Flashcards
Behavior Mod
Cards in this deck (57)
- 1Unconditioned Stimulusstimulus that unconditionally, naturally, and automatically triggers a response
- 2unconditioned responsea behavior that occurs naturally due to a given stimulus
- 3neutral stimulusa stimulus which initially produces no specific response other than focusing attention
- 4conditioned stimulusa previously neutral stimulus that, after becoming associated with the unconditioned stimulus, eventually comes to trigger a conditioned response
- 5conditioned responsea response to the conditioned stimulus after conditioning. The cr is usually similar to the ucr, but unlike the ucr, it must be acquired through experience and is relatively impermanent
- 6extinctionWhen the CS is presented repeatedly in the absence of a UCS.
When this is done the CR frequency eventually returns to pre-training levels. - 7Classical conditioningClassical conditioning (also known as Pavlovian or respondent conditioning) is a learning process in which an innate response to a potent stimulus comes to be elicited in response to a previously neutral stimulus; this is achieved by repeated pairings of the neutral stimulus with the potent stimulus.
- 8Operant conditioningOperant conditioning (also "instrumental conditioning") is a type of learning in which the strength of a behavior is modified by its consequences, such as reward or punishment, and the behavior is controlled by antecedents called discriminative stimuli which come to signal those consequences.
- 9Positive reinforcementThis occurs when a behavior (response) is rewarding or the behavior is followed by another stimulus that is rewarding, increasing the frequency of that behavior.
- 10Negative reinforcementThis occurs when a behavior (response) is followed by the removal of an aversive stimulus, thereby increasing that behavior's frequency.
- 11Positive punishmentThis occurs when a behavior (response) is followed by an aversive stimulus, such as pain from a spanking, which results in a decrease in that behavior.
- 12Negative punishmentOccurs when a behavior (response) is followed by the removal of a stimulus, such as taking away a child's toy following an undesired behavior, resulting in a decrease in that behavior.
- 133. Differences between classical and operant conditioningClassical conditioning connects conditioned stimuli with conditioned responses whereas operant conditioning uses reinforcement and punishment to change the frequency of behaviors
- 14Reinforcementgiving a positive or taking away a negative stimuli
- 15Punishmentgiving a negative or taking away a positive stimul
- 16Primary reinforcerbiological reinforcers like food, drink or pleasure
- 17secondary reinforcersconditioned reinforcers like money, grades
- 18back-up reinforcerA backup reinforcer is an activity, item or privilege that the child likes and enjoys. The token economy works because the tokens become paired with the earning of the back-up reinforcers and the child only gets tokens for engaging in desired behaviors
- 19generalized reinforcerA conditioned reinforcer that has obtained the reinforcing function by pairing with many other reinforcers and functions as a reinforcer under a wide-variety of motivating operations. (One example of this is money because it is paired with many other reinforcers).
- 20The four criteria for choosing a target behavior.1. specific behaciors related to that sutdent
2. actual behaviors that are performed
3. conditions are likely to evoke the behavior
4. criteria is set for assessing student behaviors - 21indirect methods of behavioral assessmenta. Interviews
b. Questionnaires
c. Role playing
d. Data from referring sources
e. Client self monitoring - 22direct methods of behavioral assessmenta. narrative recording
b. event recording
c. interval recording
d. time sampling - 23the advantages and disadvantages of direct of behavioral assessment.good because more objective but can not observe covert behaviors, requires training and is time consuming
- 2410. Discuss the advantages and disadvantages of indirect methods of behavioral assessment.good for covert behaviors, is convenient; bad due to accuracies concerns and potential biases
- 25Define the six aspects of behavior that can be recorded.a. Topography or form
b. Frequency
c. Duration
d. Intensity
e. Stimulus control
f. latency - 26Interval behavior recordingrecord specific aspects of behavior within specific intervals of time
i. Crete a frequency count related to presence or absence of behavior during interval
ii. Good for overt behaviors with clear beginning and end (like shouting out) - 27TIME SAMPLINGis a type of interval recording where observations are made at specific times of the day
- 28PARTIAL INTERVALindicate if occurs or not, not frequency
- 29WHOLE INTERVALfor continuous behaviors indicate when present at beginning and end of interval
- 30MOMENTARY TIME INTERVALindicate if present at end of interval
- 31VARIABLE INTER-OCCASION INTERVAL TIME SAMPLErecord at preselected random time sample
- 32Event Recording:record each instance of a behavior is recorded as it occurs
i. Good for discreet behaviors
ii. Difficult for high frequency behaviors
iii. Requires sustained attention of observer - 33Sources of unreliability in observation systemsa. Observer bias
i. Leniency effect
ii. Primacy effect
b. Observer drift
c. Difficulties coding behavior
d. Child reactivity - 34Describe procedures to reduce unreliability.a. Clear and precise directions
b. Systematic and precise rules for observation
c. Time intervals that aren’t over long
d. Training of observers
e. Periodic checks of observers
f. Remaining neutral as possible
g. Positioning self outside traffic flow
h. Shift attention to other children
i. Enter room at natural breaks - 35five categories of reinforces.a. Consumables
b. Activities
c. Manipulative
d. Possessives
e. Social reinforces - 36the Premack principlehigh probability behavior is contingent upon low probability behavior
- 37deprivationNot having access to something that is highly desirable. Often this is used to increase the value of an item/activity to someone.
- 38satiationHaving too much. If the same reinforcer is used over and over again, it will lose it's reinforcing value
- 39different schedules of reinforcement.Fixed-Ratio (FR) Schedule.
Fixed Interval (FI) Schedule.
Variable-Ratio (VR) schedule.
Variable-Interval (VI) schedule. - 40Fixed-Ratio (FR) Schedule.reinforcement should be delivered after a constant or “fixed” number of correct responses
- 41Fixed Interval (FI) Schedule.the delivery of reinforcement will “vary” but must average out at a specific number
- 42Variable-Ratio (VR) schedule.the delivery of reinforcement will “vary” but must average out at a specific number.
- 43Variable-Interval (VI) schedule.the time periods that must pass before reinforcement becomes available will “vary” but must average out at a specific time interval
- 44Ratio strainthis occurs on a subject when long intervals of time are scheduled between reinforcements.
- 45post-reinforcement pause.responses will briefly cease immediately following reinforcement,
- 46time-outthe individual loses access to positive reinforcement for a specified period of time
- 47response costwhen the individual loses a specific amount of reinforcement.
- 48shapingreinforcing successive approximations to a desired, terminal behavior
- 49fadingto the gradual lessening of something; usually reinforcement or prompting to complete a task
- 50chainingadding small behaviors together to create a larger, more complex and sophisticated behavior
- 51stimulus generalization.the act or process of responding to a stimulus similar to but distinct from the conditioned stimulus
- 52response generalization.the act or process of making a different but similar response to the same stimulus.
- 53token economy systemsa system of behavior modification based on the systematic reinforcement of target behavior. The reinforcers are symbols or "tokens" that can be exchanged for other reinforcers
- 54multiple baseline designintermittent measures are taken at the beginning of the experiment and thereafter each time a subject has mastered one of the behaviors or sequential skills
useful for situations where a prolonged baseline could have negative effects - 55Changing Criterion DesignsDesirable to change behavior gradually & in step-like increments
Difficulty of behavior for child easily determined so that criterion changes can be correctly gauged.
Target responding unlikely to display substantial variability during treatment. - 56Alternating Treatment Designs2 or more treatments to be compared
Carry over effects
Child’s performance not substantially different across time of day, class periods, teachers, or other conditions associated with treatment administration - 57ABAB Designs
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- Ph.d Theories of Learning (Behavior Modification) Flashcards on Behavior Mod, created by Sara Fromboluti on 15/05/2016.
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