Flashcards
Domain B
Cards in this deck (95)
- 1Behaviorall living organism
- 2repertoireall bx a person can do
- 3environmentcan be internal (private events)/ external
- 4responsea single instance of bx
- 5response classgroup of bx that serves the same function
ex: exam prep can serve the same function but look different (exam book, index cards and etc) - 6StimulusEvents in the environment that affect the behavior of an individual.
ex:You are normally very talkative during work gatherings. When your boss is present, you are less talkative during work gatherings. Your boss serves as a stimulus that changes your behavior. - 7Proprioceptorsjoints, tendons, muscles, needs for posture, balance and movement
- 8interceptorsinternal events (headache, hunger pains and increase heart rate)
- 9exteroceptors5 senses
- 10Stimulus classA group of stimuli that are similar along one or more dimensions (for example, they look or sound similar, they have a common effect on behavior, or they occur at similar times relative to the response).
- 11Formal stimulus classphysical features some examples of this dimension include color, size, shape, weight, and position. An apple, stop sign, and blood are all in the same stimulus class of "red things". all physical forms (touch color and etc)
- 12Temporal stimulus classDoes a stimulus come before a behavior? It is then considered an antecedent. Does a stimulus come after a behavior? It is then considered a consequence. The temporal dimension involves asking when a stimulus occurs in relation to a behavior.
- 13Functional stimulus class:stimuli that yield the same effect on behavior due to their shared function, regardless of their physical form.
Example: Saying “hello,” “hi,” and “good day” are different expressions but serve the same function of initiating social interaction. They belong to the same functional stimulus class - 14Feature Stimulus classincludes stimuli that share common physical features or common relative relationships. Examples: All red objects (red ball, red car, red shirt)
All round objects (ball, coin, clock)
Animals with fur - 15Arbitrary Stimulus Classstimuli that do not share common physical features but are grouped together because they evoke the same response or serve the same function.🧠 Think: "They don’t look alike at all, but they mean the same thing or are treated the same way." example: The written word "dog", a picture of a dog, and the spoken word "dog"
- 16Respondent Bx[Reflex] [elicited] not learned. unconditioned responses (UR)
- 17Phylogenicgenetically inherited behavior
- 18respondent conditioninga type of learning in which a neutral stimulus becomes associated with a reflexive (involuntary) response due to its repeated pairing with a stimulus that naturally elicits that response.
ex: dentist drill = anxiety
Pavlov US= food
UR= drooling
NS= bell
CS= bell now triggers food
CR= will get food due to the bell - 19habituation:when the US is presented repeatedly over time, the strength of respondent behavior diminishes
ex: gun shots in a movie- make you startled but after hearing it for 1 hour you no longer jump at the hearing of the Gun shots - 20respondent conditioningis not influence by consequences
- 21Operant bx ABC datavoluntary behavior that is influenced by its consequences.
🧠 Think: "I do something → something happens → I’m more or less likely to do it again."
A child cleans their room
Gets praise or allowance
More likely to clean again - 22ontogenic-learned behavior that develops over the course of an individual's lifetime due to interactions with the environment.
🧠 Think: "Behavior shaped by personal experience." ex: A child learns to say “please” to get what they want (learned through reinforcement) - 23respondent operant interactions:The ways in which respondent (involuntary) and operant (voluntary) conditioning influence each other to shape complex behaviors.Example: Anxiety (respondent) about dogs causes avoidance (operant behavior), and avoiding dogs reduces anxiety, reinforcing the avoidance.
- 24operantemitted/ evoked
- 25consequencesa stimulus chance that comes after a bx and changes the likelihood of that responses occurring in the future
- 26positive reinforcementadding something pleasant to increase a behavior.
- 27Positive PunishmentAdd something unpleasant to decrease a behavior. ex: washes the car behavior the teenager came home pass curfew
- 28negative reinforcementremove something bad Increase behavior
ex: turning off alarm when getting out of bed - 29negative punishmenttake away something pleasant to decrease a bx
ex: taking away video game time for misbehaving - 30escape contingencyoccur when a bx removes an ongoing aversive stimulus. ex: turning down the volume ( escape from the loudness)
- 31avoidance contingencywhen a behavior prevents an aversive (unpleasant) stimulus from happening in the first place.
avoids it before it starts.
ex: A student studies in advance to avoid failing a test. - 32two types of avoidance: 1. Discriminated Avoidance:SD is present → avoid aversive event
Ex: warns that something is coming and the person acts quickly to prevent the bad thing from happening
Child sees a teacher pull out a math worksheet (SD) → They ask to use the bathroom → They avoid doing a task they dislike.
You see dark clouds (SD) → You bring an umbrella → You avoid getting soaked.
ex: such as crossing the street upon seeing a familiar person to avoid a conversation - 33Free operant Avoidanceno SD. You avoid it because there a chance of something aversive coming.
ex: student taking alternative routes to avoid potentially getting stuck in bad traffic
"just in case" theory - 34Punishment contingencyit is delivered right after the behavior. decreasing the likelihood of that behavior occurring again in the future
- 35SDP (discriminated effects of punishmentpunishment is being signaled. People curse when they around friends but when the parents are around they dont curse.
ex: avoid touching the oven due to getting burned - 36positive punishment contingencyadd something to decrease the BX
ex: using the word no to stop hitting. The no serves as a positive punishment - 37Negative punishment contingencyremoving something to decrease the behavior
ex: taking away privileges like a child's phone or tablet for misbehaving - 38positive reinforcementadd something to increase the behavior
ex: adding praise to increase the behavior it will happen again - 39negative reinforcementremove something aversive to increase the bx
ex: seatbelt going off, you buckle it to stop the sound - 40automatic reinforcement contingencyreinforcement is delivered to oneself by oneself
- 41positive automatic reinforcementan individual own behavior results in the addition of something desirable
ex:Hand-flapping in individuals with autism to produce visual stimulation - 42negative automatic reinforcementan individuals own bx results in the removal of something undesirable
EX: bug bite Scratching an itch to relieve the sensation of itching - 43Automatic punishment contingencydelivering punishment to yourself
ex: biting your nails, it hurt to take off the nail, it decreases the likelihood you would do it again. - 44positive automatic punishmenta persons own bx results in the addition to something undesireable
ex:You touch a hot stove (behavior), and as a result, you feel pain (a stimulus is added), which makes you less likely to touch the stove again. The pain is automatic. - 45negative automatic punishmenta persons bx own behavior results in the removal of a reinforcer
ex: You are enjoying music (desirable stimulus), and then you bump a button (behavior) that turns off the music; this unpleasant removal of music makes you less likely to bump that button again. The music turning off is automatic. - 46automaticity of reinforcement/ punishmentthat behavior changes because of its consequences, even if the person doesn’t realize the consequence is causing the change.
ex: If you enjoy the coffee and visit Starbucks regularly, the pleasure you receive is a reinforcer for that behavior. You don't need to think about the economic contingency of buying coffee to keep going back; the positive experience itself modifies your behavior - 47Socially mediated contingencya reinforcer is delivered by another person
Ex: someone scratches your back to relieve the itch - 48UCR -unconditioned Reinforcersnot learned- food, water, oxygen
- 49CR- Conditioned reinforcerlearned- is something that becomes rewarding because it’s linked to a natural reward and it helps increase or keep a behavior going
ex: is something that becomes rewarding because it’s linked to a natural reward, like food or shelter, and it helps increase or keep a behavior going - 50UCP- unconditioned punishers -a stimulus that naturally decreases the likelihood of a behavior occurring without any prior learning or conditioning
ex: pain, hot/cold temp, loud noise - 51Conditioned Punisherserves as punisher bc it is being pairs with other punishers both conditioned and unconditioned.
Ex: extra homework, getting pulled over for speeding ,
ex: get drunk = no longer wanting to drink that drink due to that hangover - 52Generalized conditioned punisherpunisher because it has been paired with multiple other punishers.
- 53schedule of reinforcementCRF--> INT --> EXT
- 54CRF- Continuous reinforcementreinforcement is delivered every time the target bx occurs
ex: touch the button and reinforcement comes out every time - 55INT- intermittent schedules of reinforcementwhen some but not all instances of the target bx gets reinforced.
ex: slot machines, lottery tickets - 56extinction-its the absence of reinforcement
- 57four schedule of reinforcement- 1. fixed ratiofixed- rate or time
ratio- number of needed correct responses for reinforcement
a fixed number of responses that need to happen to get reinforced - 582. variable ratioVariable amount of responses have to occur before reinforcement
ex: slot machine
**maintain behaviors - 593. Fixed intervalsfixed amount of time must elapse before a single correct response produces reinforcement
***scallop like - 604. Variable intervalreinforcement is provided after an average or variable amount of time has passed
** best one it allows consistent responses - 61Limited holdLimited hold refers to a restriction on the time during which a response is eligible for reinforcement. It sets a maximum time limit for the response to occur after a specific event or cue
ex: Limited hold refers to a restriction on the time during which a response is eligible for reinforcement. It sets a maximum time limit for the response to occur after a specific event or cue - 62Lag schedule of reinforcementa schedule of reinforcement that requires responses to be different from the previous response for reinforcement to occur and results in response variability.
ex: A child only gets praise for saying a new word each time (not for repeating the same word). - 63progressive ratio schedule of reinforcementthe number of responses required to earn a reinforcer gradually increases over successive sessions or trials
ex: At first, a child earns access to the iPad after completing 2 math problems. Next time, they need to complete 4 problems, then 6 problems, then 8 problems, and so on. The required responses keep increasing before they earn the reinforcer. - 64Breaking pointthe they stop responding.
ex:A child works for the iPad. They respond at 2, 4, 6, 8, 10 problems… but when told to do 12, they refuse. That “12” is their breaking point. - 65Delayed reinforcement schedulereinforcer is delivered after a delay following the target behavior, rather than immediately.
ex: A child finishes cleaning up their toys.
Instead of getting praise right away, the teacher says, “Great job! I’ll give you a sticker after circle time. - 664 compound schedule: conjunctive schedules of reinforcement1. Reinforcement is delivered only when both schedule requirements are met.
Example: FR5 and FI2 — must complete 5 responses and wait 2 minutes.
Real-Life: Finish homework and wait until 6 p.m. → then you get screen time - 67AlternativeReinforcement is delivered when either of two schedule requirements is met. EITHER → OR WHICH EVER COMES FIRST
Example: FR10 or FI1 — whichever happens first. - 68Multiple:Two or more schedules presented alternating, each with a distinct SD.
Example: FR3 when red light is on, FI2 when green light is on.
Real-Life: A teacher gives reinforcement for asking nicely during “green card” time (FR1), but not during “red card” time (EXT) - 69Tandem:Like chained, but no SD signals the switch between components.
Ex: they dont know when they finished and started another part. ONLY when both parts are completed, reinforcement is delivered
Such as being told to clean and sit down for 1 minute - 70Concurrent:Two or more schedules are available at the same time, and the learner chooses.
Work for one amount or do another for reinforcement (they chose which one is more reinforcing ) - 71MixedLike multiple, but no SD to signal the schedule in effect. You do not know which one is being used at the moment to reinforce
Ex: Working for tips - 72Chainedhas steps, has SD, reinforcement in the end of the order
Complete a puzzle (FR5), then read a book for 2 minutes (FI2) → reinforcement
Real-Life: Making a meal (prep, cook, plate) → then you eat (reinforcer) - 73Operant extinctionfading prompt to increase independence
ex: scream= candy NOW scream gets ignored and the behavior goes down - 74Respondent extinctionunpairing conditioned stimulus and unconditioned stimulus
Ex: dog stop drooling when bell ring does not get the food any more - 75Stimulus Controlbx occurs in the presence of an SD (instructional control)
Need reinforcement
It is when the latency, magnitude changes in the present of the antecedent - 76Discriminative Stimulus SDa cue or signal that indicates when a specific behavior is likely to be reinforced, or rewarded
- 77discriminated operant-responding only to the discriminative stimulus and not to similar stimuli
ex:the person learns that a certain cue signals reinforcement is available for a specific behavior.
A child only says “cookie” when Mom (SD) is in the kitchen, because Mom has reinforced that request before.
The same child does not say “cookie” when their sibling is in the kitchen, because the sibling never gives them one. - 78Stimulus Deltais a stimulus that signals that reinforcement is NOT available for a particular response.
SD: Teacher holds up a red card and says, “Touch red” → Child touches red → gets praise
SΔ: Teacher holds up a blue card and says, “Touch red” → Child touches blue → no praise
👉 The blue card is the stimulus delta (SΔ) — it’s present, but responding to it doesn't get reinforcement. - 79stimulus salienceThe prominence or noticeability of a stimulus. More salient stimuli are more likely to gain a learner’s attention and therefore more likely to influence behavior.
Example: A brightly colored picture of a dog is more likely to draw attention than a black-and-white image, making it more salient. - 80Stimulus blocking(masking)A more salient stimulus prevents the learner from responding to a less salient stimulus, even if the less salient stimulus is the correct SD (discriminative stimulus).Tip: It’s about the correct cue being there but not attended to due to a competing stimulus.
Example: A teacher gives a verbal instruction ("Touch red"), but the student is distracted by a flashing toy nearby. The toy "masks" the verbal cue, preventing learning. - 81Overshadowing stimulusWhen two stimuli are presented simultaneously, the more salient stimulus gains control over the behavior, preventing learning of the less salient one.
Example: A teacher uses a loud bell and a hand signal at the same time to cue students to clean up. Students only respond to the bell, and ignore the hand signal the bell has overshadowed the hand gesture.
Difference from masking: Overshadowing occurs during learning (acquisition); masking happens when the behavior has already been learned but is not demonstrated due to interference. - 82stimulus GeneralizationWhen a behavior occurs in the presence of stimuli that are similar to the one where it was reinforced.
ex: child taught the word dog when shown a picture of dog --> now the child say dog when seeing chihuahua, poodle, golden retriever - 83Response GeneralizationWhen different responses (behaviors) serve the same function or produce the same outcome.
ex: A learner is taught to greet others by saying “Hi.”
Later, without direct teaching, the learner also begins greeting with “Hello,” “Hey,” or waving. - 84response maintenancethe skills remain even when teaching stopped
- 85Establishing operant (EO)-increase value of reinforcer (EVOKE)
- 86Abolishing operation (AO)-decrease value of reinforcer (ABATIVE)
- 87Value altering effect-how much you want something
- 88Behavior Altering effects-how bx changes to access a reinforcer in the moment
- 89Rule govern behaviorBehavior that is controlled by a verbal rule or instruction rather than direct contact with the actual contingencies.
The rule specifies the contingency (“If you do X, then Y will happen”), and the person behaves according to it.
ex: “If you finish your homework, you can watch TV.” The child does their homework because of the rule, even if they’ve never been reinforced for it before. - 90UMO- Unconditioned motivating OperationsA motivating operation whose value-altering effect does not depend on learning history.
Ex: cold= you put sweater
Food deprivation → Increases the value of food as a reinforcer → Evokes food-seeking behavior.
Sleep deprivation → Increases the value of sleep → Evokes behaviors that lead to rest.
Being too warm → Increases value of cool air/water → Evokes behavior like seeking shade or turning on a fan. - 91CMO- conditioned motivating operantCMOs are learned through association with other reinforcers or contexts.
Ex: see a snack, needs to be open→ ask for help - 92CMO-S (Surrogate)- a neutral thing becomes motivation because it always pairs with something else
- 93CMO-R (Reflexive)A stimulus that signals a worsening or improvement condition → alters the value of its own removal.
ex:A warning light on your car dashboard (signals possible engine trouble). The light itself increases the value of checking the car (removing/avoiding the problem) - 94CMO-T (Transitive)A stimulus that makes another stimulus more valuable because it’s needed to access reinforcement.
ex: A locked fridge makes the key more valuable.
The lock itself doesn’t provide food, but it creates a situation where the key becomes necessary. - 95—
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- Flashcards on Domain B, created by Krys J on 11/08/2025.
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