Learning And Conditioning

Front 1

Classical Conditioning

Back 1

Ivan Pavlov/John Watson

Front 2

Law of Effect

Back 2

David Thorndike

Front 3

Operant Conditioning

Back 3

B.F. Skinner

Front 4

Relational Frame Theory (RFT)

Back 4

Steven Hayes

Front 5

Any and All of the activities of the whole integrated person

Back 5

Subject matter of behaviour analysis

Front 6

The acquisition, maintenance and change in the organisms behaviour as a result of lifetime events

Back 6

Learning

Front 7

Everything the organism does/Dynamic interaction with context

Back 7

Behaviour

Front 8

"Behaviour is whatever the organism is doing"

Back 8

Skinner (1938)

Front 9

Refers to anything that can happen to a person

Back 9

Context

Front 10

Only responses in relation to the context

Back 10

Responses are Behaviour

Front 11

Only stimuli in relation to responses

Back 11

Stimuli are the Contexts

Front 12

General set of principles that seek to explain an observed phenomena

Back 12

Theory

Front 13

The number of ways a given event can be explained with a set of analytic concepts (Fewer the Better)

Back 13

Precision

Front 14

The range of events that can be explained with a set of analytic concepts (More the Better)

Back 14

Scope

Front 15

We have no basis for using our knowledge when confronted with a new problem or situation/We have no systematic means to develop new techniques/Discipline becomes increasingly disorganised and incoherent

Back 15

Importance of Theory

Front 16

It is not possible to have theory with this

Back 16

Philosophy

Front 17

Identified truth criterion as a critical attribute of every philosophical world view

Back 17

Pepper (1942)

Front 18

Why is Philosophy important?

Back 18

The rules of evidence you use to evaluate theories and theoretical systems are pre-analytic

Front 19

Rules of evidence you use to evaluate theories and theoretical systems

Back 19

Philosophical Assumptions

Front 20

Used to assess and evaluate theories and theoretical systems

Back 20

Truth Criterion of a world view

Front 21

Used as the basis for constructing theories and theoretical systems

Back 21

Root Metaphor of a world view

Front 22

Leads to coherence (Bad)

Back 22

Philosophical Eclecticism

Front 23

The connection and lack of contradiction between well-established approaches in different domains of science

Back 23

Depth

Front 24

Results of verbal rules: predicting, influencing, describing, interpreting, understanding or any subset of these

Back 24

Analytic Goals

Front 25

Behavioural History of Observable interaction with the environment influences

Back 25

Current Behaviour

Front 26

Formism, Mechanism, Organicism (Assumption of ontological reality) Contextualism

Back 26

Stephen C. Pepper (1942) World Views

Front 27

Assumes all events are instances of specifiable forms

Back 27

Formism

Front 28

Natural wholes are like complicated machines or artifacts composed of different parts

Back 28

Mechanism

Front 29

Assumes there is a grand story evolving, in which all apparent contradictory elements will be found to be part of the evolving whole

Back 29

Organicism

Front 30

Emphasises the context in which an event occurs and argues that the event can only be understood relative to that context

Back 30

Contextualism

Front 31

Achieving our consequences

Back 31

The Truth Criterion

Front 32

Functional Contextualism

Back 32

Hayes (1993)

Front 33

1. The whole event

2. The role of context in understanding the function of an event

3. A firm grasp on the pragmatic truth criterion

Back 33

Functional Contextualism

Front 34

Humans are not machines to be understood in terms of their component parts

Back 34

Non-Mechanistic

Front 35

Does not seek to explain behaviour by reference to internal agents or 'structures'

Back 35

Non-Structural

Front 36

Explains behaviour by appeal to a lower level of analysis

Back 36

Reductionism

Front 37

An explanation should not make more assumptions that the minimum needed

Back 37

Occam's Razor

Front 38

In no case should we interpret an action as being the outcome of a 'higher psychic ability'

Back 38

Lloyd Morgan's Canon

Front 39

Frequently presented as a revolt against behaviourism

Back 39

Cognitive Psychology

Front 40

Genetically wired-in responses to specific environmental stimuli

Back 40

Reflexes

Front 41

Unlearned behaviours/ Innate

Back 41

Unconditioned Reflexes/Phylogenetic

Front 42

Learned behaviours from environment

Back 42

Conditioned Responses/Ontogenetic

Front 43

Conditioned a fear of white rats in a baby called Albert.

Back 43

Watson and Rayner (1920)

Front 44

1. Order of Presentation

2. Frequency of the pairing

3. Interval between

4. Conditioned responses are weaker than Unconditioned Ones

5. Intensity of CS & UCS

6. Salience

7. Reliability predictor

Back 44

Determinants of Strong Conditioning

Front 45

Occurs when a mix of stimulus is used

Back 45

Overshadowing

Front 46

If one CS already predicts food will come, nothing will be learned about a second CS

Back 46

Blocking

Front 47

1. Physical Properties - Sound More Predictable than Light

2. Functional/Arbitrary properties - Doctor bigger or more noticeable than nurse

3. Species preference - Some stimulus have more currency for one species over another

4. Ecological validity and evolutionary history

Back 47

Products of Overshadowing and Blocking

Front 48

The CS is presented a few seconds before and remains on until the US begins (Most Efficient)

Back 48

Delayed Conditioning

Front 49

The CS is presented before and has stopped once the US begins

Back 49

Trace Conditioning

Front 50

The CS and US occur at the same time

Back 50

Simultaneous Conditioning

Front 51

The CS follows the presentation of the US (Least efficient)

Back 51

Backward Conditioning

Front 52

When a US is presented at regular intervals

Back 52

Temporal Conditioning

Front 53

A conditioned stimulus can develop the ability to elicit the conditioned response indirectly, without being directly associated with the US

Back 53

Indirect Conditioning

Front 54

Stimuli similar to the CS are able to elicit the CR

Back 54

Generalisation

Front 55

When a CS2 elicits the CR despite never having been directly paired with the US

Back 55

Higher order conditioning and sensory preconditioning

Front 56

1. Speed learning and adapting to the environment

2. Help us become sensitive to signs of danger

3. Help us become sensitive to safety

4. Help us order the world

Back 56

Evolutionary perspectives for Higher order and sensory preconditioning

Front 57

Phenomenon chaacterised by unconscious redirection of feelings from one person to another

Back 57

Transference

Front 58

1. Exposure to the CS in the absence of the UCS

2. Pair CS with a second CS to condition an alternative response

Back 58

Breaking the CS-UCS link

Front 59

Repeated exposure to the CS in the absence of the US

Back 59

Exposure Therapy

Front 60

Aids exposure

Back 60

Interceptive exposure

Front 61

Involves going to the top of the hierarchy and staying in the situation until anxiety reduces

Back 61

Flooding

Front 62

Typically involves pairing of the CS with something else

Back 62

Counterconditioning

Front 63

Relaxaion training is undertaken

Back 63

Systematic Desensitisation

Front 64

Therapy to teach the client more productive ways of relating to and experiencing others

Back 64

Therapeutic relationships

Front 65

Pairing in imagination of a CR with a new aversive CS

Back 65

Covert sensitisation and Aversion therapy

Front 66

After therapy and extinction old behavioural patterns can re-emerge if the context allows it

Back 66

Behavioural Relapse

Front 67

Stimulus - Response - Stimulus

Back 67

SRS Model

Front 68

Behaviour shaped and maintained by its consequences

Back 68

Operant Conditioning

Front 69

Animals more likely to repeat successful behaviours

Back 69

Law of Effect

Front 70

Antecedent (Environment) - Behaviour (Anything the person does) - Consequence (Environment)

Back 70

Stimulus-Response-Stimulus/SRS Model

Front 71

Part of the antecedent context that discriminates what consequences certain behaviours are likely to have

Back 71

The Discriminative Stimulus (Sd)

Front 72

Consequence that strengthens or maintains responding

Back 72

Reinforcement

Front 73

A stimulus contingent on a behaviour that makes the behaviour more likely to reoccur

Back 73

Positive Reinforcement (added)

Front 74

Withdrawal of a stimulus contingent on a behaviour that makes a behaviour more likely to reoccur

Back 74

Negative Reinforcement (subtracted)

Front 75

The addition of a stimulus contingent on a behaviour that makes the behaviour less likely to occur

Back 75

Positive Punishment (added)

Front 76

The subtraction of a stimulus contingent on a behaviour that makes behaviour less likely to occur

Back 76

Negative Punishment (subtracted)

Front 77

1. Lazy (no good analysis needed)

2. Unethical

3. Supresses but does not eliminate

4. Other behaviours will take the place

Back 77

Problems with punishment

Front 78

When we are born with the capacity to be more sensitive to certain consequences

Back 78

Primary Reinforcers

Front 79

Acquire through learning rather than being biologically established, also called 'conditioned reinforcers'

Back 79

Secondary Reinforcers

Front 80

If response A is more probable than response B, the opportunity to engage in response A can be used to reinforce response B

Back 80

The Premack Principle

Front 81

Can be defined as an operation or as a process

Back 81

Punishment

Front 82

A consequence of responding that reduces the probability of a response

Back 82

Operation

Front 83

A decrease in responding that follows from the operation

Back 83

Process

Front 84

Behaviour governed by avoidance or escape from unpleasant stimulation

Back 84

Negative reinforcement (Aversive)

Front 85

Hob Touching has been punished and the heat burn is a punisher

Back 85

The Punishment Operation

Front 86

The more intense and immediate the more ____ will be

Back 86

Effective Punishment

Front 87

Relations between the stimulus and the subsequent effect upon the behaviour that preceded the stimulus

Back 87

Assessment of Punishers

Front 88

A response is reinforced only when there is an attempt at punishment

Back 88

Discriminative Effects of Punishers

Front 89

The response removes a stimulus that is already there running from a phobic object

Back 89

Escape (Negative Reinforcement)

Front 90

Prevents an occurrence that would otherwise happen

Back 90

Avoidance (Negative Reinforcement)

Front 91

Not every occasion will predict abuse, other features may be associate.

Back 91

Conditional Discrimination

Front 92

No warning signal, threat could occur at any time

Back 92

Non-discriminated avoidance

Front 93

A stimulus followed by an aversive stimulus

Back 93

Discriminated avoidance

Front 94

1. Turning off the shock

2. Block the previously conditioned avoidance behaviour

Back 94

Extinction

Front 95

Removing reinforcers from a situation

Back 95

Time out from positive reinforcement

Front 96

1. Low levels of activity

2. Life becomes less rewarding

3. Negative life events

Back 96

Lead to Depression

Front 97

Use of punishment and the threat of punishment to get others to act as we would like

Back 97

Coercion

Front 98

An escape contingency maintained by negative reinforcement

Back 98

Educational Dropout

Front 99

A person who responds in one setting but not in another A (NOT A a @), B leads to C

Back 99

Discrimination between contexts

Front 100

A person who responds similarly across different contexts A (A, a and @), B leads to C

Back 100

Generalisation across contexts

Front 101

Modified by reinforcement

Back 101

Contingency shaped

Front 102

Effects of contingency specifying behaviour

Back 102

Rule governed behaviour

Front 103

Rules can make operant behaviour insensitive to the operating contingencies of reinforcement

Back 103

Control by instructions

Front 104

The more dissimilar the generalised stimulus

Back 104

The weaker the response or lower the probability

Front 105

Identity matching A=A

Back 105

Reflexivity

Front 106

If A=B then B=A

Back 106

Symmetry

Front 107

If A=B and B=C, then A=C

Back 107

Transitivity

Front 108

Have the ability to change the function of stimuli and can therefore influence our behaviour in different ways

Back 108

Derived relations

Front 109

Learning to name and find an objectf

Back 109

Bidirectional training

Front 110

If A is the same as B then B is the sameas A; if A is the same as B and B is the same as C, then A is the same as C andC is the same as A

Back 110

Sameness/Co-ordination

Front 111

Hasthe property that an opposite of an opposite is the same

Back 111

Oppositeness

Front 112

IfA is different to B, then B is different to A. However, if A is different to Band B is different to C, then the relation between A and C remains unspecified(i.e., A and C could be the same or different)

Back 112

Distinction/Difference

Front 113

Responding to one event in terms the other and visa versa. A is smaller than B, B is larger than A

Back 113

Mutual Entailment

Front 114

Contextual cue for deriving a relation

Back 114

Crel

Front 115

Derived relation in which 2 or more stimulus relations combine . A is related to B and B is related to C than A and C become mutually related

Back 115

Combinatorial Entailment

Front 116

If A,B and C are related, then changes to one part of the relational network will effect the values of the other parts of the network

Back 116

Transformation of Stimulus function (Cfunc)

Front 117

Relational Frame Model of analogical reasoning as responding in accordance with equivalence-equivalence relations

Back 117

Barnes, Hegarty & Smeets (1997)

Front 118

Facilitate rule-governed behaviour and quick learning by taking advantage of already established learning history

Back 118

Metaphors

Front 119

Proposes that complex language and cognition involves deriving relationships between stimuli and responding on the basis of those relationships

Back 119

Relational Frame Theory

Front 120

Co-ordination

Opposition

Distinction

Comparison

Hierarchical

Temporal

Casual

Deictic

Back 120

RFT - Functional Properties

Front 121

Involves increasingly complex contextual control of deictic relational frames

Back 121

Perspective-taking

Front 122

Specify a relation in terms of the perspective of the speaker

Back 122

Deictic relational frames

Front 123

What belongs to me / What belongs to you

Back 123

Single Relation Task

Front 124

If HERE was THERE and THERE was HERE

Back 124

A Reversed Relation Task

Front 125

If HERE was THERE and THERE was HERE and NOW was THEN and THEN was NOW

Back 125

A Double Reserved Relation Task

Front 126

Rooted in Functional Analysis

Back 126

Multiple-Sequential Functional Analysis (MFSA)

Front 127

As and Cs should be in the same environment

Back 127

Functional Analysis

Front 128

Bob - Murderer

Back 128

Hart, Gresswell and Braham (2010)

Front 129

1, Exposure Therapy for Phobia

2. Response prevention for OCD

3. Behavioural Activation for Depression

4, Challenging behaviour interventions

Back 129

Behaviour Applicability

Front 130

When inappropriate behaviour are best changed through a particular use of structure of reinforcement

Back 130

Differential reinforcement

Front 131

Differential reinforcement

Back 131

Defined as the process of reinforcing an appropriate behaviour and not reinforcing an inappropriate behaviour

Front 132

Unethical, often abusive and ineffective

Back 132

Punishment, Aversive Control and Coercion

Front 133

1. Reinforcement is contingent upon the absence of the problem behaviour for a specified time

2. Form of "Omission training" absense rather than behaviour

3. "Pure" would require reinforcement be given no matter what other behaviours are displayed

Back 133

Differential Reinforcement of Other behaviours (DRO)

Front 134

1. Select & reinforce a particular behaviour that is topographically incompatible with the inappropriate one

2. 2 Behaviours cannot exist

3. Promotion of the new behaviour interferes with and cancels out the undesirable action

Back 134

Differential Reinforcement of Incompatible behaviour (DRI)

Front 135

1. A preferred or functionally equivalent alternative to the undesirable behaviour is reinforced

2. Not topographically incompatible with the present behaviour

3. The new response should meet the same need or function as the old one if possible

Back 135

Differential Reinforcement of Alternative behaviours (DRA)

Front 136

1. Allows inappropriate behaviour IF it is at a more acceptable level

2. Reinforcement is provided for a lessened display of the undesirable behaviour during a designated period of time

3. Reinforces Increase or Decrease of behaviour

Back 136

Differential Reinforcement of Low or High rates of behaviour (DRL/H)

Front 137

Ferster (1981)

Back 137

"Depression results from changes or upheaval in a persons social environment"

Front 138

Reduced opportunities for reinforcement with potentially higher levels of aversive stimulation - leading to avoidance or low levels of responding

Back 138

Individuals with Depression

Front 139

Behavioural Approach to Depression

Back 139

Martell, Addis and Jacobson (2001)

Front 140

1. Negative life events result in low levels of Positive Reinforcement and narrowing properties

2. Symptoms trigger secondary maladaptive coping

3. Maladaptive coping maintains depression and may exacerbate negative life events

Back 140

Behavioural Approach to Depression

Front 141

1. Acceptance and Commitment Therapy (ACT)

2. Dialectic Behaviour Therapy (DBT)

Back 141

Use "Mindfulness"

Front 142

The ability to notice ones thoughts and feelings without necessarily acting upon them

Back 142

Mindfulness

Front 143

1. Exposure and Response Prevention2. Reconditioning of physiological states3. Re-contextualisation of thoughts

Back 143

Being Mindful

Front 144

Can enrich therapeutic relationship and used to shape effective behaviour as it happens increasing the chance it will generalise outside the setting coming into contact with naturally occuring reinforcement

Back 144

Functional Analytic Psychotherapy

Front 145

Within session examples of prblematic behaviours

Back 145

Clinically Relevant Behaviour (1)

Front 146

Within session examples of improvement behaviours

Back 146

Clinically Relevant Behaviour (2)

Front 147

Client statements of functional/contingent relationships

Back 147

Clinically Relevant Behaviour (3)

Front 148

1. Exposure - Confront Fears

2. Responsive prevention - Inhibiting escape

3. Behavioural Activation - Do valuable things

4. Differential Reinforcement - Reinforce inhibition

Back 148

Breakdown of therapies

Front 149

Describe the clients view of the world and highlight the rules by which the clients have learned to live

Back 149

Cognitive Behavioural Therapy (CBT)

Front 150

Making the unconscious conflict conscious requiring both exposure and response inhibition

Back 150

Psychodynamic Therapy

Front 151

Establishes or changes the value of the reinforcer

Back 151

Establishing Operation (EO)

Front 152

Decreases the current effectiveness of some stimulus, object, or event as reinforcement

Back 152

Abolishing Operation (AO)

Front 153

The time between behaviour and the consequences

Back 153

Interval

Front 154

The number of responses to produce reinforcement

Back 154

Ratio

Front 155

A person will increase the frequency of the operant in an attempt to occasion the previous consequence

Back 155

Extinction Burst

Front 156

1. Mutual Entialment

2. Combinational Entailment

3. Transformation of Stimulus Function

Back 156

Types of Derived Relation

Front 157

Thoughts and feelings can not ultimately cause behaviour because

Back 157

They are behaviours themselves and have their own cause to be identified