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114 Cards in this Set
- Front
- Back
Thorndike's methods |
cats, boxes, mazes, reward, push levelrs
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Thorndike's 3 main principles and 1 minor principle
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Law of Effect, Exercise, Readiness
Law of Spread Effect |
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Law of Effect
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resp. that are followed or accompanied by succes wil be repeated
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Law of Exercise
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a resp repeated in the presence of a stimulus will become bonded to that stimulus
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Law of Readiness
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must be ready (satisfycing) forcing or making to do when not ready reduces motivaton (being able to stop is also satisfying)
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Law of Spread Effect
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act leads to satisfying consequences will be associated with other acts occurring with it (trial and error learning)
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Tranfer of Training
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to specific, related topics; increases as simlarity to stimulus increases for both verbal and motor tasks
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Watson
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fatehr of modern behaviorism, coined the term, rejected introspection, focus on observable measures
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Watson beleived what about learning?
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all learning is classically conditioned (thought = covert speech)
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Classical Conditioning model
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us --> ur
Cs + US --> UR Cs --> CR |
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Aquisition period depends on what?
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the interval btwn CS and US
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optimal interval btwn US and CS
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.5s
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types of conditioning
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simultaneous
delayed trace backward |
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simultaneous conditioning
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same time
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delayed conditioning
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prsentation of CS preceded but overlaps US (most effective type)
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Trace conditioning
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CS terminated prior to US
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Backward conditioning
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US precedes CS; this does not lead to true conditioning (poss. "pseudoconditioning" d/t overgeneralization)
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Delayed v backward cond
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Bell + Food --> salivaton
CS US UR Bell--> Salivation (CR) Food + Bell --> UR |
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CR v. UR
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less intense in both quantity and quality
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Extinction
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occurs when CS is presented without US, eventually no CR
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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 |
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Spontaneous recovery
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overtime the CR will reappear wakly w/ the CS re-administered (ie extinguished responses are inibited, not forgotten)
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experimental neurosis
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when discrimination is difficult (confusion btwn usually distinct stim)leads to unusual behavior
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Higher order conditioning
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CS becomes the US
bell + food --> sal light paired with bell light --> weak sal |
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sensory preconditioning
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pair 2 CS
condition one to --> CR second may weakly --> CR |
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blocking
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after CS isparied w/ US, a 2nd CS is introduced w/out US and blocks the CS --> CR
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Pseudoconditioning
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CR is only tied to experiemental situation, ot the CS ie exp. becomes the CS
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counterconditioning
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pair an undesirable beh with an incompatible beg so beh is eliminated
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techniques based on counterconditioning
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systematic desensitization
assertivenss training sensate focus |
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systematic desensitization
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anx. inhibited by calm
train to relax; build hierarchy of anx stim; desens. in imagination; begin in vivo last |
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assertivenss training
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beh rehearsal or practice invovles a hierarchy of anx beh & get fdbk from thx - calm interferes with panic
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sensate focus
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relax--> touching -> no pressure to have sex w/ graded hierarchy
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reciprocal inhibition is related ot what concept and how does it work?
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systematic desensitization
anxiety is inhibited by calm (opposite) through sympathetic/para action |
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why does systematic desensitization work?
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through extinguishing the anxious response...NOT through Counterconditioning
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techniques based on classical extinction
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flooding, implosion therapy (and systematic desensitization)
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flooding
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expose to anx.-eliciting stim and rpevent avoidance
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is relaxation used in flooding and why?
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No b/c not trying to coutnercondition, trying to extinguish CR w/out presenting CS
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in vivo v. imaginal flooding
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in vivo most effective but may use imaginal if too anxious to do it
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incubation effect
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presentation of flooding increses fear, so use gradual exposure/extinction
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rsch findings on flooding
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1. in vivo better
2. prolonged exposure better 3. invivo (graded or flood) best w/ Agora. and OCD |
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Implosive therapy
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like imaginal flooding but w/ psychodynamic themes (this is unessessary)
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techs based on aversive conditioning
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in vivo aversie cond
covert sensitization |
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aversive conditioning
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noxious stimu (US) + CS (behavior) --> avoidance
e.g. Antabuse |
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in vivo aversive conditioning
used for what problems areas? |
used on sub abuse, paraphilias, SIV
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in vivo aversive conditioning works best when_____
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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
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when/how can you ethically use in vivo aversive conditioning?
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use only when non-aversive failed, when health at risk; apply w/ competence; consult review panel
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covert sensitization
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AVERSIVE COND. IN IMAGINATON;
pos when avoid neg. pairing |
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covert sensitization effectiveness
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> eff. for paraphilias than obesity & addiction
most eff when paried w/ actual aversive stim |
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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)
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respondents
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reflexive behavior automatically elicited by stimuli (target of CC)
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reinforcements
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any stim when applied or removed following a behavor that increases the liklihood the beh will re-occur
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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 |
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punnishment
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any stimulus when applied or removed decreases the liklihood of beh. occurring
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postive punnishment v negative P-
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postive invovles applying a stim to reduce behavior
negative involves removing a stimu to reduce beh. |
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skinner box measures what by which mechanisms?
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operant strength by a) rate of responding or b) totoal # of resp. before extincton trials (no R+)
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operant extinction
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withdrawl of R+ from a previous Reinforced behavior leading to reduction of the beh.
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operant extincton examples
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learned helplessness (previously successful beh fails to produce results, stop even if conditions change)
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reformulated learned helplessness
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believes personal outocmes are unconrollable - low self worth and bad things are global & stable, internal
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response burst
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after removal of R+, behavior at first increases temporarily
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behavioral contrast
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when 2 beh are R+ separately and one is extinguished, the other increases
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spontaneous recovery
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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 |
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primary R+
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inherently valuable
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secondary R+
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acquirs value through parings with primary R+
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generalizaed secondary R+
AKA and def |
generalized conditioned R+ = when paired w/ many types of primary R+'s, secondary yeilds more power (ie money)
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schedules of R+
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continuous, intermittent,
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continuous R+
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R after each response --> fastest learning, fastest satiaton, and fastest extinction - useful when establishing the beh.
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intermittent R+ (when used)
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best after learned b/c more resistant to extinction
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intermittent R+ (types)
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FR -fixed ratio
FI - fixed interval schedule VR- variable ratio VI- Variable Interval |
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fixed ratio schedule
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after fixed # of responses, reinforce
eg FR-10 (10 press --> food) piecework 10 shirts= paycheck |
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fixed interval schedule
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after a certain period of time
FI 20s = food every 20s regardless of # of resp (paid every 2 weeks) |
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fixed interval schedule leads to what effect?
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scallop effect: responses slow or nonexistant followng the R+, then increases --> rapid right before R+ is due
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which R+ schedules produce lowest/highest rates of repsonding? most consistent rate of responding?
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Fixed inerval (FI)
Variable ratio schedule Variable schedules |
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which R+ schedule produce lowest/highest resistance to extinction? in general most resistant?
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Fixed inerval (FI)
Variable ratio schedule Ratio schedules |
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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 |
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Variable Interval Schedule
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unpredictable amount of *time
e.g. surpirse quiz |
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Matching Law (you only work hard for what you get)?
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when presented w/ 2 or more opportunities R+, the relative rate of responding will be proportional to the rel rate of the R+
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Negative R+ is associated with increase in what 2 types of beh?
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escape and avoidance
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escape
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aversive sti (Neg R+) increases behavior that terminates the neg R+
ie press lever to end shock |
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avoidance
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combo of cc and neg R+
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Mower's 2 factor theory of learing from aversive consequences
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1. d/t cc various beh/obj/sit are avoided
2.avoid. is -R by temr of fear |
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what types of beh are hard to extiguish?
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those learned by avoidance conditioning (e.g. phobias)
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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
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discrimination
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beh to only one stim, not another (stim control)
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chaining
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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 |
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response generalization
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R+ the target and similar resp. --> faciliates shaping (R+ successive approximations until learn one simple beh)
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superstitious learning
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accidental or coincidental pariing of resp and R+ (e.g. rian dance --> rain occasionally)
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factors influencing the effectiveness of R+
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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+ |
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factors influencing the effectiveness P+
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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
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techniques based on operant cond.
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shaping & premack principle
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shaping
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used with autistic children (Lovaas R+ speaking w/ mouth movmnts)
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premack principle
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use high prob beh to R+ a low prob beh (allow watch TV after study)
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techniques based on punn and extinction
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time-out, overcorrection, response cost, differential R+ for other behaviors
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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+
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overcorrection
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designed to eliminate some beh and promote alt.;correct neg beh. and repeated/exagg practice of alt. beh
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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
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differential R+ for other behaviors
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combo of operant ext. and R+ don't R+ target (ext) and R+ all other beh; sue w/ autistic to stop SIV
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DRI
DRL |
differential R+ for incompatible beh
differential R+ for low frequency responding |
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contingency contracting
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formal written contract w/ chil and thx that specifies target beh and R+/P+ (also marital prob quid pro quo)
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increasing effectiveness of contingency contracting
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1. info @ stratgey & expected outocmes
2. rewards and sanctions spec. 3. monitor contract and agreed |
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token economy
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R+ (+ usually response cost)
bestif simple and immediate and ind. chosen R+; no generalization(unless in vivo) |
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cogntive learning theories (list)
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Gestalt, Tolman's Cog LT, Social Leanring theory of Bandura, Harlow curiosity
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Gestalt (Kohler)
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insight learning (internal restructuring of the env)w/ prior trail and error exp
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Zeignerk effect
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better memory for imcomplete tasks (related to Gestalt theory of learning)
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Tolman's Cognitvie LT
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conditioning does not -->learning; need undersntading; cog. maps & latent learning (mot--> beh)
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social learning theory (Bandura)
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cc and oc and 3rd process: cog processes mediate determining the influence of stim and interp of env influ.
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social learning theory (Bandura) - says about R+
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does not need to be in past - underlies observational learning
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4 mechanisms of observationallearning
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1. attentional
2. retentinal 3. performance 4. R+(influencs all above) |
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what makes model more R+
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high status, similar, multiple, more liked
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Harlow's theory of learning
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nature of task itself can be rewarding; if get R+ after, lose interest; faster if intersting end; learn to learn
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Clark Hull's Drive Recution Theory
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reduce drive is R+ for leanring
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Miller & Dollard Drive Recution Theory
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frustration --> aggression (or displaced)
if beh. redues fear --> recur (coping or neurosis/psychosis) |
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Miller & Dollard 2 types of drives (gradients)
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approach & avoidance (always > intense); closer to goal,more intense the drive; apparoch/avoidane conflicts
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preparedness
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instinct not operantly learned beh; contraprepared (goes against instinct)
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self-stimlulation
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R+ electric stim of medial forebrain bundle in hypothalmus
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