Flashcards
Learning To Be Happy
Cards in this deck (78)
- 1LearningThe acquisition, or the process by
which behavior is added to an
organism’s repertory, a relatively
permanent change in behaviour. - 2Operant BehaviourBehaviour that can be modBified by its
consequences - 3Thorndike's Law of EffectResponses that produce a
satisfying effect in a particular situation
become more likely to occur again in
that situation - 4Positive ReinforcementStimulus is added to the environment
after a behaviour occurs.
Increases the probability that the
behaviour will occur again. - 5Negative reinforcementAversive stimulus is removed contingent upon a behaviour.
Increases the probability that the behaviour will occur again - 6Positive PunishmentStimulus is added to the environment after a behaviour occurs.
Decreases the probability that the behaviour will occur again - 7Negative PunishmentStimulus is removed from the environment for a previously reinforced behaviour
- 8Unconditional ReinforcerStimulus is removed from the
environment after a behaviour occurs.
Decreases the probability that the
behaviour will occur again. - 9Conditioned reinforcersStimuli that become reinforcing
because they are paired with
unconditioned reinforcers or existing
reinforcers. - 10ExtinctionRemoving reinforcement for a
previously reinforced behaviour. - 11Behavioural effects of extinctionInitial increase in rate / magnitude
Initial increase in variability
Spontaneous recovery - 12Respondent / classical conditioningAn unconditioned response or
conditioned response is elicited by an
antecedent stimulus. These are bodily
responses that have a biological basis - 13Operant conditioningA specific response is followed reliably
by a reinforcing consequence.
Circumstances in which the behaviour
was reinforced develop stimulus
control over the behaviour. - 14AntecedentWhat happens right before a behaviour
occurs - 15BehaviourAnything a person says or does
- 16ConsequenceWhat happens as a result of the
behaviour - 17ABC contingencyAntecedent, behaviour, consequence
- 18Dimensions of ABA: AppliedInvestigates behaviour which is
socially significant (important to
individual and society) - 19Dimensions of ABA: AnalyticData should demonstrate convincingly
that behaviour change was due to the
intervention and not confounding
variables - 20Dimensions of ABA: BehaviouralEmphasis on direct measurement of
the behaviours of interest or concern -
aka “target behaviours - 21Dimensions of ABA: Conceptually systematicEmploys procedures (interventions)
derived from, or to, findings from basic
research on principles of learning –
operant mostly, but respondent too. - 22Dimensions of ABA: TechnologicalThe study should identify & describe
the procedures in sufficient detail that
others are able to replicate that
procedure well enough to produce the
same results - 23Dimensions of ABA: EffectiveImproves behaviour sufficiently to
produce valuable practical results for
the individual. - 24Dimensions of ABA: GeneralityBehavior change that continues after
the original treatment procedures are
withdrawn and when changes in
behavior occur in non-treatment
settings as a function of treatment
procedures. - 25TopographyWhat the behaviour looks like
- 26FunctionWhy the behaviour occurs (purpose)
- 27Behavioural deficitA behaviour that happens not enough,
doesn’t happen at right time or no
behaviour. - 28Behavioural excessA behaviour that happens too much or
happens at inappropriate times. - 29Operational definitionsObjective, only referring to what can be
observed
Unambiguous and clear
Complete (e.g., gives boundaries or
examples of what is and is not
included - 30FrequencyNumber of times a discrete behavior
occurs in a standardized observation
period - 31DurationThe length of time that it takes to
complete a response or the total
amount of time that a response occurs - 32Small-N researchIntensive study of the individual, with
considerable effort made to control,
rather than simply measure, relevant
variables - 33Motivating Operations (MO)Establishes a consequence as a
reinforcer or punisher - 34Discriminative stimulus (SD)Lets you know that consequence is
available if you engage in a particular
behaviour. - 35DeprivationA period in which access to a
reinforcer has been restricted - 36SatiationA period without deprivation in which
access to a reinforcer has been
arranged - 37Establishing operation (EO)Increases the value of a reinforcer and
behaviours related to obtaining that
reinforcer. - 38Abolishing operation (AO)Decreases the value of a reinforcer
and behaviours related to obtaining
that reinforcer. - 39EmittedRefers to operant or learned
behaviours - 40ElicitedRefers to respondent or Pavlovian
behaviours - 41EvokedRefers to behaviours in the presence
of EOs - 42Stimulus controlA higher (or lower) frequency of
behaviour is observed in the presence
of a given stimulus (SD ) because this
stimulus is correlated (is predictive)
with a higher (or lower) frequency of
reinforcement for that behaviour - 43Self controlChoosing a higher value reinforcer that
is available after a delay instead of a
lower value reinforcer that is available
sooner - 44CommitmentDeciding to limit your choices to the
larger, delayed reinforcer before you
need to make a choice. - 45Temporal discountingThe process whereby delay renders
consequences less effective - 46Self-managementApplication of behavioural principles to
modify own behaviour - 47Self-monitoringObserving own behaviour and
recording if the target behaviour did or
did not occur - 48Contingency contractDocument specifying contingency.
Specifies behaviour, reinforcer, and
how access to that reinforcer will be
arranged. - 49Habit reversal proceduresAwareness training, indentifying
competing response, competing
response training, social support,
motivation strategy - 50ShapingDifferential reinforcement of
successive approximations of target
behaviour - 51When to use shapingReinstate previous behaviour
Teach new behaviour
Change dimension of behaviour - 52Task analysisList of stimulus-response components
of a behaviour chain - 53Behaviour chainComplex behaviour comprised of
multiple component behaviours - 54Forward chainingTeach first behaviour first
Once first step mastered, teach
second etc. - 55Total task presentationBehaviour chain taught as a unit
(prompt each response) - 56Graduated exposureSomething we add to the environment
to increase the likelihood of a correct
response - 57Modelling for fear reductionObserve another person contacting
stimuli - 58Acceptance and commitment therapy (ACT)A form of clinical behavioral analysis
traditionally used in psychotherapy. It
is assumed that difficulties arise
because humans are highly complex
being capable of verbal language. - 59Experiential avoidanceAny attempt made to avoid feelings,
thoughts, memories, physical
sensations and other internal
experiences that are uncomfortable to
us – even if doing so creates harm in
the long run - 60Psychological flexibilityThe ability to accept all of our internal
experiences and at the same time
keep moving towards our valued goals
in life despite the presence of
discomfort - 61Core principle of ACT: Cognitive defusionClients learn methods to reduce the
tendency to cling on to their thoughts
and feelings, often by treating them as
concrete entities - 62Core principle of ACT: AcceptanceOpening up & making room for painful
feelings & sensations - 63Core principle of ACT: Contact with the present momentThoughts & feelings are simply
observed with openness and curiosity,
without judgment (mindfulness) - 64Core principle of ACT: ValuesHelp clarify values in various life
domains (family, career, spiritual) and
undermine unconstructive verbal
processes - 65Core principle of ACT: Committed actionThe behavioral steps taken in the
direction of chosen values, even if it’s
difficult and uncomfortable - 66Positive psychologyUnderstanding and facilitating
happiness and subjective wellbeing is
the central objective of positive
psychology - 67Two types of happinessPleasure (incl. physiological arousal) –
joy, elation, bliss
Gratification/ Well-being (cognitive
evaluation of life satisfaction) – family,
career - 68Optimism encourages:Facing challenges to improve life (or
survive)
Positive coping strategies in the face of
negative events
Reinterpretation of negative events in a
positive light
Gives hope for a positive future
It is MOTIVATING and leads to
BEHAVIOUR - 69Optimistic attitudePositive events are stable, internal and
global. Negative events are transient,
external and specific - 70Pessimistic attitudeNegative events are stable, internal
and global. Positive events are
transient, external and specific - 71Optimism results from:1. Optimistic role models (parents)
2. Success in overcoming life events
(behaviour modification) - 72Physical resilienceRegular physical exercise
- 73Social resilienceRegular socialising with close friends
and family - 74Mental resilienceWorking towards valued goals
- 75Emotional resilienceEnjoying daily occurrences that are
congruent with our values - 76GamificationIt is the application of game design
elements into non-game contexts. - 77Gameful design focuses on _______ and ______ to encourage users to engage with gameful design.purpose; meaning
- 78Gameful techniquesNarrative, points, levels, avatars,
meaningful choice, unlockable items.
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- Learning To Be Happy Flashcards on Learning To Be Happy, created by Ellie Dvorakovska on 09/05/2018.
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