extinction could be used therapeutically to reduce fear of furry animals in a preschooler named Peter.

Question 34

Behavioral Therapists Expect Spontaneous Recovery at the start of each session. Factor One: Factor Two: Factor Three:

Answer 34

Factor One: More time that passes between Pavlovian extinction/exposure sessions, more spontaneous recovery will occur. Factor Two: Spontaneous recovery decreases as more Pavlovian extinction sessions happen Factor Three: Less spontaneous recovery occur if each Pavlovian extinction session is continued until CS no longer evokes the CR

Question 35

Neutral Stimulus Example

Answer 35

Stimulus doesn’t occasion the response of interest. (Ex: The bell sound. Initially, the bell doesn't trigger salivation in the dogs.)

Question 36

Unconditioned Stimulus (US) Example

Answer 36

Stimulus that elicits a response without any prior learning. (Ex: The food. Dogs naturally salivate when they see or smell food.)

Question 37

Unconditioned Response (UR) Example

Answer 37

Response elicited by the US. (Ex: Salivation. This is the natural, involuntary response to the food.)

Question 38

Conditioned Stimulus (CS) Example

Answer 38

Formerly neutral stimulus that now evokes a conditioned response. The ability to evoke the response requires new learning. (Ex: The bell sound, after it's been repeatedly paired with the food.)

Question 39

Conditioned Response (CR) Example

Answer 39

Response evoked by the CS. (Ex: Salivation. The dog learns to salivate when it hears the bell, even without seeing or smelling the food.)