Behaviour Modification Exam 6

Front 1

Define escape conditioning and describe how it was used with Joanne

Back 1

Escape conditioning: Also known as negative reinforcement: The removal of a certain aversive stimuli immediately after the occurrence of a behaviour will increase the likelihood of that behaviour.
With Joanne, the removal of the loud aversive tone following the response of showing good posture increased the probability that she would show good posture as an escape response to the tone.

Front 2

How is escape conditioning similar to punishment? In what two procedural ways do they differ? How do their effects differ?

Back 2

Similar: Both involve use of an aversive stimulus
Differ: a) Antecedents: In escape conditioning, aversive stimulus is present before the escape response occurs. In punishment, the aversive stimulus occurs after an undesirable behaviour occurs.
b) Consequences: In escape conditioning, the aversive stimulus is removed immediately after the escape response, in punishment, the aversive stimulus is not presented before a certain response.
Effects differ: Punishment decreases the likelihood of a target response, whereas escape conditioning increases the likelihood of a target response.

Front 3

Describe two examples of escape conditioning in everyday life, one of which is not in this chapter

Back 3

a) When a room is too cold, we escape the chill by putting on an extra sweater.
b) When a radio is too loud and hurting your ears, you turn down the volume dial to reduce the volume.

Front 4

What is another name for escape conditioning and why is it called that

Back 4

Negative reinforcement, because “reinforcement” refers to reinforcement that strengthens responses and the word negative indicates that the strengthening effect occurs because the response leads to the removal of an aversive stimulus)

Front 5

) In what two procedural ways is negative reinforcement different from positive reinforcement? How are their effects similar?

Back 5

Different: a) Negative reinforcement involves the removal of an aversive stimulus following a certain behaviour, whereas positive reinforcement involves presenting a desirable stimulus following a certain behaviour.
b) Negative reinforcement requires an undesirable behaviour to cease, and a desirable (escape) response to occur, whereas positive reinforcement simply occurs a positive behaviour to occur.
Similar: Both procedures increase the chances of the target behaviour occurring in a similar situation.

Front 6

Define avoidance conditioning and describe how it was used with Joanne

Back 6

A behaviour prevents an aversive stimulus from occurring thereby resulting in an increase in the frequency of that behaviour.
With Joanne, good posture prevented the tone form occurring.

Front 7

Give another name for warning stimulus

Back 7

Conditioned aversive stimulus

Front 8

What is the name of the type of avoidance conditioning that involves a warning stimulus?

Back 8

Discriminated avoidance conditioning

Front 9

How is a warning stimulus different from an S^Dp?

Back 9

An S^Dp is a stimulus in the presence of which a response will be punished, whereas a warning stimulus is a stimulus that signals a forthcoming aversive stimulus.

Front 10

What are two procedural difference between escape conditioning and avoidance conditioning

Back 10

a) An escape response removes an aversive stimulus that has already occurred while an avoidance response prevents an aversive stimulus from occurring at all.
b) Avoidance conditioning involves a warning stimulus, which signals a forthcoming aversive stimulus. Escape conditioning does not involve a warning stimulus.

Front 11

Describe two examples of avoidance conditioning, one not in this chapter

Back 11

a) One is driving and exceeding the speed limit, they see a police car ahead and turn down a side street so they no longer see the police car, thus avoiding getting a speeding ticket.
b) Jennifer is smoking a cigarette in her highschool locker room. She hears her principal entering the locker room and hides in a locker, where she can no longer see or hear her teacher, thus avoiding getting suspended.

Front 12

Describe three types of immediate consequences that might maintain avoidance responses.

Back 12

a) The avoidance response is strengthened because it immediately terminates the warning stimulus.
b) In some cases the avoidance response enables a person to immediately escape from anxious feelings
c) In some cases the avoidance response enables a person to immediately escape from unpleasant thoughts.

Front 13

) Briefly illustrate how people unknowingly strengthen others’ undesirable beahviour by allowing such behaviour to lead to escape or avoidance of aversive stimuli

Back 13

They individual learns that their undesirable behaviour allows them to avoid something unpleasant, which causes them to repeat the undesirable behaviour in a similar situation in order to avoid something unpleasant.
Example: A child throws a tantrum every time his teach tries to get him to do school work, causing the teacher to leave the room (escaping school work), and so he’s more likely to tantrum the next time his teach tries to get him to do work.

Front 14

Give an example of the inadvertent establishment of conditioned aversive stimuli, which then causes individuals to avoid or escape those stimuli.

Back 14

A coach ridicules a soccer player everytime they perform poorly, so the player improves his skills to avoid being ridiculed. However, the coach becomes an aversive stimulus, and the player avoids him.

Front 15

Explain with an example of your own why an individual might unknowingly positively reinforce the undesirable behaviour of another individual (see table 14.1) Clearly identify the behaviour principles involved

Back 15

Anna has cookies, and her sister keeps kicking her and saying “Give me one”. Anna gives her sister a cookie and the sister stops kicking. The next time Anna has cookies, her sister again begins to kick her and say “Give me one”. The behaviour principle involves with this is escape conditioning.

Front 16

Explain how escape conditioning might influence an adult to unknowingly positively reinforce a child’s extreme social withdrawal.

Back 16

A child does not want to interact with others in a social situation, so the parent takes them home. The child learns that if they socially withdraw in the future, they will be allowed to escape the social situation.

Front 17

What is Sidman avoidance conditioning?

Back 17

Avoidance conditioning which does not involve a warning stimulus.

Front 18

Explain how applying sunscreen or insect repellent might be an example of Sidman avoidance. Give another example from everyday life.

Back 18

A person reapplies sunscreen to avoid getting a sunburn despite not getting a warning stimulus.
Jennifer saves her history report several times to avoid it being lost despite not getting a warning stimulus.

Front 19

Describe how avoidance conditioning has been demonstrated in the hermit crab. Did this study also demonstrate escape conditioning? Explain.

Back 19

A hermit crab will leave its shell and select another shell if it has received a shock in that shell. The crab is hoping to avoid getting shocked again by changing shells. This is not escape conditioning, because the shell itself is not the aversive stimuli, the shock is (unless the shell has become a conditioned aversive stimulus, in which case, yes, it is escape conditioning)

Front 20

Diagram an example of respondent conditioning that isn’t in this chapter

Back 20

DIAGRAM

Front 21

Describe three differences between operant responses and respondent responses

Back 21

a) Respondent responses are elicited by prior stimuli and aren’t affected by their consequences, whereas operant responses affect the environment to produce consequences, which in turn is influenced by those consequences.
b) Respondent responses are reflexive whereas operant responses are due to voluntary behaviour
c) Respondent responses are more likely to be elicited by a neutral stimulus (now known as a CS), whereas operant response is more likely to be emitted due to prior stimulus (now called S^D)

Front 22

Describe the conditioning procedures and the result of conditioning for operant conditioning (positive reinforcement only) and respondent conditioning

Back 22

a) Operant conditioning: In the presence of a stimulus, a response is followed by a reinforcer, this results in the response becoming more likely to occur to prior stimulus (now called S^D)
b) Respondent conditioning: Pairing of a neutral stimulus with an eliciting stimulus prior to a response, this results in the response being more likely to occur to the neutral stimulus (now called CS)

Front 23

Describe the extinction procedure and the results of extinction for operant conditioning and respondent conditioning.

Back 23

a) Operant conditioning extinction: A response is no longer followed by a reinforcer, this results in the response being less likely to occur to the former S^D.
b) Respondent conditioning extinction: The CS is no longer paired with the US, this results in the CS losing its ability to elicit the CR.

Front 24

Explain why for most of us an approaching deadline likely functions as a CS eliciting anxiety as a CR.

Back 24

Because missing deadlines probably has a history of being punished. The punishment elicits a feeling of anxiety, a respondent reaction, and as a consequence of prior pairings with punishment, stimuli associated with missing a deadline are likely CSs eliciting anxiety as a CR.

Front 25

Describe how respondent and operant conditioning interacted to influence Janice to get her term paper done by the deadline.

Back 25

Janice felt anxious due to the deadline-a response caused by respondent conditioning. Working on the term paper (looking up references, reading material, note taking, outline making and writing) consisted of operant responses, as these occurred Janice saw she would meet the deadline, thus decreasing anxiety. Responses were maintained by the negative reinforcement of the decrease in Janice’s anxiety.

Front 26

Describe a behaviour sequence that involves an aversive stimulus and that includes both respondent conditioning and operant conditioning. Diagram the respondent conditioning and the operant conditioning components.

Back 26

A child who does not fear dogs, runs up to a dog, who accidentally knock her over. This startles the child, and after the incident, dogs become an aversive conditioned stimulus for the child. DIAGRAM

Front 27

Describe a behavioural sequence that involves a positive reinforcer that includes both respondent and operant conditioning. Diagram the respondent and operant conditioning components.

Back 27

A child hears an icecream truck’s bell ringing. He runs outside and buys icecream. They bite the icecream and salivates with the icecream in their mouth. DIAGRAM

Front 28

Describe several physiological activities that we experience in a moment of great fear.

Back 28

a) Adrenal glands secrete adrenaline into your bloodstream, arousing and mobilizing your body for action
b) Heart rate increases
c) Breathe more rapidly, providing an increased supply of oxygen, which surges through the body due to the increased heart rate and supplies more oxygen to the muscles.
d) Sweating acts as a cooling mechanisms to prepare for increased energy output
e) Queasy feeling in stomach, because blood vessels to stomach constricts and digestion is interrupted because blood is diverting to muscles
f) Mouth becomes dry because salvivary glands are impeded
g) Lose bowel or bladder control (to lighten body for fleeing)

Front 29

Describe three unconditioned reflexes shown by newborn infants, that normally don’t disappear as the child grows older.

Back 29

a) Blink reflex: blinking in response to the eyes being touched or a bright light
b) Gag reflex: Involves gagging when throat or back of the mouth is touched
c) Sneeze reflex: Sneezing when the nasal passage is irritated

Front 30

Describe the procedures that are major causes for each of the emotions of joy, anger, anxiety and relief.

Back 30

a) Joy: Presentation of reinforcers
b) Anger: Withholding or withdrawing reinforcers
c) Anxiety: Presentation of aversive stimuli
d) Relief: Withdrawal of aversive stimuli

Front 31

) In a sentence for each, summarize three important components that make up our emotions, and name the type of conditioning involved in each component.

Back 31

a) The autonomic reaction you feel during the experience of an emption (accompanied with visible signs)-respondent conditioning
b) The way you learn to express an emotion overtly-operant conditioing
c) The way you become aware of and describe your emotions-operant conditioning

Front 32

Give an example of respondent thinking involving visual imagery that isn’t in this chapter

Back 32

The word, “Mom”, is often paired with looking at one’s mother, so when one hears the word “mom”, it likely elicits activity in the visual part of the brain, so they experience the beahviour of “seeing” their mom.

Front 33

Give an example of operant thinking that isn’t in this chapter

Back 33

A man walking on a slippery sidewalk thinks to himself, “I won’t fall.”

Front 34

When behaviour modifiers speak of private behaviour, to what are they referring?

Back 34

Behaviour which occurs at a level that is not observable by others

Front 35

What basic assumption do the authors of this text make about public and private behaviour?

Back 35

That the procedures of operant and respondent conditioning applies to both private and public behaivour.

Front 36

Give an example, not discussed in this chapter that illustrates how operant thinking might function as a CS to elicit the respondent component of an emotion.

Back 36

A singer thinks to herself, “My singing sounds awful” after singing (operant thinking), she is likely to feel sad (respondent emotion)

Front 37

Discuss whether behaviour modifiers deny the existence and importance of thoughts and feelings

Back 37

Although behaviour modifiers may focus more on observable behaviours, many view thinking and feeling as important subjects as they can be readily dealt with in terms of operant and respondent conditioning. Additionally, thoughts and feelings can be motivators to engage or not engage in certain public behaviours.

Front 38

What is the rationale of covert sensitization?

Back 38

The client imagines a troublesome reinforcer and an aversive stimulus, causing the undesirable reinforcer to become aversive.

Front 39

Describe in some detail a plausible example of covert sensitization

Back 39

A client trying to quit smoking is told to vividly imagine lighting a cigarette after dinner, and then becoming so ill he vomits all over his hands, and everyone at the dinner table. They all look at him with disgust. This is made to seem extremely realistic and aversive, and they are told to turn away form the cigarette, which makes them feel better. Finally he washes up in the bathroom without any sigarettes and feels very relieved.
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