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EPSY 7320 Midterm Exam

Kristen McConkey English 120 cards

Cards in this deck (120)

  1. 1Applied Behavior Analysis (ABA)The design, implementation, and evaluation of environmental modifications to produce socially significant improvements in human behavior.
  2. 2BehaviorismThe philosophy of the science of behavior.
  3. 3DeterminismBehavior is lawful. The universe is an orderly and lawful place. All phenomena occur as the result of other events. Behavior is a function of genetics and the environment.
  4. 4EmpiricismThe objective observation with thorough description and quantification of the phenomena of interest. Behavior can be studied scientifically. Induction is used to derive scientific facts.
  5. 5ExperimentA carefully controlled comparison of some measure of the phenomenon of interest (the DV) under two or more conditions in which only one factor at a time (the IV) differs from one condition to another.
  6. 6Experimental Analysis of Behavior (EAB)Founded by Skinner. Study of behavior that uses rate, repeated or continuous measurement, single-subject design, and graphs (e.g. cumulative record). The behavior studied is chosen for ease of measurement for basic research.
  7. 7Explanatory fictionA hypothetical explanation of behavior that leads to circular reasoning.
  8. 8Functional relationThe demonstration of the effect of the independent variable on the dependent variable.
  9. 9Hypothetical ConstructA presumed but unobserved inner process or entity, (e.g., Freud's id, ego, and superego).
  10. 10MentalismAssumes an inner dimension separate from behavior that influences behavior.
  11. 11Methodological BehaviorismPhilosophy of the science of behavior that does NOT include private events.
  12. 12ParsimonyRequires that all simple, logical explanations for the phenomena of interest be ruled out experimentally or conceptually before more complex or abstract explanations are considered.
  13. 13Philosophic DoubtRequires the scientist to continually question the truthfulness of what is regarded as fact. All knowledge is viewed as tentative.
  14. 14Radical BehaviorismPhilosophy of the science of behavior developed by Skinner. Includes private events as behavior.
  15. 15ReplicationRepeating the same experiment, or repeating any part of an experiment, or repeating an experiment while varying other conditions (type of participant, setting, etc).
  16. 16ScienceA systematic approach to seeking and organizing knowledge about the natural world.
  17. 17Automatic reinforcementOccurs when behaviors produce their own reinforcement independent of the mediation of others.
  18. 18Conditioned reinforcerA previously neutral stimulus that has acquired the capability to function as a reinforcer through stimulus-stimulus pairing with one or more unconditioned and/or conditioned reinforcers. Also known as a secondary reinforcer or a learned reinforcer.
  19. 19Generalized conditioned reinforcerA conditioned reinforcer that, as a result of having been paired with many conditioned and unconditioned reinforcers, does not depend on a current EO for any particular form of reinforcement for its effectiveness.
  20. 20Positive reinforcementOccurs when a behavior is followed immediately by the presentation of a stimulus that increases the future frequency of the behavior in similar situations.
  21. 21Positive reinforcerA stimulus presented as a consequence to a response that increases the future frequency of that response.
  22. 22Premack principleStates that making the opportunity to engage in a behavior that occurs at a relatively high free operant or baseline rate contingent on the occurrence of low frequency behavior will function as reinforcement for the low frequency behavior.
  23. 23Reinforcer assessmentRefers to a variety of direct, data-based methods used to present one or more stimuli contingent on a target response, then measuring the future effects on the rate of responding.
  24. 24Response-deprivation hypothesisA model for predicting whether (a) access to one behavior will function as reinforcement for another behavior based on the relative baseline rates at which each behavior occurs and (b) whether contingent access to one of the behaviors represents a restriction compared to the baseline level of engagement.
  25. 25Stimulus preference assessmentRefers to a variety of procedures used to determine (a) The stimuli the person prefers, (b) The relative preference values of those stimuli, and (c) The conditions under which those preference values change when task demands, deprivation states, or schedules of reinforcement are modified.
  26. 26Unconditioned reinforcerA stimulus that functions as a reinforcer for a particular species without prior learning. Also known as a primary reinforcer.
  27. 27Avoidance contingencyA response prevents or postpones the presentation of a stimulus.
  28. 28Conditioned negative reinforcerPreviously neutral events that acquire their effects through pairing with an existing unconditioned or conditioned negative reinforcer.
  29. 29Discriminated avoidanceResponding in the presence of a signal prevents the onset of a stimulus from which escape is a reinforcer.
  30. 30Escape contingencyA response terminates an ongoing stimulus.
  31. 31Free-operant avoidanceResponding at any time during an interval prior to the scheduled onset of an aversive stimulus delays the presentation of the aversive stimulus. No signal is needed.
  32. 32Negative reinforcementOccurs when a response produces the removal, termination, reduction or postponement of a stimulus, which leads to an increase in the future frequency of that response.
  33. 33Unconditioned negative reinforcerA stimulus whose removal strengthens behavior in the absence of prior learning.
  34. 34Adjunctive behaviorsBehaviors other than the target behavior that are produced as a side effect of schedules of reinforcement ("time-filling" behaviors).
  35. 35Alternative schedule (alt)A schedule of reinforcement in which reinforcement occurs when the requirements of either a ratio schedule or an interval schedule is met, regardless of which schedule is met first.
  36. 36Chained schedule of reinforcement (chain)A compound schedule of reinforcement in which an SD is associated with a series of responses that occur in a particular order.
  37. 37Compound schedule of reinforcementAny schedule of reinforcement that combines two or more schedules of reinforcement (e.g. CRF, FR, FI, VR, VI, DRL, DRH, EXT).
  38. 38Concurrent schedule of reinforcement (conc)A schedule of reinforcement that occurs when two or more contingencies of reinforcement operate independently and simultaneously for two or more behaviors.
  39. 39Conjunctive schedule of reinforcement(conj)A schedule of reinforcement in which reinforcement occurs when the requirements of both a ratio schedule and an interval schedule are met.
  40. 40Continuous reinforcement (CRF)A schedule in which every instance of a behavior produces reinforcement; an FR1 schedule.
  41. 41Differential reinforcement of diminishing rates (DRD)Reinforcement occurs only at the end of a pre-determined time interval when the number of responses is less than a criterion that is gradually decreased. Similar to DRL.
  42. 42Differential reinforcement of high rates (DRH)Reinforcement occurs only when the rate of responding is higher than a predetermined criterion.
  43. 43Differential reinforcement of low rates (DRL)Reinforcement occurs only when the rate of responding is lower than a predetermined criterion.
  44. 44Fixed interval (FI)A schedule of reinforcement in which only the first response that occurs after a certain amount of time has passed obtains reinforcement.
  45. 45Fixed Ratio (FR)A schedule of reinforcement that requires the completion of a certain number of responses before obtaining reinforcement.
  46. 46Intermittent schedule of reinforcement (INT)A schedule of reinforcement in which some, but not all, occurrences of a behavior are reinforced.
  47. 47Limited holdWhen added to a FI or VI schedule of reinforcement, limits the amount of time given for the first response at the end of the interval to occur in order to obtain reinforcement.
  48. 48Matching LawFormula developed by Herrnstein that describes how the rate of responding in concurrent schedules is typically proportional to the rate of reinforcement received from each choice alternative.
  49. 49Matching Law FormulaR1 / (R1 + R2) = r1 / (r1 + r2)
  50. 50Mixed schedule (mix)A combined schedule of reinforcement that presents two or more schedules of reinforcement for the same behavior without an SD associated with any of the schedules.
  51. 51Multiple schedule (mult)A combined schedule of reinforcement that presents two or more schedules of reinforcement for the same behavior with a different SD associated with each schedule.
  52. 52Postreinforcement pauseAfter reinforcement is delivered in an FR or FI schedule of reinforcement, a pause in responding occurs.
  53. 53Progressive schedule of reinforcementA schedule of reinforcement that systematically thins each successive reinforcement opportunity independent of the participant's behavior by using arithmetic algorithms or geometric progressions to determine which responses obtain reinforcement.
  54. 54Ratio strainOccurs when a schedule of reinforcement is thinned too quickly and produces the same effect as extinction.
  55. 55Schedule of reinforcementA rule that describes a contingency of reinforcement (the environmental arrangements that determine conditions by which behaviors will produce reinforcement).
  56. 56Schedule thinningGradually increasing the number of responses before reinforcement occurs or gradually increasing the duration of the interval before the first response is followed by reinforcement.
  57. 57Tandem schedule (tand)A compound schedule of reinforcement in which an SD is not associated with a series of responses that occur in a particular order.
  58. 58Variable interval (VI)A schedule of reinforcement in which only the first response that occurs after a variable amount of time obtains reinforcement.
  59. 59Variable ratio (VR)A schedule of reinforcement in which the number of responses required to obtain reinforcement varies around a particular number.
  60. 60Behavioral contrastIn a multiple schedule, an increase in responding under one schedule results in a decrease in responding under another schedule.
  61. 61Conditioned punisherA stimulus change that functions as punishment as a result of being paired with other punishers.
  62. 62Discriminative stimulus for punishment (SDP)Used by some authors to specify antecedent stimuli that acquire stimulus control for punishment.
  63. 63Generalized conditioned punisherA stimulus change that has been paired with a variety of conditioned and unconditioned punishers so that it is no longer under the control of specific motivating operations and will function as punishment under most conditions.
  64. 64Negative punishmentOccurs when the termination of an already present stimulus (or a decrease in the intensity of an already present stimulus) following a response decreases the future frequency of similar responses.
  65. 65OvercorrectionContingent on each occurrence of problem behavior, the learner is required to engage in effortful behavior related to the problem behavior.
  66. 66Positive practice overcorrectionContingent on the occurrence of problem behavior, the learner is required to repeatedly perform a correct form of the behavior or behavior that is incompatible with the problem behavior for a specified amount of time or number of responses.
  67. 67Positive punishmentOccurs when the presentation of a stimulus (or increase in the intensity of an already present stimulus) following a response decreases the future frequency of similar responses.
  68. 68PunisherA stimulus change that follows a response and decreases the future frequency of similar responses. Most often used to describe consequent stimuli in positive punishment.
  69. 69PunishmentOccurs when a response is followed by a stimulus change that decreases the future frequency of similar responses.
  70. 70Response blockingPhysically intervening as soon as the subject begins to emit the response to prevent the response from occurring.
  71. 71Restitutional overcorrectionContingent on the problem behavior, the learner is required to repair the damage caused by the problem behavior and bring the environment to a better state than it was originally.
  72. 72Unconditioned punisherA stimulus whose presentation functions as punishment without prior learning.
  73. 73Bonus response costContingent upon the occurrence of problem behavior, the learner loses reinforcement that has previously been given as a bonus (such as a number of extra minutes of recess).
  74. 74Contingent observationContingent on the occurrence of problem behavior, the learner is placed where they can observe but cannot gain access to reinforcement in the existing environment.
  75. 75Exclusion time-outContingent on the occurrence of problem behavior, the learner is removed from the environment for a specified amount of time.
  76. 76Hallway time-outContingent upon the occurrence of problem behavior, the learner is removed from the classroom to sit in the hallway for a specified amount of time.
  77. 77Non-exclusion time-outA time out procedure in which the person is not removed from the time in environment, but is not able to access reinforcement.
  78. 78Partition time-outContingent upon the occurrence of problem behavior, the learner is removed to a place within the time-in environment, such as a partition, where they cannot see the time-in environment for a specified amount of time.
  79. 79Planned ignoringOccurs when social reinforcers—usually attention, physical contact, or verbal interaction—are removed for a brief period contingent on the occurrence of an inappropriate behavior.
  80. 80Response costContingent on the occurrence of problem behavior, the learner loses a specific amount of reinforcement already held by the learner (tokens, points, tangibles, activities).
  81. 81Time-out from positive reinforcementThe loss of access to reinforcement for a specific period of time contingent on the occurrence of a behavior.
  82. 82Time-out ribbonA colored band that is placed on the learner and becomes a discriminative stimulus for the availability of reinforcement. The ribbon is removed for a short time (2 minutes) contingent on the occurrence of problem behavior, and no social interaction is provided during that time.
  83. 83Backup reinforcersPreferred items, activities or privileges that can be purchased with tokens in a token economy.
  84. 84Behavioral contractAlso known as a contingency contract. A document that specifies a contingent relationship between the completion of a specified behavior and access to/delivery of a specified reward.
  85. 85Dependent group contingencyAn arrangement in which a reward for the entire group is dependent on the performance of one member or a small group. Also known as the hero procedure.
  86. 86Group contingencyA contingency in which a common consequence (usually, but not always a reward intended to function as reinforcement) is contingent on the behavior of one member of the group, the behavior of part of the group, or the behavior of the entire group.
  87. 87Independent group contingencyAn arrangement in which a contingency is presented to the entire group, but reinforcement is delivered only to the members of the group who meet the criterion stated in the contingency.
  88. 88Interdependent group contingencyAn arrangement in which all members of a group must meet the criterion (individually and as a group) before any member earns the reward.
  89. 89Level systemA type of token economy in which participants can move up a hierarchy of levels contingent on meeting specific performance criteria with respect to target behavior.
  90. 90Self-contractA contingency contract that a person makes with himself/herself.
  91. 91TokenA medium of exchange in a token economy.
  92. 92Token economyA behavior change system consisting of a specified list of target behaviors, tokens or points that the participants receive for emitting the target behaviors and a menu of backup reinforcer items that can be purchased with the tokens they have earned.
  93. 93Habit reversalA multiple-component treatment package for reducing unwanted habits, such as nail biting. Typically includes self-awareness training, competing response training, and motivation techniques.
  94. 94Massed practiceA self-directed behavior change technique in which the person forces himself or herself to perform an undesired behavior, which sometimes decreases the future frequency of the behavior.
  95. 95Self-control (Skinner)A two-step phenomenon, in which the controlling response affects variables in such a way as to change the probability of the controlled response.
  96. 96Self-controlA person's ability to "delay gratification" by emitting a response that will produce a larger or higher quality delayed reward over a response that produces a smaller or lower quality reward immediately. Also known as impulse control.
  97. 97Self-evaluationA procedure in which a person compares his performance of a target behavior with a predetermined goal or standard. Also called self-assessment.
  98. 98Self-instructionSelf-generated verbal responses, covert or overt, that function as rules or response prompts for a desired behavior; as a self-management tactic, it can guide a person through a behavior chain or a sequence of tasks.
  99. 99Self-managementThe personal application of behavior change tactics that produces a desired change in behavior.
  100. 100Self-monitoringA procedure whereby a person systematically observes his or her behavior and records the occurrence or non-occurrence of the target behavior. Also called self-recording or self-observation.
  101. 101Systematic desensitizationA behavioral therapy treatment for anxieties, fears, and phobias that involves substituting one response, generally muscle relaxation, for the unwanted behavior—the fear and anxiety. The client practices relaxing while imagining anxiety-producing situations in a sequence from least fearful to most fearful.
  102. 102Behavior trapContingencies of reinforcement that are especially powerful and produce substantial and long lasting behavior changes.
  103. 103Contrived contingencyAny contingency of reinforcement or punishment designed and implemented by a behavior analyst or practitioner to achieve the acquisition, maintenance, and/or generalization of a target behavior.
  104. 104Contrived mediating stimulusAny stimulus made functional for the target behavior in the instructional setting that later prompts or aids the learner in performing the target behavior in a generalized setting.
  105. 105General case analysisA systematic process for identifying and selecting teaching examples that represent the full range of stimulus variations and response requirements in the generalization setting(s). Also called general case strategy.
  106. 106GeneralizationA generic term for a variety of behavioral processes and behavior change outcomes.
  107. 107Generalization across subjectsRefers to changes in the people not directly treated by the intervention as a function of treatment contingencies applied to the learner.
  108. 108Generalization probeAny measure of a learner's performance of a target behavior in a setting and/or stimulus situation in which direct training has not been provided.
  109. 109Generalization settingAny place or stimulus situation that differs in some meaningful way from the instructional setting and in which performance of the target behavior is desired.
  110. 110Indiscriminable contingencyA contingency in which the learner cannot discriminate whether the next response will produce reinforcement
  111. 111Instructional settingThe environment where instruction occurs; includes all aspects of the environment, planned and unplanned, that may influence the learner's acquisition and generalization of the target behavior.
  112. 112Lag reinforcement scheduleA schedule of reinforcement in which reinforcement is contingent on a response being different in some way (e.g. different topography) from the previous response or a specified number of previous responses.
  113. 113Multiple exemplar trainingInstruction that provides practice with a variety of response topographies to help ensure the acquisition of the desired response forms and also promotes response generalization in the form of untrained topographies. Incorporates both stimulus and response variations.
  114. 114Naturally existing contingencyAny contingency of reinforcement or punishment that operates independent of the behavior of the behavior analyst or practitioner. Includes non-social and social contingencies.
  115. 115Programming common stimuliIncluding typical features of the generalization setting into the instructional setting
  116. 116Response generalizationThe extent to which a learner emits untrained responses that are functionally equivalent to the trained target behavior.
  117. 117Response maintenanceThe extent to which a learner continues to perform the target behavior after a portion or all of the intervention responsible for the behavior's initial appearance in the learner's repertoire has been terminated.
  118. 118Setting/situation generalizationThe extent to which a learner emits the target behavior in a setting or stimulus situation that is different from the instructional setting.
  119. 119Teaching sufficient examplesA general strategy that consists of teaching the learner to respond to a subset of all of the possible stimulus and response examples and then assessing the learner's performance on untrained examples.
  120. 120Teaching looselyRandomly varying non-critical aspects of the instructional setting within and across teaching sessions. Decreases the chance that a non-critical element will acquire stimulus control over the response (faulty stimulus control).

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Flashcards on EPSY 7320 Midterm Exam, created by Kristen McConkey on 03/03/2016.
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