Ch 23 Analogs To Reinforcement And Avoidance Part Ii

Front 1

How did Juke help red with the Pop Warner football team?

Back 1

Did a task analysis of football plays;

broke down each play into components and had him give feedback and praise for each

Front 2

Process vs product

Back 2

-Give feedback and reinforcers for the details of the process,
-not just the product (outcome)

Front 3

Task analysis

Back 3

-An analysis of complex behavior
-and sequences of behavior
-into component responses

Front 4

Feedback

Back 4

-Nonverbal stimuli or
-verbal statements
-contingent on past behavior
-that can guide future behavior

Front 5

What is feedback's defining feature?

Back 5

It's stimulus control function

Front 6

When should feedback occur in order for it to function as an S^D for future behavior?

Back 6

As close as possible to the future behavior

Front 7

What type of S^D is feedback?

Back 7

An analog to an S^D that is relevant to the class of behavior that produces it

Front 8

Why doesn't public posting of grades reinforce studying?

Back 8

Because the grade is too delayed after the response of studying (more than 60 seconds);

studying is an analog to avoid the loss of the opportunity for a reinforcer

Front 9

What were the contingencies for the two groups of anorexics?

Back 9

Rule-governed analog to avoidance of the loss of the opportunity to receive a reinforcer

Front 10

What contingency was in place for the carpoolers?

Back 10

Rule-governed Analog to avoidance of the loss of the opportunity to receive a reinforcer (carpool lane privilege)

Front 11

What contingency was in place for the kids picking up litter?

Back 11

Rule-governed analog to avoidance of the loss of the opportunity to receive a reinforcer

Front 12

What about the $5 incentive for taking kids to dental clinic?

Back 12

Rule-governed analog to avoidance of the loss of the opportunity to receive a reinforcer

Front 13

What is the big trick to get people to change their behavior?

Back 13

Giving people reinforcers

Front 14

What was the problem with Sid's high school principal and the process vs product?

Back 14

He concentrated so much on dress codes and hall conduct (the process) that he lost sight of the education the kids were receiving

Front 15

What are 4 issues involved in putting contingencies on process rather than just the product?

Back 15

1)First do a careful task analysis
2)Be prepared to spend more effort monitoring performance
3)Guard against your personal biases and cultural prejudices
4)Discriminate between people's merely looking busy and their actually being productive

Front 16

How could Juke have been sure that his behavioral intervention really was the cause of the improved performance?

Back 16

Multiple baseline;

replicate the experiment with different baselines for each replication (start each new intervention at a different time)

Front 17

What do multiple baselines reduce?

Back 17

The odds that the change in our dependent variable resulted from some coincidental change in some other cause

Front 18

Multiple-baseline design

Back 18

-An experimental design
-in which the replications involve baselines
-of differing durations and
-interventions of differing starting times

Front 19

What covert behavior did Sid think the football team members might have been engaging in?

Back 19

Visualizing the plays

Front 20

Covert behavior

Back 20

-private behavior (not visible to the outside observer)

Front 21

Does reinforcement work with covert behavior?

Back 21

Yes

Front 22

Overt behavior

Back 22

public or external behavior (visible to others)

Front 23

What were two examples of the transition from rule control to contingency control?

Back 23

Football player's shift from learning plays until they are automatic;

driving a manual transmission

Front 24

Intuition (intuitive control)

Back 24

control by a concept or set of contingencies the person does not define or describe (same as contingency control)

Front 25

Shifting from rule control to contingency control

Back 25

-With repetition of the response,
-control often shifts from control by the rule describing a direct-acting contingency
-to control by the direct-acting contingency itself

Front 26

When don't you expect a shift?

Back 26

When a rule describes an indirect-acting contingency with an outcome of more than 60 seconds;

e.g. studying now so you get a good grade at the end of the semester

Front 27

Why does a drop of water at the end of behavioral chain reinforce all of the responses?

Back 27

Because there wasn't a pause greater than 60 seconds between any response

Front 28

Reinforcable response unit

Back 28

a response or sequence of responses with no disruptions greater than 60 seconds within that response or sequence of responses;

an immediate reinforcer at the end of the sequence will reinforce the entire sequence

Front 29

Can the reinforceable response unit be longer than 60 seconds?

Back 29

Yes, as long as there are no 60 second gaps

Front 30

Rule-governed analog to a reinforceable response unit

Back 30

A response unit with 60 second gaps

Front 31

Conditional stimulus

Back 31

-elements of a stimulus have their value or function
-only when they are combined;
-otherwise, individual elements are relatively neutral