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126 Cards in this Set
- Front
- Back
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Behavior |
Anything a person says or does. Technically, a behavior is any muscular, glandular, or electric activity. Ex: Singing, Laughing |
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Behavioral Excess |
Too much behavior of a particular type Ex: Swearing too much |
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Behavioral Deficit |
Too little behavior of a particular type Ex: Not enough eye contact |
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Covert Behavior aka Cognitive Behavior |
Behaviors that are private, internal activities that cannot readily be observed by others. Ex: Remembering, Daydreaming, Private Self-talk |
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Overt Behavior |
Behaviors that are visible and can be observed and recorded by others |
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Behavior Modification |
Systematic application of learning principles and techniques used to assess and improve individuals' overt and covert behaviors; enhance daily life function Encompasses: behavior therapy and cognitive behavior therapy |
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Stimuli |
are the people, objects, events currently present in one's immediate surroundings that impinge on one's sense receptors and affect behavior |
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Target behaviors |
behaviors to be improved in a behavior modification program. |
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Behavioral Assessment aka Functional Analysis |
collection and analysis of information and data to: 1). identify & describe target behaviors 2). identify possible causes 3). guide the selection of behavior treatment 4). evaluate treatment outcome |
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Dimensions of Applied Behavior Analysis |
(a). Focus on measurable behavior that is socially significant (b). Strong emphasis on learning principles called operant conditioning (c). Attempt to clearly show applied treatment responsible for measured behavior (d). Demonstrate generalized and long-lasting improvement to behavior. |
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Behavior Analysis aka Applied Behavior Analysis (ABA) |
refers to the scientific study of laws that govern the behavior of human beings and other animals |
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PSI "Personalized Systems of Instruction" aka the "Keller Plan" |
1. Find target behaviors or learning reqs. for course of study (questions in book) 2. Require only read small amount before demonstrating mastery 3. Have frequent tests (at least 1 every week or 2) 4. Mastery criteria set before going to next level 5. Not penalized, simply restudy and try again 6. Student "proctors" to score tests immediately and provide feedback 7. "Go-at-your-own-pace" feature, proceed at rates that suit needs 8. Use lectures for motivation and demonstration not new info |
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Autism |
Impaired social behavior = little or no eye contact Impaired communication = meaningless repitition of words and phrases Abnormal play behaviors & Repetitive self-stimulatory behaviors = spinning objects in front of eyes Below-average self-care tasks = dressing, grooming, and feeding |
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Schizophrenia |
Hear voices other people don't hear Believe others are reading their minds, controlling their thoughts, or plotting to harm them Make no sense when they talk Flat effect = sit for hours w/o moving or talking Seem fine until talk about what they are thinking
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Self-Management of Personal Problems |
ABA application to personal problems. Referred to as: self-control, self-adjustment, self-modification, or self-direction. Involve ways of rearranging your environment to control your subsequent behavior. |
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Behavioral Medicine |
a broad interdisciplinary field concerned with the links among health, illness and behavior. |
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Health Psychology |
Psychological factors can impact or cause illness and encourage people to practice healthy behavior to prevent health problems. Applied in 5 Major Areas: 1. Direct Treatment of Medical Problems 2. Establishing Treatment Compliance 3. Promotion of Healthy Living 4. Management of Caregivers 5. Stress Management |
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Gerontology |
Ways to improve the living and well-being of elderly people who are an increasing percentage of the population Help solve problems such as anxiety and fear, disruptive behaviors and other problems elderly and chronic-care patients deal with. |
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Behavioral Community Psychology
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"application to socially significant problems in unstructured community.." Five Trends in Behavioral Community Applications 1. Greater involvement of target populations in all aspects of process 2. Increase fostering of target individual's personal control (vs professionals) 3. Increased inclusion when evaluating treatment outcomes 4. Increased emphasis on antecedent events versus consequent event 5. Greater interdisciplinary collaboration among professionals |
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Organizational Behavior Management (OBM) |
behavior modification applied to improve performance of individuals in wide variety of organizational settings. Other Labels for this: Organizational Behavior Technology, Organizational Behavior Analysis, Performance Management, Industrial Behavior Modification |
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Applied Sport Psychology |
defined as the use of psychological knowledge to enhance athletic performance and the satisfaction of athletes and others associated with sports. Techniques for Improving Skills of Athletes -Strategies for Motivating Practice and Endurance Training -"Sport Psyching" to Prepare for Competition |
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Behavior Modification with Diverse Populations |
Behavior modifiers have given increased attention to issues of culture, gender, ethnicity, and sexual orientation as variables that can influence the effectiveness of treatment. |
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Positive Reinforcement |
someone does something that is followed immediately by a positive reinforcer. Then more likely to do that same behavior again when in a similar situation. |
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Positive Reinforcer |
is a stimulus, when presented immediately following a behavior, causes the behavior to increase in frequency. |
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Operant Behaviors aka Operant Responses |
Behaviors that operate on the environment to generate consequences and in turn influenced by those consequences. Followed by reinforcers are strengthened Followed by punishers are weakened |
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Five Types of Positive Reinforcers |
1. Consumable = candy, cookies 2. Activity = watch tv, read book 3. Manipulative = play with fav. toy, surf the web 4. Possessional = wear fav. shirt, sit in fav. chair 5. Social = hugs, pats, praise Note: Overlapping properties |
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Escape Conditioning aka Negative Reinforcement (Discussed Further in Ch. 13) |
The removal of aversive stimuli immediately after occurrence of a (correct) behavior will increase the likelihood of that behavior. |
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Premack Principle |
if the opportunity to engage in a behavior that has a high probability of occurring is made contingent on a behavior that has a low probability of occurring, then the low probability behavior will be strengthened. |
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Direct Effect |
increased frequency of a response because it was immediately followed by that reinforcer |
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Indirect Effect |
strengthening of a response that is followed by reinforcer, even though reinforcer is delayed. |
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Contingent |
when the specific behavior must occur before the reinforcer is presented |
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Noncontingent |
If reinforcer presented a particular time regardless of the preceding behavior |
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Motivating Operations (MOs) |
Events or conditions - such as deprivation and satiation - that (a) temporarily alter the effectiveness of a reinforcer (b) alter the frequency of behavior that is being reinforced |
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Deprivation |
indicates the time when an individual does not experience a particular reinforcer |
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Satiation |
refer to a condition in which an individual has experienced a particular reinforcer to an extent that is temporarily no longer reinforcing. |
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Motivational Variable |
a variable that affects the likelihood and direction of behavior. |
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Unconditioned MOs (Motivational Operations) |
genetically determined effectiveness of a reinforcer Ex: Food deprivation increases the effectiveness of food as a reinforcer. Ex: Salt ingestion increases effectiveness of water as a reinforcer. |
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Adventitious Reinforcement |
Behavior accidentally followed by a reinforcer may be strengthened even if it did not actually produce the reinforcer. Ex: Kid draws on wall --> Mom says "Lets go get icecream" --> Reinforce wall drawing behavior |
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Superstitious Behavior |
Behavior that is strengthened and maintained by adventitious reinforcement. Ex: Man plays slot machine tends to cross fingers b/c in the past, doing so accidentally followed winning the jackpot. |
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Natural Environment |
A setting in which an individual carries out normal, daily functions |
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Natural Reinforcers |
Reinforcers that follow behavior in the course of everyday living. Occur in the natural environment |
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Programmed Reinforcers aka Arbitrary/Contrived Reinforcers |
Reinforcers that are arranged systematically by psychologists, teachers, and others in behavior modification programs. |
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5 Pitfalls of Positive Reinforcement |
Pitfall Type 1: Principle can be misused by someone who is unaware of using it Pitfall Type 2: Person may know the principle but not realize ramification that interferes with applying it effectively Pitfall Type 3: Principle can be inaccurately used as an oversimplified explanation of a change in behavior Pitfall Type 4: May Inappropriately Give Label to Explain Behavior Pitfall Type 5: Behavioral procedures aren't applied b/c quite complex and require specialized knowledge or training |
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Unconditioned Reinforcers aka Primary/Unlearned Reinforcers |
Stimuli that are reinforcing without prior learning or condition Ex: Food for a hungry person, Water for a thirsty person, Warmth for someone who is cold |
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Conditioned Reinforcers aka Secondary/Learned Reinforcers |
Stimuli that were not originally reinforcing but have become reinforcers by being paired or associated with other reinforcers
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Backup Reinforcer |
When a stimulus becomes a conditioned reinforcer through deliberate association with other reinforcers, the other reinforcers are backup reinforcers. (Can be conditioned or unconditioned) Ex: Emma's token system to earn time on Facebook in the end. FB is the backup reinforcer |
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Tokens |
Conditioned reinforcers that can be accumulated and exchanged for backup reinforcers Ex: Children get stars that they can accumulate to get recess time. |
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Token Economy/System |
Behavior modification program in which individuals can earn tokens for specific behaviors and can cash in their tokens for backup reinforcers |
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Conditioned punishment |
Similar to conditioned reinforcement, stimulus when paired w/ punishment, becomes punishing itself Ex: "No! Don't do that! followed by a punishment" |
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Simple Conditioned Reinforcer |
A conditioned reinforcer that is paired with a single backup reinforcer Ex: Clicker for dolphin --> Fish |
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Generalized Conditioned Reinforcer |
Stimulus that is paired with more than one kind of backup reinforcer Ex: Money, used for food, clothes, water, & other backup reinforcers |
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2 Pitfalls of Conditioned Reinforcement |
Pitfall Type 1: People unfamiliar with principle may unknowingly misapply it in various ways. Ex: Unknown pairing of cond. reinforces with stimuli meant to be punishing. Pitfall Type 2: Ceasing to pair a conditioned reinforcer with a backup reinforcer can result for those unaware, cause cond. reinforcer to lose its value. |
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Extinction |
Two types of extinction: Operant & Respondent Principle states that if an individual emits a previously reinforced behavior and that behavior is not followed by a reinforcer, then that person is less likely to do the same behavior again given a similar situation. |
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Continuous Reinforcement |
is an arrangement in which each instance of a particular response is reinforced |
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Intermittent Reinforcement |
is an arrangement in which a response is reinforced only occasionally rather than every time it occurs. Ex: Shake the pen a few times it writes some more, misses some more. |
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Extinction Burst |
An increase in responding during extinction. Ex: Increased aggression; gets worse before it gets better. |
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Spontaneous Recovery |
The reappearance of an "extinguished" behavior following a rest. Ex: Stopped sucking thumb, then years later start sucking thumb. |
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2 Pitfalls of Extinction |
Pitfall Type 1: Apply extinction unknowingly to desirable behavior of friends, acquaintances, family, and others. Pitfall Type 2: Others who are not knowledgeable of extinction may undo good work. |
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Schedule of Reinforcement |
is a rule specifying which occurrences of a given behavior will be reinforced. |
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Free-Operant Procedure |
is one in which the individual is free to respond repeatedly in the sense that there are no constraints on successive responses. Ex: Jen given math worksheet w/ 12 probs, is free to solve it at any rate (3 prob a min, 7 probs a min) |
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Discrete-Trials Procedure |
a distinct stimulus is presented prior to an opportunity for a response to occur and be followed by reinforcement, and the next response cannot occur until another stimulus is presented, and so on. |
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Ratio Schedules -Fixed (FR) -Variable (VR) -Random (RR) -Progressive (PR) |
Fixed Ratio: reinforcer occurs each time a fixed number of responses are emitted. Variable Ratio: reinforcer occurs after certain number of responses emitted, and number of responses required changes unpredictably. Vary around a mean value. Random Ratio: Based on probability, P=1/x, where x=average # of responses required before reinforcer Progressive Ratio: ratio requirement increases by specific amount after each reinforcer. Ratio req. reach a breaking point - ppl stops |
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Ratio Strain |
Deterioration of responding from increasing a fixed ratio schedule too rapidly. Ex: Go from 4 problems per reinforcer ---> to 16 problems per reinforcer |
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Interval Schedules -Fixed (FI) -Variable (VI) -Random (RI) |
Fixed Interval: Must have specific response within fixed passage of time. Ex: Finish quiz in 1hr Variable Interval: Response with interval, length of interval change unpredictably from one reinf. to next. Length of time vary around mean value Random Interval: Based on probability, P=1/x, x=avg time req. before reinforcer |
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Limited Hold - (xR/LH) R= ratio -(xI/LH) I = interval (more common) |
Finite amount of time after a reinforcer becomes available that a response will produce it. Deadline for meeting the response requirement. Ex: As soon as the bell dings, behavior must be shown to receive reinforcer, LH = 0 seconds |
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Duration Schedules - Fixed (FD) -Variable (VD) |
Fixed Duration: reinforcer is presented only if behavior occurs continuously for a fixed period of time. Variable Duration: reinforcer presented only if behavior occurs continuously for fixed period of time, but interval of time changes unpredictably from reinf to reinf. |
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Concurrent Schedules of Reinforcement |
When each of two or more behaviors is reinforced on different schedules at the same time, the schedules of reinforcement that are in effect. |
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1 Pitfall of Intermittent Reinforcement |
Pitfall Type 1: Inconsistent use of extinction Ex: Parent may attempt to ignore child at first for tantrums. But if child persists, give into demands. |
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Differential Reinforcement of Low Rates (DRL) + 2 Types of DRL |
is a schedule of reinforcement in which a reinforcer is presented only if particular response occurs at low rate. Want to reduce behavior NOT extinguish 2 Types of DRL Limited-Responding DRL Spaced-Responding DRL |
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Limited-Responding DRL |
specifies a maximum allowable amount of responses during certain time interval in order for a reinforcer to occur Ex: Allowed only 3 talkouts within 50 minute intervals. |
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Spaced-Responding DRL |
requires that a specified behavior not occur during a specified interval, and after the interval has passed, an instance of that behavior must then occur in order for a reinforcer to occur. Ex: Child answers all the questions --> Certain space of time child can't answer, reduce beh. |
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Differential Reinforcement of Zero Responding (DRO) |
a schedule in which a reinforcer is presently only if a specified response does not occur during a specified period of time. Ex: No scratching within the 2 minute period |
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Differential Reinforcement of Incompatible (DRI) Behavior |
Decrease a target response by withholding reinforcers for it (if we know source and block) and by reinforcing an incompatible response. |
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Differential Reinforcement of Alternative (DRA) Behavior |
Alternative to DRI, a procedure that involves extinction of a problem behavior combined with a behavior that is dissimilar but not necessarily incompatible. |
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1 Pitfall for Schedules for Decreasing Behavior (DRL, DRO, DRI, DRA) |
Pitfall Type 1: For DRL, Tendency to unknowingly reinforce a desirable behavior on a DRL, causing that desirable behavior to occur at a low rate rather than at a high rate. |
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Discriminative Stimulus (ess-dee) aka Stimulus for Reinforcement |
a stimulus in the presence of which a response will be reinforced. It is a cue that a particular response will pay off. Sets the occasion to emit behavior |
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S-Delta aka Stimulus for Extinction |
a cue that a particular response will not pay off. |
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Stimulus Discrimination Training |
refers to procedure of reinforcing a response in the presence of a Sd (ess-dee) and extinguishing that response in the presence of a s-delta. |
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Stimulus Discrimination |
a response occurs to an Sd, not to a S-delta Ex: Female Bathroom signs, Sd for women, S-delta for men. |
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Stimulus Generalization |
Instead of discriminating between two stimuli and responding differently to them, an individual responds in the same way to two different stimuli. |
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Common-Element Stimulus Class versus Stimulus Equivalence Class |
Common-Element Stimulus Class: set of stimuli, all of which have one or more physical characteristics in common Stimulus Equivalence Class: set of completely dissimilar stimuli that individual learned to group or match together. |
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1 Pitfall of Stimulus Discrimination Training |
Pitfall Type 1: Effective method can be misapplied inadvertently by the unwary. |
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Stimulus Control |
refer to the degree of correlation between the occurrence of a particular stimulus and occurrence of a subsequent response. Ex: Refrain from certain behaviors in the presence of certain stimuli --> Good/Effective stimulus control |
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Rule-governed behavior |
is a behavior that is controlled by the statement of a rule. |
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Rule |
describes a situation in which a behavior will lead to a consequence. |
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Contingency-Shaped Behavior |
behavior that develops because of its immediate consequences Ex: John's swearing is contingent on the present of other kids' approval |
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Fading |
is the gradual change of stimulus that controls a response over successive trials, so that the response eventually occurs to a partially changed or completely new stimulus. |
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Errorless Learning aka Errorless Discrimination Training |
use of a fading procedure to establish a stimulus discrimination so that no errors occur. Errors are a waste of time and likely to remember error made rather than correct answer |
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Prompt |
is a supplemental antecedent stimulus provided to increase the likelihood that a desired behavior will occur, but that is not the final desired stimulus to control that behavior. |
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5 Types of Prompts |
1. Physical = guiding through touch; physical guidance 2. Gestural = certain motions made; ex: pointing 3. Modeling = when correct behavior is demonstrated 4. Verbal = verbal hints or cues; tell student driver to look over shoulder 5. Environment = alterations to physical environment to evoke desired behavior |
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Within-Stimulus Prompt versus Extra-Stimulus Prompt |
Within-Stimulus Prompt: is an alteration of the discriminative stimulus (Sd) or the S-delta to make their characteristics more noticeable and easier to discriminate. Extra-Stimulus Prompt: is something added to the environment to make a correct response more likely. |
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1 Pitfall of Fading |
Pitfall Type 1: Can be applied unknowingly by those who are not familiar with them, so fading can be misused. |
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Shaping aka Method of Successive Approximations |
development of a new behavior by reinforcement of successive approximations of that behavior and the extinction of earlier approximations of that behavior until new behavior occurs.
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5 Aspects/Dimensions of Behavior That Can Be Shaped |
1. Topography = spatial config./form of response 2. Frequency = # of instances that occur in given period of time 3. Duration = length of time that a response lasts 4. Latency = time between occurrence of stimulus and response evoked 5. Intensity / Force = physical effect response has or potentially on the environment |
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Fading versus Shaping |
Fading involves the gradual change of a stimulus while the response stays about the same Shaping involves the gradual change of a response while the stimulus stays about the same |
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Pitfalls of Shaping |
Pitfall Type 1: May unknowingly apply it to develop undesirable behavior Pitfall Type 4: Mislabeling of people not exposed to effective shaping procedures Pitfall Type 5: Failure to apply shaping to develop desirable behavior. Don't reinforce remote approximations |
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Behavioral Chain aka Stimulus-Response Chain |
consistent sequence of stimuli and responses that occur closely together in time, in which the last response is reinforced Each response produces a stimulus that serves as an Sd (discriminative stimulus) |
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Total-Task Presentation |
an individual attempts all the steps from beginning to the end of the chain on each trial and continues with total task trials until person learns the chain. Ex: Teach children how to brush their teeth |
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Backward Chaining |
Last step of the chain is taught first, then the next to last step linked to the last step, and so on, progressing backward toward the beginning of the chain. Ex: Learn to put on a pair of slacks; Craig learned starting with the slacks already on. (pg 135) |
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Forward Chaining |
Teaches the initial step of the sequence first, then teaches, and links together first and second steps, then first three steps and so on until entire chain acquired. Ex: Toilet training children; walk to toilet, lower pants, etc. |
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Task Analysis |
the process of breaking down a task into smaller steps or component responses to facilitate training |
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Pitfalls of Behavioral Chaining |
Pitfall Type 1: A behavioral chain that has some components that are functional in producing the reinforcer and at least one component (superstitious component) that is not - called an adventitious chain. Pitfall Type 2: Behavior modification procedures can promote undesirable chaining if the behavior modifier is not careful. |
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Punisher |
is a stimulus whose presentation immediately after a behavior causes that behavior to decrease in frequency Sometimes referred to as aversive stimuli / aversives |
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Punishment |
someone does something that is immediately followed by a punisher, then that person is less likely to do the same thing again when encounters a similar situation |
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4 Types of Punishers |
Pain-Inducing Punisher aka Physical punisher: stimulus immediately following a behavior that activates pain Reprimand: negative verbal stimulus immediately contingent on behavior Timeout: period of time immediately following behavior. Two types of timeout: 1. Exclusionary = remove individual briefly from reinforcing situation 2. Nonexclusionary = introduce a stimulus associated with less reinforcement, immediately following behavior Response Cost: involves removal of specified amount of a reinforcer immediately following a behavior |
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Direct-acting effect of punishment versus Indirect-acting effect of punishment |
Direct-acting effect: is the decreased frequency of a response because of its immediate punishing consequences Indirect-acting effect: is the weakening of a response that is followed by a punisher even though the punisher is delayed |
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Pitfalls of Punishment |
Pitfall Type 1: People who are unaware that they are doing it, apply punishment. Criticism and ridicule is punishing Pitfall Type 2: Sometimes an individual thinks that she or he is applying a punisher but in fact is applying a reinforcer |
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Escape Conditioning aka Negative Reinforcement |
states that the removal of aversive stimuli immediately after the occurrence of a behavior will increase likelihood of that behavior |
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Avoidance Conditioning |
is a contingency in which a behavior prevents an aversive stimulus from occurring threby resulting in an increase in the frequency of that behavior. Stimulus not presented. Ex: Paying rent to avoid getting evicted |
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Warning Stimulus aka Conditioned Aversive Stimulus |
a stimulus that signals a forthcoming aversive stimulus. Ex: Sight of person (aversive) don't like (warning stimulus) --> ducked into the store to avoid person (behavior) |
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Discriminated Avoidance Conditioning |
type of avoidance conditioning, which includes a warning signal that enables the individual to discriminate a forthcoming aversive stimulus Ex: Clicking sound before the aversive stimulus of the annoying sound whenever Walter slouched. |
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Pitfall of Escape and Avoidance Conditioning |
Pitfall Type 1: People often unknowingly strengthen others' undesirable behavior by allowing such behavior to lead to escape or avoidance of aversive stimuli (pg 163) Ex: Strengthen child's aggressive behavior by backing off or avoiding it. |
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Operant Conditioning |
is the process of strengthening a behavior by reinforcing it or weakening it by punishing it. Behavior that is modified by its consequences |
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Operant Behaviors |
Behaviors that operate on the environment to generate consequences Ex: Putting gas in car, Asking for directions, Writing an exam |
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Unconditioned Reflex |
a stimulus-response relationship which a stimulus automatically elicits a response without prior conditioning; inborn; hard-wired |
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Unconditioned Stimulus (US) |
A stimulus that elicits a response without prior learning or conditioning |
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Unconditioned Response (UR) |
A response elicited by an unconditioned stimulus. |
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Respondent Conditioning aka Pavlovian Conditioning aka Classical Conditioning |
if a neutral stimulus is followed closely in time by a US that elicits a UR, then the neutral stimulus will also tend to elicit that response (CR) in the future. |
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Conditioned Reflex |
is a stimulus-response relationship in which a stimulus elicits a response because of prior respondent conditioning. |
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Conditioned Stimulus (CS) |
defined as a stimulus that elicits a response because that stimulus has been paired with another stimulus (US) that elicits that response. |
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Conditioned Response (CR) |
defined as a response elicited by a conditioned stimulus. |
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Higher-Order Conditioning |
The procedure in which a neutral stimulus becomes a conditioned stimulus by being paired with another conditioned stimulus instead of with an unconditioned stimulus. |
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Respondent Extinction |
involves the procedure of presenting a CS while withholding the US with the result that the CS gradually loses it capability of eliciting the CR. |
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Counterconditioning |
A CS will lose its ability to elicit a CR if that CS is paired with a stimulus that elicits a response incompatible with the CR. (pg 173). |
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Respondent Conditioning versus Operant Conditioning In terms of: Responses Reinforcement Extinction CSs and SDs |
Respondent -Reflexive, occur automatically to prior stimuli and involuntary. Ex: Salivate. -Pairings of stimuli, before the response -Show CS without further pairings with US -Elicit the responses conditioned to them Operant -Controlled by consequences, voluntary -Show reinf or remove stimulus following resp -Withhold reinforce for extinction --> Decrease frequency SDs evoke responses; set the occasion. Op. Behav = emitted by ... |
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Aversion Therapy |
developed largely as an attempt to counteract the power of troublesome reinforcers (those that tend to be overindulged in or that harm others). Implies being involved in the use of aversive stimulation (ex: drugs, inappropriate sexual reinf.) |
