Vocabulary (Chapter 7-8)

Question 1

Operant Extinction

Answer 1

Responding that meets the reinforcement contingency no longer produces the reinforcer falling to baseline levels. Responding decreases or stops completely.
Two Component (Procedure and Effect on Behavior)

Question 2

Effects on Behavior By Operant Conditioning

Answer 2

Increase in Emotional Responses
Temporarily Increasing Behaviors
Increase Variability

Question 3

Operant Extinction (SR+) (Positive Reinforcement)

Answer 3

The addition of a stimulus that previously reinforced behavior is withheld. Previously reinforced behavior no longer results in desired stimulus, leading to decreased behavior over time.
Ex: A child screams in a grocery store to get a toy. Every time, the parents give them in and buy them a toy. As soon as the parents stop giving them the toy, the child starts screaming, but over time, the screaming stops.

Question 4

Operant Extinction (SR-) (Negative Reinforcement)

Answer 4

Escape Extinction (Removal of a stimulus that previously reinforced behavior is no longer removed) (Behavior no longer allows the individual to escape or avoid an aversive stimulus, leading to decrease in behavior over time)
Ex: The dog barks when its owner tries to put on its leash for a walk. The owner stops trying to put the dog on a leash when the dog barks. Eventually, the dog stops barking when the dog tries to put on its leash.

Question 5

Useful for Us to Have an Idea of How Long Process Happens for Several Reasons

Answer 5

Extinction can be hard to implement.
Extinction has side effects.

Question 6

Two Factors Influencing How Long Extinction Takes to Be Effective
1.
2.

Answer 6

1. Reinforcement Rate (How often reinforcement is delivered contingent on a behavior)
2. Motivation (More deprived you are of a reinforcer more likely you persist when you contact extinction)

Question 7

Reinforcement Rate
Faster or Slower Extinction

Answer 7

(Behavior that contacts reinforcement less frequently is more resistant to extinction)
If behavior is reinforced each time it occurs > Faster extinction
If behavior is reinforced less frequently > Slower extinction

Question 8

Partial Reinforcement Extinction Effect (PREE)

Answer 8

Explains the relationship between prior reinforcement and how quickly extinction takes to work. Takes longer for behavior to decrease to baseline levels.
Ex: A dog is taught to sit on command, and when the dog does this, the owner sometimes gives the dog a treat. However, the owner decides to stop giving the dog treats on command, so the dog that was always rewarded decides to sit on command for longer periods of time than the dog that was never rewarded.

Question 9

Spontaneous Recovery

Answer 9

Spontaneous recovery occurs when an organism that has previously experienced extinction. After some time has passed, the organism engages in the behavior again.
Happens with Pavlovian and Operant Conditioning

Question 10

Spontaneous Recovery Example

Answer 10

A dog is conditioned to salivate when it hears a bell because the bell has been repeatedly paired with food. During extinction, the bell is presented without food, and the dog stops salivating. However, days later, the bell rings with no food, and the dog suddenly salivates again.

Question 11

Extinction-Induced Emotional Behavior

Answer 11

Contact with extinction often induces emotional responses. Emotional reactions that occur when reinforced behavior no longer produces expected reinforcement.
Ex: A child regularly gets candy from a vending machine. One day, the machine takes their money but doesn’t give them candy, so the child yells and hits the machine.

Question 12

Extinction Burst

Answer 12

A temporary increase in the rate, magnitude, or duration of a previously reinforced response. Behavior immediately after extinction.
Ex: A child who gets candy by complaining is no longer given candy. Thus, the child complains louder and more frequently in the beginning before the behavior decreases.

Question 13

Extinction-Induced Variability

Answer 13

An increase in the variety of operant response topographies following extinction. Individual starts trying different forms of behavior after original behavior no longer produces reinforcement.
Ex: A dog is trained to paw a bell to get treats. Once the treat is no longer given, the dog may try barking or using its nose to get the treat instead.

Question 14

Extinction-Induced Resurgence

Answer 14

When one operant behavior is extinguished, other behaviors that were previously reinforced are emitted again.
Ex: A child is taught to say “please” instead of “complaining” when getting a toy. After a while, saying “please” no longer gets the child a toy. Thus, the child starts complaining again even when the behavior is reduced.

Question 15

Functional Analysis of Behavior

Answer 15

A brief experiment in which consequences are turned on and off for a specific target behavior.
Scientific method used to determine if problem behavior is an operant and identify the reinforcer that maintains that operant.

Question 16

Automatic Reinforcement

Answer 16

A consequence that is directly produced by the response – it is not provided by someone else – and which increases the behavior above a no-reinforcer baseline.
Ex: A student listens to music through headphones while doing homework. Nothing is gained, but the student finds the music enjoyable, which helps the student stay focused.

Question 17

Differential Reinforcement

Answer 17

Procedure in which a previously reinforced behavior is placed on extinction while a second behavior is reinforced.
Provide greater reinforcement, along at least one dimension, contingent on the occurrence of one form or type of behavior, while minimizing reinforcement for another form or type of behavior.

Question 18

Differential Reinforcement of Incompatible Behavior (DRI)

Answer 18

Reinforcement of a response that is incompatible with the target behavior.
Example: The student runs around the classroom, and the teacher reinforces the student only when sitting. The teacher doesn’t reinforce or respond neutrally when the student runs.

Question 19

Differential Reinforcement of Alternative Behavior (DRA)

Answer 19

Reinforced response can be any adaptive behavior. Reinforce an appropriate and alternative behavior that serves the same function as the problem behavior while placing the problem behavior on extinction.
Ex: A child screams to get a toy, so the child is taught to ask for the toy politely. Screaming is ignored, but asking nicely gets them the toy.

Question 20

Differential Reinforcement of Other Behavior (DRO)

Answer 20

The absence of problem behavior is reinforced at a pre-specified interval of time. Any other behavior is reinforced. Reinforce absence of problem behavior during specified period.
Example: Child bites their hand. Every 5 minutes, the child goes without biting, and they earn a reward.

Question 21

Differential Reinforcement of Variability

Answer 21

Unique contingency in which responses, or patterns of reactions, that have either never been emitted before or haven’t been emitted in some times are reinforced, and repetition of recent response topographies are extinguished.
Example: The child plays with the same toy in the same way repeatedly. The therapist rewards the child when the child tries a new toy or a new way of playing.

Question 22

Differential Reinforcement of High-Rate Behavior (DRH)

Answer 22

Reinforcement of lots of responding.
Example: Lever press has to occur at least 40 times per minute for reinforcer to be delivered.

Question 23

Differential Reinforcement of Low-Rate Behavior (DRL)

Answer 23

Reinforcement of slow responding.
Example: Lever press has to occur less than 40 times per minute for reinforcer to be delivered.

Question 24

Primary Reinforcers (Unconditioned Reinforcers)

Answer 24

Consequences that function as reinforcers without any prior learning because they are important to individual’s and/or species survival (phylogenic origin). Naturally reinforcing fulfilling basic biological needs and don’t require learning.

Question 25

Conditioned Reinforcers

Answer 25

Consequences that function as reinforcers due to learning that occurs during the individual’s lifetime. Depend on an individual's learning history and must be paired repeatedly with a known reinforcer.

Question 26

How are conditioned reinforcers established? 1. 2.

Answer 26

1. Pavlovian Learning (Pair a NS with a US and the NS becomes a CS) 2. Verbal Learning (Information provided that a non-reinforcing stimulus signals a delay reduction to an existing reinforcer)

Question 27

Token Economy

Answer 27

Reinforcement system in which conditioned reinforcers (i.e., tokens) that are exchangeable for other reinforcers are delivered contingent on target responses. Tokens can be exchanged for backup and conditioned reinforcers through verbal learning with rewards.

Question 28

Tokens

Answer 28

Conditioned reinforcers that are exchangeable for other reinforcers. Can be manipulated or non-manipulated. Durable and easy to transport.

Question 29

Backup Reinforcers

Answer 29

Reinforcers where tokens are exchangeable.

Question 30

Advantages of Tokens 1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

Answer 30

1. Portable 2. Nondisruptive to ongoing activities 3. Bridge delay to reinforcement 4. Motivationally Robust 5. Fair Compensation 6. Adaptable 7. Group Applications 8. Facilitate accumulated access to reinforcers 9. Can be used to teach saving and spending behaviors 10. Multiple fading methods available

Question 31

Principles of Effective Pavlovian Conditioning Used to Arrange Effective Conditioned Reinforcers (Token Economies) Principle 1: Principle 2: Principle 3: Principle 4:

Answer 31

Principle 1: Use effective backup reinforcers Principle 2: Use salient conditioned reinforcers Principle 3: Signal large delay reduction to backup reinforcer Principle 4: Make sure conditioned reinforcer is not redundant

Question 32

Shaping (Limitations)

Answer 32

Takes extensive amount of time. Faster acquisition with instructional cue than with shaping.

Question 33

Principles of Effective Shaping

Answer 33

1. Use an objective definition of the terminal behavior 2. Ask what the organism can do and how it falls short of the terminal behavior 3. The approximations should be challenging but not impossible 4. Use differential reinforcement 5. Ensure mastery of current approximation before moving on 6. If the organism is struggling with the current approximation, lower the reinforcement requirement

Question 34

Information Theory of Reinforcement

Answer 34

The likely future controls behavior. Past reinforcement experiences provide information about what’s likely to happen next.

Question 35

Functional Communication Training

Answer 35

Problematic demands for attention are extinguished. At the same time, appropriate requests are established, reinforced, and proven effective in reducing inappropriate requests for social reinforcers in various populations and settings. Individuals are taught to use proper communication to replace challenging behaviors that serve a communication function.

Question 36

Intermittent Behavior

Answer 36

Likely Future Behavior

Question 37

Marking

Answer 37

Marking: A conditioned reinforcer that immediately follows the response and helps the individual learn which response produced the backup reinforcer. Technique where you provide a distinct signal or consequence right after the behavior. Makes it easier for the learner to associate their behavior with the upcoming result. Ex: A dog jumps through a hoop, and the trainer says Yes immediately and gives a treat a second later. The Yes marks the exact moment the desired behavior occurs.

Question 38

Shaping

Answer 38

Differential reinforcement of successive approximations to a target behavior. This is a step-by-step process for building new behaviors and reinforcing small approximations to the goal.

Question 39

Reinforcers Conditioned Through Pavlovian Conditioning

Answer 39

Pavlovian Conditioning involves learning through association. When a neutral stimulus is repeatedly paired with an unconditioned stimulus, naturally eliciting a response, the neutral stimulus becomes a conditioned stimulus and produces a conditioned response. Individuals must know that the conditioned reinforcer signals a delay reduction to an established reinforcer.

Question 40

Reinforcers Conditioned Through Verbal Learning

Answer 40

During verbal learning, information can be provided that indicates the conditioned reinforcer to signal a delay reduction to another reinforcer. When an individual learns through direct experience or instructions, a neutral consequence signals a reduction in the delay to a backup reinforcer. The result becomes a conditioned stimulus and a conditioned reinforcer.

Question 41

Flow

Answer 41

State in which one feels immersed in a rewarding activity and in which we lose track of time and self.

Question 42

Shaping Principles 1. 2. 3. 4. 5. 6.

Answer 42

Principle 1 (Provide an objective definition of terminal behavior.) Principle 2 (Evaluate what the novice player can currently do and how that falls short of the terminal behavior) Principle 3 (Provide advice for setting reinforcement contingencies) Principle 4 (Click slower than before is not reinforced. Reinforce one response and extinguish previously reinforced response) Principle 5 (Learner mastered current response approximation before moving to next one) Principle 6 (Individual struggles to obtain reinforcers at next level, instructs to lower criterion for reinforcement)

Question 43

Percentile Schedule of Reinforcement (Examples)

Answer 43

Used percentile schedules of reinforcement to improve academic performance and social interactions among children with disabilities and reduce cigarette smoking. Percentile schedules helped obese individuals increase their daily activity levels over 4-month period.

Question 44

Percentile Schedule of Reinforcement

Answer 44

Systematic method used in shaping where a response is reinforced only if it falls within a top percentage of past performance.

Question 45

Two Things to Notice Shaping-Based Interventions 1. 2.

Answer 45

1. Increase reinforcement contingency as you master each response approximation. 2. Lowers the reinforcement criterion when struggling to earn reinforcers.