Psych 53 Chapter 4

Front 1

According to cybernetics, what the four basic elements in all self-controlling systems?

Back 1

Standards, sensors, comparisons, activate

Front 2

2. What are the limitations of cybernetics theory?

Back 2

Not all human behavior is self-regulated.

Front 3

3. How do regulation theories attempt to improve on cybernets?

Back 3

By understanding the principles of self-regulation and examining the relationship between regulation by others and regulation by self.

Front 4

4. What are the developmental stages in learning new behaviors?

Back 4

Control by others, Control by self, and automatization.

Front 5

5. What is subvocal?

Back 5

A mental message. A self-instruction that helps you come to a smooth, safe stop.

Front 6

6. What is learned resourcefulness?

Back 6

A bundle of skills that allows us to retrieve our behaviors from an automatic, “mindless” state.

Front 7

7. What is rule governed behavior?

Back 7

Regulation of behavior, whether by others or by the self, takes place through the same basic mechanisms: language regulation, consequences, antecedents, respondent behavior and conditioning, and modeling? Each mechanism operates first by control from the outside and the through control by the self.

Front 8

8. Describe the process by which verbal control by others becomes self-control?

Back 8

In charting chains of events, you will find the at the language of others represents the immediate antecedent of many of your behaviors, both desirable and problematic, the human environment is in many ways a language environment, and the environment controls behavior largely through language.

Front 9

9. What does it mean to say that subvocal speech “goes underground”?

Back 9

Subvoacal speech drops out and behavior becomes automatic without self-speech.

Front 10

10. What is operant behavior? What affects it?

Back 10

Behaviors that are affected by their consequences are called operant behaviors. The dictionary defines to operate as “to perform and act, to function, to produce and effect”. An effect is a consequence.

Front 11

11. What is a positive reinforcer?

Back 11

Anything that when added to the situation makes the behavior that preceded it more likely to occur.

Front 12

12. What is a negative reinforcer?

Back 12

A consequence that strengthens behavior by being subtracted from the situation.

Front 13

13. Explain the concept of contingency.

Back 13

The condition necessary for a reinforcer to strengthen a behavior.

Front 14

14. Describe escape and avoidance learning. How do they differ?

Back 14

Escaper learning refers to behaviors that terminate an unpleaseant consequence. Avoidance learning on the other hand refers to behaviors that remove the possibility of an unpleasant consequence.

Front 15

15. What effect does punishment have on the frequency of behavior?

Back 15

Behavior that is punished will occur less often.

Front 16

a. What are the two types of punishment?

Back 16

In the first kind, after a behavior is performed, some unpleasant event occurs. In the second kind of punishment, after a behavior has been performed, something pleasant is taken away.

Front 17

b. What is the difference between negative reinforcement and punishment?

Back 17

In negative reinforcement, an act that allows the person to escape or avoid some event is reinforced by removing the unpleasant event. In punishment, behavior probabilities are reduced in one of two ways: (1) an unpleasant event follows a behavior, or (2) a pleasant even is withdrawn following a behavior.

Front 18

16. What is extinction?

Back 18

As a result of consequences your act loses some of its strength.

Front 19

a. What is the effect of intermittent reinforcement on extinction?

Back 19

Intermittent reinforcement increases resistance to extinction.

Front 20

b. How can maladaptive behaviors sometimes be explained by the idea of intermittent reinforcement?

Back 20

The number of trials to extinction is affected by the previous reinforcement schedule.

Front 21

17. What role is played by the cue, or antecedent, in operant behavior?

Back 21

Most operant behavior is eventually guided by antecedent stimuli, or cues, the most important of which are often self-directed statements.

Front 22

a. When does an antecedent become a cue to behavior?

Back 22

An antecedent, stimulus, becomes a cue to a behavior when the behavior is reinforced in the presence of that stimulus and not reinforced in the absence of the stimulus.

Front 23

b. What guides avoidance behavior? To what does the person respond?

Back 23

Avoidance behavior is guided by the antecedent. The person responds to the antecedent or the cue to avoid the actual unpleasant event.

Front 24

c. What is stimulus control?

Back 24

When an antecedent has consistently been associated with a behavior that is reinforced, it gains what is called stimulus control over the behavior.

Front 25

d. Why is avoidance behavior resistant to extinction?

Back 25

Avoidance learning is highly resistant to extinction because the antecedent stimulus evokes the avoidance behavior, and the person who has learned the avoidance response has no opportunity to learn that the old, unpleasant outcome is no longer there

Front 26

18. What is respondent behavior?

Back 26

A behavior that is largely controlled by the atomic nervous system and occur originally in response to the antecedent stimulus.

Front 27

19. Explain respondent conditioning.

Back 27

Respondent condition involves pairing a stimulus that elicits some response with one that does not, in such a way that the two stimuli occur together.

Front 28

a. What is higher-order conditioning?

Back 28

A conditioning that happens subtly and mostly unnoticed.
the pairing of a neutral stimulus with a conditioned stimulus

Front 29

b. How does emotional conditioning occur?

Back 29

Emotional reaction can be transferred to many new stimuli in your life. As you have new experiences, you may undergo new associations between conditioned emotional reactions and new stimuli so that the new stimuli will come to elicit the original emotional reaction.

Front 30

c. After a reaction has been conditioned, what effect does the stimulus-or antecedent-have?

Back 30

Through conditioning, antecedents come to elicit automatic reactions that are often emotional.

Front 31

20. Describe learning through modeling.

Back 31

Many behaviors are learned by oberserving someone else perform the actions, which are then imitated.

Front 32

fixed interval

Back 32

a reward will occur after a fixed amount of time. For example, every five minutes. Paychecks work on this schedule - every two weeks I got one.

Front 33

variable interval

Back 33

reinforcers will be distributed after a varying amount of time. Sometimes it will be five minutes, sometimes three, sometimes seven, sometimes one.

Front 34

fixed ratio

Back 34

a behavior is performed X number of times, there will be one reinforcement on the Xth performance

Front 35

variable ratio

Back 35

reinforcers are distributed based on the average number of correct behaviors.

Front 36

random schedule

Back 36

there is no correlation between the animal's behavior and the consequence

Front 37

primary positive reinforcer

Back 37

something that the animal does not have to learn to like. It comes naturally, no experience necessary. Primary R+s usually include food, water, often include sex

Front 38

secondary positive reinforcer

Back 38

something that the animal has to learn to like. The learning can be accomplished through Classical Conditioning or through some other method.

Front 39

Positive Reinforcement (R+)

Back 39

Something Good can start or be presented, so behavior increases

Front 40

Negative Punishment (P-)

Back 40

Something Good can end or be taken away, so behavior decreases

Front 41

Positive Punishment (P+)

Back 41

Something Bad can start or be presented, so behavior decreases

Front 42

Negative Reinforcement (R-)

Back 42

Something Bad can end or be taken away, so behavior increases

Front 43

four possible consequences to any behavior

Back 43

Something Good can start or be presented;
Something Good can end or be taken away;
Something Bad can start or be presented;
Something Bad can end or be taken away.

Front 44

Classical conditioning

Back 44

forms an association between two stimuli

Front 45

Operant conditioning

Back 45

forms an association between a behavior and a consequence.

Front 46

extinction burst happens when?

Back 46

When a behavior that has been strongly reinforced in the past no longer gains a reinforcement

Front 47

Unconditioned Stimulus

Back 47

one that unconditionally, naturally, and automatically triggers a response.

Front 48

Unconditioned Response

Back 48

the unlearned response that occurs naturally in response to the unconditioned stimulus

Front 49

Conditioned Stimulus

Back 49

previously neutral stimulus that, after becoming associated with the unconditioned stimulus, eventually comes to trigger a conditioned response.

Front 50

Conditioned Response

Back 50

the learned response to the previously neutral stimulus.