Learning And Behavioral Therapy Eppp

Front 1

Thorndike's methods

Back 1

cats, boxes, mazes, reward, push levelrs

Front 2

Thorndike's 3 main principles and 1 minor principle

Back 2

Law of Effect, Exercise, Readiness
Law of Spread Effect

Front 3

Law of Effect

Back 3

resp. that are followed or accompanied by succes wil be repeated

Front 4

Law of Exercise

Back 4

a resp repeated in the presence of a stimulus will become bonded to that stimulus

Front 5

Law of Readiness

Back 5

must be ready (satisfycing) forcing or making to do when not ready reduces motivaton (being able to stop is also satisfying)

Front 6

Law of Spread Effect

Back 6

act leads to satisfying consequences will be associated with other acts occurring with it (trial and error learning)

Front 7

Tranfer of Training

Back 7

to specific, related topics; increases as simlarity to stimulus increases for both verbal and motor tasks

Front 8

Watson

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fatehr of modern behaviorism, coined the term, rejected introspection, focus on observable measures

Front 9

Watson beleived what about learning?

Back 9

all learning is classically conditioned (thought = covert speech)

Front 10

Classical Conditioning model

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us --> ur
Cs + US --> UR
Cs --> CR

Front 11

Aquisition period depends on what?

Back 11

the interval btwn CS and US

Front 12

optimal interval btwn US and CS

Back 12

.5s

Front 13

types of conditioning

Back 13

simultaneous
delayed
trace
backward

Front 14

simultaneous conditioning

Back 14

same time

Front 15

delayed conditioning

Back 15

prsentation of CS preceded but overlaps US (most effective type)

Front 16

Trace conditioning

Back 16

CS terminated prior to US

Front 17

Backward conditioning

Back 17

US precedes CS; this does not lead to true conditioning (poss. "pseudoconditioning" d/t overgeneralization)

Front 18

Delayed v backward cond

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Bell + Food --> salivaton
CS US UR
Bell--> Salivation (CR)
Food + Bell --> UR

Front 19

CR v. UR

Back 19

less intense in both quantity and quality

Front 20

Extinction

Back 20

occurs when CS is presented without US, eventually no CR

Front 21

Reinforcement in CC v OC (operant cond)

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CC Reinforcement is confirmaton of the US
OC Reinforcement is increase in voluntary behavior

Front 22

Spontaneous recovery

Back 22

overtime the CR will reappear wakly w/ the CS re-administered (ie extinguished responses are inibited, not forgotten)

Front 23

experimental neurosis

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when discrimination is difficult (confusion btwn usually distinct stim)leads to unusual behavior

Front 24

Higher order conditioning

Back 24

CS becomes the US
bell + food --> sal
light paired with bell
light --> weak sal

Front 25

sensory preconditioning

Back 25

pair 2 CS
condition one to --> CR
second may weakly --> CR

Front 26

blocking

Back 26

after CS isparied w/ US, a 2nd CS is introduced w/out US and blocks the CS --> CR

Front 27

Pseudoconditioning

Back 27

CR is only tied to experiemental situation, ot the CS ie exp. becomes the CS

Front 28

counterconditioning

Back 28

pair an undesirable beh with an incompatible beg so beh is eliminated

Front 29

techniques based on counterconditioning

Back 29

systematic desensitization
assertivenss training
sensate focus

Front 30

systematic desensitization

Back 30

anx. inhibited by calm
train to relax; build hierarchy of anx stim; desens. in imagination; begin in vivo last

Front 31

assertivenss training

Back 31

beh rehearsal or practice invovles a hierarchy of anx beh & get fdbk from thx - calm interferes with panic

Front 32

sensate focus

Back 32

relax--> touching -> no pressure to have sex w/ graded hierarchy

Front 33

reciprocal inhibition is related ot what concept and how does it work?

Back 33

systematic desensitization
anxiety is inhibited by calm (opposite) through sympathetic/para action

Front 34

why does systematic desensitization work?

Back 34

through extinguishing the anxious response...NOT through Counterconditioning

Front 35

techniques based on classical extinction

Back 35

flooding, implosion therapy (and systematic desensitization)

Front 36

flooding

Back 36

expose to anx.-eliciting stim and rpevent avoidance

Front 37

is relaxation used in flooding and why?

Back 37

No b/c not trying to coutnercondition, trying to extinguish CR w/out presenting CS

Front 38

in vivo v. imaginal flooding

Back 38

in vivo most effective but may use imaginal if too anxious to do it

Front 39

incubation effect

Back 39

presentation of flooding increses fear, so use gradual exposure/extinction

Front 40

rsch findings on flooding

Back 40

1. in vivo better
2. prolonged exposure better
3. invivo (graded or flood) best w/ Agora. and OCD

Front 41

Implosive therapy

Back 41

like imaginal flooding but w/ psychodynamic themes (this is unessessary)

Front 42

techs based on aversive conditioning

Back 42

in vivo aversie cond
covert sensitization

Front 43

aversive conditioning

Back 43

noxious stimu (US) + CS (behavior) --> avoidance
e.g. Antabuse

Front 44

in vivo aversive conditioning
used for what problems areas?

Back 44

used on sub abuse, paraphilias, SIV

Front 45

in vivo aversive conditioning works best when_____

Back 45

1. program natural env;2. bio approrpaite stim is used,in same modality (Antabuse; 3. pt encourage to take self-control; 4. paired w/ + reinf of adaptive responses

Front 46

when/how can you ethically use in vivo aversive conditioning?

Back 46

use only when non-aversive failed, when health at risk; apply w/ competence; consult review panel

Front 47

covert sensitization

Back 47

AVERSIVE COND. IN IMAGINATON;
pos when avoid neg. pairing

Front 48

covert sensitization effectiveness

Back 48

> eff. for paraphilias than obesity & addiction
most eff when paried w/ actual aversive stim

Front 49

operant

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volunary beh the organism uses to oprate on the env and are under the control of env. consequences (R & P)

Front 50

respondents

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reflexive behavior automatically elicited by stimuli (target of CC)

Front 51

reinforcements

Back 51

any stim when applied or removed following a behavor that increases the liklihood the beh will re-occur

Front 52

Postive R+ v Negative R+

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positive invovles applying a stim to increase beh
negative invovles removing a stim to increase behavior

Front 53

punnishment

Back 53

any stimulus when applied or removed decreases the liklihood of beh. occurring

Front 54

postive punnishment v negative P-

Back 54

postive invovles applying a stim to reduce behavior
negative involves removing a stimu to reduce beh.

Front 55

skinner box measures what by which mechanisms?

Back 55

operant strength by a) rate of responding or b) totoal # of resp. before extincton trials (no R+)

Front 56

operant extinction

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withdrawl of R+ from a previous Reinforced behavior leading to reduction of the beh.

Front 57

operant extincton examples

Back 57

learned helplessness (previously successful beh fails to produce results, stop even if conditions change)

Front 58

reformulated learned helplessness

Back 58

believes personal outocmes are unconrollable - low self worth and bad things are global & stable, internal

Front 59

response burst

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after removal of R+, behavior at first increases temporarily

Front 60

behavioral contrast

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when 2 beh are R+ separately and one is extinguished, the other increases

Front 61

spontaneous recovery

Back 61

after extincton, increase in behavior without reinforcement
e.g. pidg pecks 10/s at end of ext. trial, then 15/s at beg. on enxt trial

Front 62

primary R+

Back 62

inherently valuable

Front 63

secondary R+

Back 63

acquirs value through parings with primary R+

Front 64

generalizaed secondary R+
AKA and def

Back 64

generalized conditioned R+ = when paired w/ many types of primary R+'s, secondary yeilds more power (ie money)

Front 65

schedules of R+

Back 65

continuous, intermittent,

Front 66

continuous R+

Back 66

R after each response --> fastest learning, fastest satiaton, and fastest extinction - useful when establishing the beh.

Front 67

intermittent R+ (when used)

Back 67

best after learned b/c more resistant to extinction

Front 68

intermittent R+ (types)

Back 68

FR -fixed ratio
FI - fixed interval schedule
VR- variable ratio
VI- Variable Interval

Front 69

fixed ratio schedule

Back 69

after fixed # of responses, reinforce
eg FR-10 (10 press --> food)
piecework 10 shirts= paycheck

Front 70

fixed interval schedule

Back 70

after a certain period of time
FI 20s = food every 20s regardless of # of resp (paid every 2 weeks)

Front 71

fixed interval schedule leads to what effect?

Back 71

scallop effect: responses slow or nonexistant followng the R+, then increases --> rapid right before R+ is due

Front 72

which R+ schedules produce lowest/highest rates of repsonding? most consistent rate of responding?

Back 72

Fixed inerval (FI)
Variable ratio schedule
Variable schedules

Front 73

which R+ schedule produce lowest/highest resistance to extinction? in general most resistant?

Back 73

Fixed inerval (FI)
Variable ratio schedule
Ratio schedules

Front 74

Variable ratio schedule (VR)

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after variable # of *responses
e.g. V6 (ave 1 R+ per 6 resp)
gamblers: rel btwn behavior and R+ is unpredictable

Front 75

Variable Interval Schedule

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unpredictable amount of *time
e.g. surpirse quiz

Front 76

Matching Law (you only work hard for what you get)?

Back 76

when presented w/ 2 or more opportunities R+, the relative rate of responding will be proportional to the rel rate of the R+

Front 77

Negative R+ is associated with increase in what 2 types of beh?

Back 77

escape and avoidance

Front 78

escape

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aversive sti (Neg R+) increases behavior that terminates the neg R+
ie press lever to end shock

Front 79

avoidance

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combo of cc and neg R+

Front 80

Mower's 2 factor theory of learing from aversive consequences

Back 80

1. d/t cc various beh/obj/sit are avoided
2.avoid. is -R by temr of fear

Front 81

what types of beh are hard to extiguish?

Back 81

those learned by avoidance conditioning (e.g. phobias)

Front 82

S-delta stimulus

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cue that a particual beh will not be R+ (e.g. red/green light - peck - food only to green) red light = S-delta

Front 83

discrimination

Back 83

beh to only one stim, not another (stim control)

Front 84

chaining

Back 84

series of unrelated and simple beh tied together
each response acts as both a secondary R for the preceding resp and disc stim for next

Front 85

response generalization

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R+ the target and similar resp. --> faciliates shaping (R+ successive approximations until learn one simple beh)

Front 86

superstitious learning

Back 86

accidental or coincidental pariing of resp and R+ (e.g. rian dance --> rain occasionally)

Front 87

factors influencing the effectiveness of R+

Back 87

1.> effective when follows beh
2. immediate is best
3. continuous best for new
intermittent best for maint
4. verbal clarification of rel
5. satiation > levels of R+

Front 88

factors influencing the effectiveness P+

Back 88

extreme & continuous; ASAP; consistent; verbal clar. and warning cues; R+ alt beh (only when target not being P+); should be maxed at outset or habituate; beh. will return once P+ removed

Front 89

techniques based on operant cond.

Back 89

shaping & premack principle

Front 90

shaping

Back 90

used with autistic children (Lovaas R+ speaking w/ mouth movmnts)

Front 91

premack principle

Back 91

use high prob beh to R+ a low prob beh (allow watch TV after study)

Front 92

techniques based on punn and extinction

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time-out, overcorrection, response cost, differential R+ for other behaviors

Front 93

time-out

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cuts off R+ for activity, form of extinction (away from R+ for problem beh); make sure T-O not R+

Front 94

overcorrection

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designed to eliminate some beh and promote alt.;correct neg beh. and repeated/exagg practice of alt. beh

Front 95

response cost

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-P+ removal pre-specified reward w/ neg beh.; e.g. take away privelage, highly effective w/ low side effects

Front 96

differential R+ for other behaviors

Back 96

combo of operant ext. and R+ don't R+ target (ext) and R+ all other beh; sue w/ autistic to stop SIV

Front 97

DRI
DRL

Back 97

differential R+ for incompatible beh
differential R+ for low frequency responding

Front 98

contingency contracting

Back 98

formal written contract w/ chil and thx that specifies target beh and R+/P+ (also marital prob quid pro quo)

Front 99

increasing effectiveness of contingency contracting

Back 99

1. info @ stratgey & expected outocmes
2. rewards and sanctions spec.
3. monitor contract and agreed

Front 100

token economy

Back 100

R+ (+ usually response cost)
bestif simple and immediate and ind. chosen R+; no generalization(unless in vivo)

Front 101

cogntive learning theories (list)

Back 101

Gestalt, Tolman's Cog LT, Social Leanring theory of Bandura, Harlow curiosity

Front 102

Gestalt (Kohler)

Back 102

insight learning (internal restructuring of the env)w/ prior trail and error exp

Front 103

Zeignerk effect

Back 103

better memory for imcomplete tasks (related to Gestalt theory of learning)

Front 104

Tolman's Cognitvie LT

Back 104

conditioning does not -->learning; need undersntading; cog. maps & latent learning (mot--> beh)

Front 105

social learning theory (Bandura)

Back 105

cc and oc and 3rd process: cog processes mediate determining the influence of stim and interp of env influ.

Front 106

social learning theory (Bandura) - says about R+

Back 106

does not need to be in past - underlies observational learning

Front 107

4 mechanisms of observationallearning

Back 107

1. attentional
2. retentinal
3. performance
4. R+(influencs all above)

Front 108

what makes model more R+

Back 108

high status, similar, multiple, more liked

Front 109

Harlow's theory of learning

Back 109

nature of task itself can be rewarding; if get R+ after, lose interest; faster if intersting end; learn to learn

Front 110

Clark Hull's Drive Recution Theory

Back 110

reduce drive is R+ for leanring

Front 111

Miller & Dollard Drive Recution Theory

Back 111

frustration --> aggression (or displaced)
if beh. redues fear --> recur (coping or neurosis/psychosis)

Front 112

Miller & Dollard 2 types of drives (gradients)

Back 112

approach & avoidance (always > intense); closer to goal,more intense the drive; apparoch/avoidane conflicts

Front 113

preparedness

Back 113

instinct not operantly learned beh; contraprepared (goes against instinct)

Front 114

self-stimlulation

Back 114

R+ electric stim of medial forebrain bundle in hypothalmus