Use LEFT and RIGHT arrow keys to navigate between flashcards;
Use UP and DOWN arrow keys to flip the card;
H to show hint;
A reads text to speech;
32 Cards in this Set
- Front
- Back
|
Response |
A single instance of Behavior Measurable unit of analysis in the science of Behavior |
|
|
Behavior |
Larger set/class of responses that share physical dimensions. |
|
|
Response class |
A group of behaviors that comprise an operant (have the same function). |
|
|
Operant |
Response-consequence relationship. Similar behaviors that are strengthened or weakened collectively as a result of operant conditioning. |
|
|
Repertoire (2 meanings) |
1. All behaviors that an individual can do 2. A collection of knowledge and skills an individual has learned that are relevant to a particular task |
|
|
Environment |
A complex, dynamic universe of events that differs from instance to instance All Behavior occurs within an environmental context |
|
|
Stimuli |
- Physical events that affect the behavior of an individual - An energy change that affects an organism thru receptor cells |
|
|
3 types of nervous systems affected by stimuli (PIE) |
1. Proprioceptive - stimulation from joints, tendons, muscles, etc. necessary for balance and movement (related to internal events) 2. Interoceptive - stimulation of ORGANS (related to internal events) 3. Exteroceptive - 5 senses |
|
|
Stimulus class |
- A group of antecedent stimuli that has a common effect on an operant class - Group members of a stimulus class tend to evoke or abate the same behavior or response class, yet may vary across physical dimensions |
|
|
3 types of stimulus classes (FTF) |
1. Formal - physical features 2. Temporal - stimulus changes that exist or occur prior to the behavior of interest and stimulus changes that follow a behavior of interest 3. Functional - stimulus changes that are understood best through a functional analysis of their effects on Behavior. The effect of the stimulus on the behavior. There can be multiple functions of a single stimulus. |
|
|
Feature stimulus class |
Stimuli share common topographies, relative relations (spatial arrangements), and are developed thru stimulus generalization.
Can be an infinite number of stimuli Ex. Dogs, house, tree |
|
|
Arbitrary stimulus class |
Stimuli comprising this class evoke the same response, but do NOT share a common stimulus feature. They do not physically look alike or share a relative relationship. Limited number of stimuli. Developed thru stimulus equivalence. Ex. Fruits, veggies, 50% vs 1/3 |
|
|
Consequences |
Only affect future behaviors. Consequences select response classes, NOT individual responses. |
|
|
Unwanted effects of reinforcement |
- effects of reinforcement can be temporary - relying on the use of contrived reinforcers as opposed to natural reinforcers - misconception about external reinforcers and confusing reinforcement with bribery - using items as potential reinforcers that may be harmful to the health and development of the client or that may require excessive MOs to be effective - BEHAVIOR CONTRAST |
|
|
Behavior Contrast (2 types) |
When the rate of responding to a stimulus on one setting changes when the condition of reinforcement in the other setting gets modified 1. Positive Behavior Contrast- Behavior INCREASES for a potentially MORE FAVORABLE reinforcer AFTER being exposed to a reinforcer that has become LESS FAVORABLE 2. Negative Behavior Contrast- behavior DECREASES for a LESS FAVORABLE reinforcer AFTER being exposed to a reinforcer that is clearly MORE FAVORABLE |
|
|
Stimulus control and when it is acquired |
When the rate/frequency, latency, duration, or amplitude of a response is altered in the presence of an antecedent stimulus. Acquired when responses are reinforced only in the presence of a specific stimulus (Sd) and not in the absence (Sdelta) |
|
|
Factors affecting stimulus control |
1. Preattending skills - looking at the instructor, looking at the materials, listening to directions, and sitting quietly for short periods of time. 2. Stimulus salience - prominence of the stimulus in a person's environment, increased salience makes things easier to learn. |
|
|
Stimulus salience is affected by 2 elements |
1. Masking - even though a stimulus has acquired a stimulus control over a behavior, a competing stimulus can block the evocative function of that stimulus. the behavior is already in the individuals repertoire, but is masked by other elements. 2. Overshadowing - the presence of one stimulus condition interferes with the acquisition of stimulus control by another stimulus. The individual cannot learn the behavior because the learning is overshadowed by another element. |
|
|
Respondent Behavior |
Elicited (brought out) by stimuli that immediately precede them. Involuntary (unlearned) Reflex = the eliciting stimulus and the behavior it produces that is part of the organisms endowment |
|
|
Habituation |
When the eliciting stimulus is presented repeatedly over a short time, the strength of the respondent behavior diminishes |
|
|
Phylogeny |
Behavior inherited genetically. Respondent behavior is due to phylogenic history. |
|
|
Respondent Conditioning |
When new stimuli acquire the ability to elicit respondents |
|
|
Operant Behavior (SRS) |
Emit/evoke
Any behavior whose probability of occurrence is determined by it's history of consequences. Operants must be defined in terms of their relationship to controlling variables. Operant cannot be defined by topography, but by function. |
|
|
Adaptation |
Reductions in responding evoked by an antecedent stimulus over repeated or prolonged presentations |
|
|
Ontogeny |
Learning that results from an organism's interaction with his/her environment. Operant behavior is due to ontogenic history. |
|
|
Operant Contingency |
The occasion for a response, the response, and outcome of the response.
The dependency of a particular consequence on the occurrence of the behavior.
when a reinforcer or punisher is said to be contingent on a behavior, the behavior must be admitted for the consequence to occur. AKA behavioral contingency, three-term contingency: ABC |
|
|
Contiguity |
AKA temporal contiguity when two stimuli occur close together in time, resulting in an association of those two stimuli. |
|
|
Automaticity of Rx/Px |
A person does not have to know what a consequence means for it to work. Operant conditioning occurs automatically. |
|
|
Automatic reinforcement |
Reinforcement that occurs independent of the social mediation of others. Other people do not deliver the consequence. AKA sensory, self stimulatory behaviors, stereotypy Automatic reinforcement can be negative or positive. |
|
|
Automatic punishment |
Punishment that occurs independent of the social mediation of others. Other people to not deliver the consequence. Can be negative or positive punishment. |
|
|
What does reinforcement strengthen? |
Rate, duration, latency, magnitude, topography. |
|
|
MO vs SD |
MO: something that changes the value of a stimulus as a reinforcer. Related to the differential reinforcing effectiveness of an environmental event. SD: a response in the presence of an SD must produce more reinforcements than it does in its absence. The SD has to have the promise of the reinforcer based on in the enforcing history, then MO is going to produce the response regardless of reinforcement history. |
