Behavior Principles: Lecture Unit 2

• Study notes for Behavior Principles for Lecture Unit 2

Operant vs. Respondent Behavior

• Operant behavior is emitted, while respondent behavior is elicited
• Operant-respondent distinction isn't based on response modalities i.e. body parts involved

Three-Term Contingency

• The three-term contingency is SD: R -> SR+

Operant Class

• Operant response class is identified by the function of the behavior, not structure/topography

Reinforcement

• Reinforcement defined as such should fit within functional definition

Awareness

• Awareness is not necessary for learning to occur

Contingency

• Contingency must be discussed and understood

Superstitious Behavior

• Superstitious behavior can be maintained by a contingency

Extinction

• Extinction procedure must be defined
• Behavioral process of extinction must be defined

Extinction vs. Forgetting

• Extinction must be distinguished from forgetting

Extinction as Diagnostic

• Extinction can identify what is maintaining/reinforcing a behavior

Extinction Burst

• Extinction burst must be defined

Spontaneous Recovery

• Spontaneous recovery must be defined

By-Products of Extinction

• Two by-products of extinction should be identified, along with real-life examples

Differential Reinforcement

• Differential reinforcement must be defined

Shaping

• Shaping must be defined
• Differential reinforcement is a part of process
• Situation of shaping lever pressing with a lab rat should be able to be described

Bad Behavior

• Parents can accidentally establish bad/unwanted behavior through things like temper tantrums

Shaping Rules

• Rules for shaping should be thought about

Intermittent Reinforcement

• Intermittent reinforcement must be defined
• Outcomes of intermittently reinforced behavior must be covered

Schedules of Reinforcement

• A schedule of reinforcement must be defined
• Should understand continuous reinforcement schedule (CRF)
• Understand intermittent schedules: fixed ratio (FR), variable ratio (VR), fixed interval (FI), and variable interval (VI)
• Be able to give real-life examples of basic schedules including CRF, FR, VR, FI, and VI
• Should be able to describe the rate and pattern of behavior, using cumulative records

Differential Reinforcement

• Differential reinforcement of low rate behavior (DRL) should be distinguished from differential reinforcement of high rate behavior (DRH)
• IRT (interresponse time) must be defined, as well as IRT fit within DRL and DRH schedules

Partial-Reinforcement Effect

• Partial-reinforcement effect must be explained

Yoked Schedule

• Yoked schedule must be defined
• Used in research to describe how to arrange a yoked VR-VI and VI-VR schedule

VR vs VI

• Response rates are generally higher in VR schedules than VI schedules, even when reinforcement rates are held constant

Molar vs. Molecular Analysis

• Molar analysis should be distinguished from molecular analysis

Cumulative Record

• Fluency in reading cumulative record is key

Rule-Governed vs. Contingency-Shaped Behavior

• Differences between "rule-governed behavior" and "contingency-shaped behavior" must be discussed
• Differences between the two must be discussed and understand how verbal behavior may be a disadvantage to human survival

Establishing Operation

• "Establishing operation" must be defined and exemplified

Motivation

• Concept of "motivation" should be discussed, as well as techniques used to assess it

Progressive-Ratio Schedule

• "Progressive-ratio schedule" should be described, as well as how it is programmed and used

Conditioned Reinforcer

• "Conditioned reinforcer" must be defined
• Must be able to discuss the role of respondent and operant conditioning

Conditioned Reinforcers

• Examples of frequently conditioned and generalized conditioned reinforcers should be given

Second-Order Schedule

• "Second-order schedule" must be defined
• You must be able to discuss the role of using a paired brief stimulus to maintain behavior
• Understand the function of the stimulus

Observing Response

• "Observing response" should be defined
• Know under what conditions it might be seen
• Understand what maintains observing and how it is established

Token Economies

• Aspects of setting up and maintaining "token economies" must be discussed

Compound Schedules

• Compound schedules must be defined

Behavior Chains

• Behavior chains, dual roles for stimuli, and establishing behavior must be discussed

Positive vs. Negative Reinforcement

• Positive and negative reinforcement should be distinguished and exemplified

Aversive Control

• Three types of aversive control of behavior should be identified

Aversive Stimulus

• "Aversive stimulus" must be defined and discussed in terms of being a functional definition

Escape vs. Avoidance

• "Escape" and "avoidance" should be defined with relevant characteristics of each

Two-Factor Theory

• "Two-factor" theory of avoidance should be discussed
• State the two factors and discuss their role in anxiety/phobias
• Problems/issues surrounding two-factor theory of avoidance must be detailed

Punishment

• Punishment must be defined
• Positive and negative punishment should be distinguished and exemplified

Punishment Factors

• Some factors surrounding the use of punishment must be stated

Punishing Stimulus

• Some characteristics of an ideal punishing stimulus should be listed

High-Intensity Punishment

• Research findings supporting the use of high-intensity punishment first should be discussed

Punisher as Discriminative Stimulus

• How a punisher could become a discriminative stimulus and occasion behavior should be described

Problems with Punishment

• Some of the problems with using punishment should be listed

Alternatives to Punishment

• Alternatives to the use of punishment should be provided

Key Definitions

• "Extinction,” “DRO,” and “DRA"should be defined

Learned Helplessness

• Define "learned helplessness" and how it might be established

Positive Reinforcement

• Lever presses followed by electric shock is an instance of positive reinforcement