Exam 3 Study Guide
Note: Concepts in BOLD are more commonly missed on the exam
Chapter 3. Respondent Conditioning
How to create a Conditioned Response – know each component (Chapter 3, Slides 5-6)
● Factors Influencing Respondent Conditioning: Chapter 3, Slide 9
1. Number of trials: the greater the number of pairings of a CS (conditioned
stimulus) with a US (unconditioned stimulus), the greater the ability of the
CS (conditioned stimulus) to elicit the CR (conditioned response)
2. Latency: Stronger conditioning occurs if the CS precedes the US by about
half a second, rather than by a longer time, or rather than following the US
3. Schedule: A CS acquires greater ability to elicit a CR if the CS is always
paired with a given US than if it is only occasionally paired with the US
4. Degree of association: when several neutral stimuli precede a US, the
stimulus that is most consistently associated with the US is the one most
likely to become a strong CS
5. Intensity: Respondent conditioning will develop more quickly and
strongly when the CS or US or both are intense rather than weak
● Counter-Conditioning
○ Condition a new response to CS at the same time as the former CR is being
extinguished
● First-order vs. Second-Order Conditioning
Chapter 15. Respondent & Operant Conditioning Together
● Respondent conditioning
○ When you take a neutral stimulus and you follow it very closely in time by an
unconditioned stimulus (US)
○ The conditioned stimulus then elicits an unconditioned response (UR)
○ But through repeated pairings of the neutral stimulus and unconditioned stimulus,
the neutral stimulus will become a conditioned stimulus, and the response will
become a conditioned response
● Operant conditioning
○ The modification of a behavior by its consequences
○ There is either a positive, neutral or negative consequence to the behavior and that
will in turn either increase the probability of the behavior in case of a reinforcer,
or decrease the probability of the behavior in case of a punisher, or extinguish the
behavior if there is no consequence
● How Respondent and Operant Conditioning can interact
, ○ Experiences often include both respondent and operant conditioning occurring
together
○ Complete behavioral explanations sometimes require consideration of both
○ Can interact in a number of ways, we can use this as a behavioral trainers and
behavioral therapists to enhance our programs and also to monitor that our
programs are human and appropriate
● Respondent and Operant component of emotions
○ Physical feeling associated with an emotion = respondent
■ Nausea
■ Feeling depressed
○ Learn to express that emotion = operant
■ How we choose to interpret our emotions and how we choose to describe
our emotions
■ Some are more comfortable with expressing certain emotions that others
are not; (ex: in some families depression is not expressed only anger is
expressed)
○ Four important areas:
■ Reaction one feels during the experience of emotion
■ The way the emotion is outwardly expressed or disguised
■ Becoming aware of emotions and describing emotions
■ Causes of emotions
● Covert Sensitization
○ Aversion therapy but done with imagery
○ Clinets are instructed to imagine their innaproproate reinforces (ex: alcohol,
drugs, cigarettes, innaproproate objects of sexual desire, etc) and then to imagine
a horrific consequence, one which will ellicit a respondent reaction
○
Chapter 16. Transferring Behavior to New Settings and Making it Last
● Generality
○ Trained behavior transfers from training situation to natural environment
○ Training leads to development of new behavior that has not been specifically
trained
● Response Generalization
○ When the probability of a behavior increases because another behavior was
reinforced
○ The stimulus is the same, but a different behavior is responding to it
○ Can occur because…
■ Due to physical similarities of the behaviors( the more similar they are the
greater likelihood the generalization will take place
Note: Concepts in BOLD are more commonly missed on the exam
Chapter 3. Respondent Conditioning
How to create a Conditioned Response – know each component (Chapter 3, Slides 5-6)
● Factors Influencing Respondent Conditioning: Chapter 3, Slide 9
1. Number of trials: the greater the number of pairings of a CS (conditioned
stimulus) with a US (unconditioned stimulus), the greater the ability of the
CS (conditioned stimulus) to elicit the CR (conditioned response)
2. Latency: Stronger conditioning occurs if the CS precedes the US by about
half a second, rather than by a longer time, or rather than following the US
3. Schedule: A CS acquires greater ability to elicit a CR if the CS is always
paired with a given US than if it is only occasionally paired with the US
4. Degree of association: when several neutral stimuli precede a US, the
stimulus that is most consistently associated with the US is the one most
likely to become a strong CS
5. Intensity: Respondent conditioning will develop more quickly and
strongly when the CS or US or both are intense rather than weak
● Counter-Conditioning
○ Condition a new response to CS at the same time as the former CR is being
extinguished
● First-order vs. Second-Order Conditioning
Chapter 15. Respondent & Operant Conditioning Together
● Respondent conditioning
○ When you take a neutral stimulus and you follow it very closely in time by an
unconditioned stimulus (US)
○ The conditioned stimulus then elicits an unconditioned response (UR)
○ But through repeated pairings of the neutral stimulus and unconditioned stimulus,
the neutral stimulus will become a conditioned stimulus, and the response will
become a conditioned response
● Operant conditioning
○ The modification of a behavior by its consequences
○ There is either a positive, neutral or negative consequence to the behavior and that
will in turn either increase the probability of the behavior in case of a reinforcer,
or decrease the probability of the behavior in case of a punisher, or extinguish the
behavior if there is no consequence
● How Respondent and Operant Conditioning can interact
, ○ Experiences often include both respondent and operant conditioning occurring
together
○ Complete behavioral explanations sometimes require consideration of both
○ Can interact in a number of ways, we can use this as a behavioral trainers and
behavioral therapists to enhance our programs and also to monitor that our
programs are human and appropriate
● Respondent and Operant component of emotions
○ Physical feeling associated with an emotion = respondent
■ Nausea
■ Feeling depressed
○ Learn to express that emotion = operant
■ How we choose to interpret our emotions and how we choose to describe
our emotions
■ Some are more comfortable with expressing certain emotions that others
are not; (ex: in some families depression is not expressed only anger is
expressed)
○ Four important areas:
■ Reaction one feels during the experience of emotion
■ The way the emotion is outwardly expressed or disguised
■ Becoming aware of emotions and describing emotions
■ Causes of emotions
● Covert Sensitization
○ Aversion therapy but done with imagery
○ Clinets are instructed to imagine their innaproproate reinforces (ex: alcohol,
drugs, cigarettes, innaproproate objects of sexual desire, etc) and then to imagine
a horrific consequence, one which will ellicit a respondent reaction
○
Chapter 16. Transferring Behavior to New Settings and Making it Last
● Generality
○ Trained behavior transfers from training situation to natural environment
○ Training leads to development of new behavior that has not been specifically
trained
● Response Generalization
○ When the probability of a behavior increases because another behavior was
reinforced
○ The stimulus is the same, but a different behavior is responding to it
○ Can occur because…
■ Due to physical similarities of the behaviors( the more similar they are the
greater likelihood the generalization will take place
