PSYC 387 Final Prep Athabasca University
(DRI) differential reinforcement of incompatible behavior - ANS -In DRI, you reinforce a behavior
that is incompatible with the unwanted behavior. Moving rapidly is incompatible with moving
slowly; smiling is generally incompatible with frowning
\(FT) Fixed time schedule - ANS -A reinforcement schedule in
which reinforcement is delivered independently of behavior at fixed intervals
\3 factors that affect the rate of extinction - ANS -The rate at which extinction occurs depends on
a number of factors, including:
the number of times the behavior was reinforced before extinction
the effort the behavior requires
the size of the reinforcer used during training
\5 potential problems of using punishment - ANS -escape, aggression, apathy, abuse, imitation
of punisher.
\A possible problem with noncontigent reinforcement - ANS -Timing of the reinforcer could
encourage the behavior. Or create new problem behaviours.
\abuse and punishment - ANS -Another difficulty with punishment, especially physical
punishment, is the potential for abuse by the punisher.
\Although Darwin did not understand the genetic basis for evolution, he was aware that _____
(2 things) - ANS -variation within a species was common
selective breeding of farm animals with a specific variation often resulted in offspring with that
characteristic.
\An important factor with regards to punishment effectiveness - ANS -should provide an
alternative way of obtaining reinforcement.
\Animals on fixed ratio schedules perform at a _____ rate, often punctuated by _____ _____
after reinforcement - ANS -high, short pauses
\Another effect of extinction is an increase in the _________ of behavior. - ANS -variability
\Another influence on the effectiveness of punishment is the level of reinforcer ____________. -
ANS -deprivation
\Another name for counterconditioning therapy - ANS -exposure therapy.
\Another severe limitation of learning is that learned behavior is not ______ - ANS -inherited.
\Apathy and punishment - ANS -a general suppression of behavior. If aversives are a common
consequence of many kinds of behavior, the result may be a suppression not only of the
punished behavior but of behavior in general.
\Are mutations always detrimental to survival? - ANS -Many of these changes are simply of no
consequence, one way or the other
Occasionally can be useful to survival. (new horn mutation useful for defense)
,\As a measure of the relative values of two activities, Premack suggested:_____ - ANS
-measuring the amount of time a participant engages in both activities, given a choice between
them.
\Aversion Therapy - ANS -One such treatment is called aversion therapy. A CS that elicits
inappropriate
sexual arousal is paired with a US that elicits an unpleasant response (often
nausea
\Avoidance - ANS -In avoidance, the response prevents or postpones a consequence.
If the level of the target behavior increases only when applying the aversive stimulus, then the
increase in behavior is owing to escape conditioning. However, if the level of the target behavior
increases at other times, then the increase in behavior is owing to avoidance conditioning.
\awareness - ANS -To be self-aware is to observe ones own behavior. Awareness of self talk
and feelings.
\backward conditioning - ANS -the CS follows the US
\Bandura's social learning theory of vicarious learning (requirements of vicarious learning) - ANS
-argues that observational learning is accounted for by four processes that occur during or
shortly after observation of a model. These processes are attentional, retentional, motor
reproductive, and motivational.
\Because VR schedules typically produce fewer and shorter postreinforcement pauses than FR
schedules, a VR schedule usually produces ______ behavior in an hour than a comparable FR
schedule. - ANS -more
\behavior chain - ANS -a connected sequence of behavior.
making a telephone call: You pick up the receiver, listen for a dial tone, punch a set of numbers,
and hold the receiver to your ear.
\benefits of self awareness - ANS -Awareness of others behavior allows us to decide whether to
engage with them, Mary is in a foul mood, mary is in a good mood.
Awareness of our own behavior allows us catch sickness's early, as well as bad moods. We
may then better predict what we should do in that situation.
\Betty Hart and Todd did a longitudinal study of the verbal environment provided by parents with
different educational backgrounds. . What did they find? - ANS -Those children whose parents
talked to them a lot (providing lengthy explanations and lots of positive feedback, for example)
later scored higher on intelligence and vocabulary tests than those children whose parents were
more reticent.
\Both avoidance and escape _______ the level of the target behavior - ANS -increase
\Can mutations occur in any cell of the body? - ANS -yes
\CER (conditioned emotional response) - ANS -emotional reactions, including
not only fear but love, hate, and disgust, are largely learned, and they are
learned mainly through Pavlovian conditioning. Watson called them conditioned
emotional responses.
\chaining procedure - ANS -Training an animal or person to perform a behavior chain is called
chaining.
, \concept - ANS -Any class (i.e., group, category) the members of
which share one or more defi ning features.
For example, all spiders have eight legs
\concept analysis - ANS -In concept analysis a concept is broken down into its critical and
variable features. Allows a teacher to construct concept examples and nonexamples for
teaching purposes.
\Concepts require both ________ and _________. - ANS -generalization,discrimination
\conceptual behavior - ANS -Occurs when a class of stimuli that share stimulus features act as
discriminative training stimuli for responding.
Consider a child who has learned the concept of inside, and can recognize and apply it to many
situations. This would be an example of conceptual behavior because the stimulus features of
insideness would be a discriminative stimulus for the child's behavior.
\concurrent schedule of reinforcement - ANS -In concurrent schedules, two or more schedules
are available at once.
\conditioned suppression - ANS -A reduction in the rate of responding due to the noncontingent
presentation of an aversive CS.
\Contiguity in pavlovian conditioning - ANS -Contiguity refers to the closeness in time or space
between two events. In Pavlovian conditioning, contiguity usually refers to the interval between
the CS and US.
\counterconditioning - ANS -This use of Pavlovian procedures to reverse the unwanted effects
of conditioning is called counterconditioning.
broad term for systematic desentization or other type of exposure therapy
\Covert modeling - ANS -Covert modeling: Covert modeling is imagining the act of imitation. For
example, athletes sometimes prepare for contests by imagining themselves performing well.
Covert modeling can be contrasted with overt modeling, which is demonstrating a response
publicly.
\Covert Sensitization - ANS -A variation of aversion therapy where the patient imagines the
inappropriate behavior and then is presented with an extremely unpleasant odor.
\Critical periods - ANS -Sometimes, animals are especially likely to learn a particular kind of
behavior at one point in their lives; these stages for optimum learning are referred to as critical
periods.
\cue-dependent forgetting - ANS -The idea is that learning inevitably occurs within a particular
context—that is, in the presence of a given pattern of stimuli.
These stimuli then act as cues that serve to evoke behavior. If, later on, these cues are absent,
performance suffers. This is sometimes called cue-dependent forgetting
\Define a FAP. Give an example. - ANS -A series of interrelated acts found in all or nearly all
members of a species.
(DRI) differential reinforcement of incompatible behavior - ANS -In DRI, you reinforce a behavior
that is incompatible with the unwanted behavior. Moving rapidly is incompatible with moving
slowly; smiling is generally incompatible with frowning
\(FT) Fixed time schedule - ANS -A reinforcement schedule in
which reinforcement is delivered independently of behavior at fixed intervals
\3 factors that affect the rate of extinction - ANS -The rate at which extinction occurs depends on
a number of factors, including:
the number of times the behavior was reinforced before extinction
the effort the behavior requires
the size of the reinforcer used during training
\5 potential problems of using punishment - ANS -escape, aggression, apathy, abuse, imitation
of punisher.
\A possible problem with noncontigent reinforcement - ANS -Timing of the reinforcer could
encourage the behavior. Or create new problem behaviours.
\abuse and punishment - ANS -Another difficulty with punishment, especially physical
punishment, is the potential for abuse by the punisher.
\Although Darwin did not understand the genetic basis for evolution, he was aware that _____
(2 things) - ANS -variation within a species was common
selective breeding of farm animals with a specific variation often resulted in offspring with that
characteristic.
\An important factor with regards to punishment effectiveness - ANS -should provide an
alternative way of obtaining reinforcement.
\Animals on fixed ratio schedules perform at a _____ rate, often punctuated by _____ _____
after reinforcement - ANS -high, short pauses
\Another effect of extinction is an increase in the _________ of behavior. - ANS -variability
\Another influence on the effectiveness of punishment is the level of reinforcer ____________. -
ANS -deprivation
\Another name for counterconditioning therapy - ANS -exposure therapy.
\Another severe limitation of learning is that learned behavior is not ______ - ANS -inherited.
\Apathy and punishment - ANS -a general suppression of behavior. If aversives are a common
consequence of many kinds of behavior, the result may be a suppression not only of the
punished behavior but of behavior in general.
\Are mutations always detrimental to survival? - ANS -Many of these changes are simply of no
consequence, one way or the other
Occasionally can be useful to survival. (new horn mutation useful for defense)
,\As a measure of the relative values of two activities, Premack suggested:_____ - ANS
-measuring the amount of time a participant engages in both activities, given a choice between
them.
\Aversion Therapy - ANS -One such treatment is called aversion therapy. A CS that elicits
inappropriate
sexual arousal is paired with a US that elicits an unpleasant response (often
nausea
\Avoidance - ANS -In avoidance, the response prevents or postpones a consequence.
If the level of the target behavior increases only when applying the aversive stimulus, then the
increase in behavior is owing to escape conditioning. However, if the level of the target behavior
increases at other times, then the increase in behavior is owing to avoidance conditioning.
\awareness - ANS -To be self-aware is to observe ones own behavior. Awareness of self talk
and feelings.
\backward conditioning - ANS -the CS follows the US
\Bandura's social learning theory of vicarious learning (requirements of vicarious learning) - ANS
-argues that observational learning is accounted for by four processes that occur during or
shortly after observation of a model. These processes are attentional, retentional, motor
reproductive, and motivational.
\Because VR schedules typically produce fewer and shorter postreinforcement pauses than FR
schedules, a VR schedule usually produces ______ behavior in an hour than a comparable FR
schedule. - ANS -more
\behavior chain - ANS -a connected sequence of behavior.
making a telephone call: You pick up the receiver, listen for a dial tone, punch a set of numbers,
and hold the receiver to your ear.
\benefits of self awareness - ANS -Awareness of others behavior allows us to decide whether to
engage with them, Mary is in a foul mood, mary is in a good mood.
Awareness of our own behavior allows us catch sickness's early, as well as bad moods. We
may then better predict what we should do in that situation.
\Betty Hart and Todd did a longitudinal study of the verbal environment provided by parents with
different educational backgrounds. . What did they find? - ANS -Those children whose parents
talked to them a lot (providing lengthy explanations and lots of positive feedback, for example)
later scored higher on intelligence and vocabulary tests than those children whose parents were
more reticent.
\Both avoidance and escape _______ the level of the target behavior - ANS -increase
\Can mutations occur in any cell of the body? - ANS -yes
\CER (conditioned emotional response) - ANS -emotional reactions, including
not only fear but love, hate, and disgust, are largely learned, and they are
learned mainly through Pavlovian conditioning. Watson called them conditioned
emotional responses.
\chaining procedure - ANS -Training an animal or person to perform a behavior chain is called
chaining.
, \concept - ANS -Any class (i.e., group, category) the members of
which share one or more defi ning features.
For example, all spiders have eight legs
\concept analysis - ANS -In concept analysis a concept is broken down into its critical and
variable features. Allows a teacher to construct concept examples and nonexamples for
teaching purposes.
\Concepts require both ________ and _________. - ANS -generalization,discrimination
\conceptual behavior - ANS -Occurs when a class of stimuli that share stimulus features act as
discriminative training stimuli for responding.
Consider a child who has learned the concept of inside, and can recognize and apply it to many
situations. This would be an example of conceptual behavior because the stimulus features of
insideness would be a discriminative stimulus for the child's behavior.
\concurrent schedule of reinforcement - ANS -In concurrent schedules, two or more schedules
are available at once.
\conditioned suppression - ANS -A reduction in the rate of responding due to the noncontingent
presentation of an aversive CS.
\Contiguity in pavlovian conditioning - ANS -Contiguity refers to the closeness in time or space
between two events. In Pavlovian conditioning, contiguity usually refers to the interval between
the CS and US.
\counterconditioning - ANS -This use of Pavlovian procedures to reverse the unwanted effects
of conditioning is called counterconditioning.
broad term for systematic desentization or other type of exposure therapy
\Covert modeling - ANS -Covert modeling: Covert modeling is imagining the act of imitation. For
example, athletes sometimes prepare for contests by imagining themselves performing well.
Covert modeling can be contrasted with overt modeling, which is demonstrating a response
publicly.
\Covert Sensitization - ANS -A variation of aversion therapy where the patient imagines the
inappropriate behavior and then is presented with an extremely unpleasant odor.
\Critical periods - ANS -Sometimes, animals are especially likely to learn a particular kind of
behavior at one point in their lives; these stages for optimum learning are referred to as critical
periods.
\cue-dependent forgetting - ANS -The idea is that learning inevitably occurs within a particular
context—that is, in the presence of a given pattern of stimuli.
These stimuli then act as cues that serve to evoke behavior. If, later on, these cues are absent,
performance suffers. This is sometimes called cue-dependent forgetting
\Define a FAP. Give an example. - ANS -A series of interrelated acts found in all or nearly all
members of a species.
