Section 1
Preview this deck
Fixed-action pattern
Front
| 5 | 0 | ||
| 4 | 0 | ||
| 3 | 0 | ||
| 2 | 0 | ||
| 1 | 0 |
Active users
0
All-time users
0
Favorites
0
Last updated
6 years ago
Date created
Mar 1, 2020
Cards (161)
Section 1
(50 cards)
Fixed-action pattern
a sequence of responses that are phylogenetic and elicited by a releasing stimulus. -a test is to remove the stimulus and observe if the response still continues ex: squirrels burying nuts
Contiguity
how close two events happen together in time/ how much time separates two events
Spontaneous recovery
an increase in the CR after extinction has occurred between the CS and US. -- occurs after extinction. But after time passes the CS again elicits the CR. The more time that passes between sessions the greater the extent that the CS elicits the CR.
How does respondent extinction occur
by presenting the CS repeatedly without the US (and the US without the CS) so that the presence of one stimulus no longer predicts the presence of the other.
Inclusive
must account for a significant quantity of behavior (think scope and depth) BA-(fair/good) bx analysis seeks laws that govern all behavior across the lifespan on a molecular and molar level
How DRO is conducted
if the target behavior does not occur in the time interval, then the individual is given access to the reinforcer. If the behavior does occur in the time interval, the behavior is put on extinction, or the reinforcer is withheld for that time interval.
Radical Behaviorist view
-the person/self is not considered separate from the behavior -The person/ behavior operates in the environment and is an interactive part of that environment. -Dependent relations are bidirectional between the person/behavior and environment. -The person/ behavior consists of a unique genetic and learning history
automatic reinforcement
reinforcement that is not mediated by the deliberate action of another person
how 2nd order conditioning explains fears/phobias
stimuli associated with a CS can elicit emotional responses (fear) that then impact operant behavior so that the CS2 is avoided. ex: flowers (CS2) paired with bees (CS) and bees (CS) paired with getting stung (US/US)
Predictive Utility
provides the ability to reliably predict/change a behavior in a given context BA- (good) It is a requirement to change behavior.
How does susceptibility to reinforcement produce nonadaptive behavior patterns
Behavior that is sensitive to reinforcement changes in frequency due to the environmental consequences, independent of the biological (genetic) consequences of the behavior. --> Organisms that are susceptible to reinforcement may acquire behavior that is not adaptive due to prevailing environmental contingencies and conditioned reinforcement.
3 primary laws of reflex
1. law of threshold: at very low intensities, the stimulus will not elicit a response. As the stimulus intensity increases there is a point that it starts eliciting the response. (When the stimulus is at a magnitude that it elicits a response 50% of the time, this is referred to as the threshold.) 2. law of intensity-magnitude: as the intensity of the US increases, so does the intensity of the UR (until it reaches max) 3. law of latency: as the intensity of the US increases the latency to the UR decreases. ** these laws do not describe the relation between the CS and US. or CS/CR conditioning.
Contingency
predictiveness/correlation --The extent that presence of one stimulus/occurrence of one event predicts the presence of another.
Parsimonious
simplest explanation that describes a phenomena with the fewest variables/terms BA- (good) explain all behavior in 3 words--> selection by consequences
Respondent extinction
a decrease in the eliciting effects of the CS due to breaking the contingency between the CS and US.
Respondent conditioning example
Food (US) ->drooling (UR) NS= tone (it doesn't elicit drooling) tone (NS) + food (US)---- tone (CS)-> drool (CR)
3 experimental phases in resurgence
phase 1- the response is established and reinforced- referred to as B1 phase 2- the response from phase 1 (B1) is placed on extinction and an alternative response (sometimes referred to as B2) is reinforced phase 3- extinction arranged for both responses resurgence demonstrated if the
3 examples of positive automatic reinforcement
1. The behavior of perceiving-the reinforcement is derived through the action that leads to the perceptual behavior. **the behavior of seeing 2. The behavior of producing-When the individual engages in a behavior in order to acquire the perceived behavior 3. The behavior of problem solving-organism generates stimuli to supplement other behavior already in his repertoire.
Cultural Practice
-interlocking social contingencies where the behavior of each person supports the behavior of other members of the community. -The pattern of behavior that arises from the interlocking contingencies is the cultural practice.
Radical Behaviorists
Person (behavior) is the DV Environment is the IV
What is required for resurgence
prior history of reinforcement is required for the target behavior to resurge.
Respondent habituation
•when the US (or CS) is presented repeatedly which leads to a reduction in the UR (or CR) ex: people living near volcanoes or in airplane paths.
Respondent conditioning
A reflex elicited by the stimulus learning occurs through the correlation of non-functional stimuli or events with an unconditioned stimulus
3 levels of selection
1. natural selection (biology/phylogeny) 2. selection of operant behavior (ontology) 3. Cultural selection
How resurgence happens in applied settings
Poor treatment integrity --in Phase III the reinforcer for the alternative response is discontinued or is implemented with poor treatment integrity so that the reinforcement schedule is so thin that it resembles extinction
use of punishment with regard to resurgence in applied setting
punishment can be used to effectively suppress resurgence response cost, verbal reprimands, time-out
Conditioned motivating operation (CMO-R)
Type of MO, functions are due to a correlation with improving or worsening conditions. --Due to this correlation the CMO-R is established as an effective form of reinforcement or punishment.
how do denser or leaner schedules of reinforcement impact resurgence?
The context associated with higher rates of reinforcement results in more resurgence --The denser schedule of SR+ for the alternative behavior produced more rapid decrease in the problem/target behavior during phase II ----- But when the FCT SR+ schedule is discontinued, the target behavior resurges more in that context associated with higher rates of reinforcement.
Scientific theories should be
Inclusive Verifiable Parsimonious Predictive Utility
Why is determinism necessary
it is a philosophy of science that asserts that all events have a cause -If not then there is no ability to predict or change behavior giving little hope to humans' ability to learn from past events and alter their behavior in the future
How VMDRO is conducted
Variable Momentary DRO --reinforcement is delivered contingent on the absence of a behavior at a particular moment, while if the behavior is occurring at the particular moment, the reinforcement is withheld.
role of genetic variation in natural selection
Natural selection depends on genetic variation. --Natural selection can only work when there are genes that underlie differences in physical features and when there is genetic variability to allow for selection among individual genotypes.
How operant consequences are responsible for the change from "babbling" to spoken language
A baby's original babbles contain a variety of basic speech sounds and parents respond to one vocalization, but not to others. -->The parents selects sounds that are similar to those from their native language. --> This process eventually produces speaking consistent with the language practices of the verbal community or culture.
2nd order conditioning
after pairing has occurred and the CS elicits the CR; the CS is paired with another secondary stimulus so that the second stimulus elicits the CR. -- the second stimulus is not ever followed by the US.
How to increase effectiveness of instruction
-get a good baseline assessment of skills (this will make sure you start in the appropriate place) -embed reinforcement schedules and enriched environment -use teaching strategies that minimize contact with aversives (errorless learning stimulus demand, task variation, and pace variation are given as suggestions)
Operant conditioning
emitted by prior consequences that follows Learning involves the operant behavior of the organism and the changes in the environment (consequences) that behavior produces
Rubber duck example to illustrate variability and selection in operant behavior
A child who manipulates a rubber duck may inadvertently squeeze it in ways that produce a squeaking sound. --If the sound functions as reinforcement, those ways of squeezing that produce squeaking increase over time. --Due to variability in the operant class, how the child squeezes the duck will be slightly different each time. If the device producing the squeak breaks, squeezing the duck in different ways no longer has the characteristic effect. --Over time, the child would squeeze the rubber duck less and less as the operant class undergoes extinction.
3 primary objectives of BA
(1) discover the principles and laws that govern behavior (2) extend these principles across species (3) develop an applied technology of behavior change based on these laws and principles.
susceptibility to reinforcement
the behavior pattern has become sensitive to feedback from the environment
How is a behavior's mass determined? (BMT)
The contingency between the SD and the consequence
Verifiability
explanation must be testable in a way that it can be proven false or true BA- (good) explanations are always testable and able to be verified or proven false.
MO
any stimulus or event that simultaneously and temporarily alters the value of a consequence and alters the probability of behavior having that consequence in the past. (Evokes or Abates behavior and establishes or abolishes value of reinforcement)
VMDRO procedure results
-overall successful --Low levels of skin picking were maintained when the procedure was faded to a 5 min check in schedule (300 s VMDRO). --the effectiveness of the intervention to the combined reinforcing magnitude of the praise and token exceeding or competing with the reinforcement available for skin picking. They caution that the intervention would not have been successful had such potent reinforcement been used.
Two major sources of genetic variation
1. sexual reproduction 2. mutations.
Why journal of experimental analysis of behavior was founded
-many journals were not willing to publish behavior analytic experiments due to methodology differences -one unified place for research rather than having it scattered across a variety of sources.
Learning
acquisition, maintenance, and change in behavior as a result of lifetime events
automaticity of reinforcement
Reinforcement selects behavior without cognitive mediation or awareness (people don't have to be smart enough for reinforcement to work)
Phases of resurgence
Phase 1: T= Training phase ---During this phase the resurgent/target bx is reinforced Phase 2: AR=alternate reinforcement phase ---The resurgent/target behavior is placed on extinction ---and an alternative behavior is reinforced Phase 3: RT= resurgence reinforcement phase ---both behaviors are put on extinction ** If levels of the target response are higher in Phase three, than at the end of Phase two then resurgence is said to have occurred.
automatic punishment
Automatic punishment occurs when the aversive stimulation is generated by a punishing stimulus or by the very behavior itself with both having an immediate suppressive effect. Ex: the names of disliked persons
Respondent generalization
-occurs when a response is elicited by a value of the CS that was not used in training -occurs due to some shared features or topography between the trained CS and other values. *considered adaptive to help with fight/flight and operant responses
Section 2
(50 cards)
simple discrimination
Only one stimulus condition exerts control over a response.
delayed S+ and discrimination training
antecedent stimuli are withheld on each trial until the subject makes a trial initiation response. An observation response may be required to present the sample. After the sample is presented an observation response to the stimulus terminates that sample and institutes a delay. After the delay, the comparison stimuli are presented. This procedure helps to ensure the subject is optimally positioned and prepared to attend to the stimulus display when it is presented.
Stimulus control topography (SCT)
physical features, structural relationships, and controlling properties of stimuli.
4 term contingency
hold with in the presence of another antecedent condition. A given stimulus may be the discriminative for reinforcement in one condition but not in another. The environmental arrangement is the four term contingency.
successive discrimination
the S+ and S- stimuli are presented one at a time, discrimination acquisition is likely to develop more slowly under successive procedures in comparison to simultaneous procedures.
emergent matching
Responding to novel sample stimuli and correctly selecting a novel comparison stimuli
assumption of generality
that the effects of reinforcement contingencies apply to all species and organisms, all types of reinforcers, and all types of behavior
arbitrary stimulus class
(Contingency Class) stimuli that are dissimilar in physical appearance, but all influence the behavior in the same way
arbitrary matching procedures (AMTS)
sample stimulus and the comparison stimulus are a part of the same arbitrary stimulus class
Identity match procedures (IMTS)
sample stimulus and the comparison stimulus are a part of the same features stimulus class, and they are physically identical
feature stimulus class
stimuli that are grouped together because they are all physically similar and they influence behavior the same way
two requirements for conditional discrimination
1. attending to and selecting the positive comparison 2. attending to and rejecting the negative comparison stimuli (ex: process of elimination on multiple choice question)
reflexivity
each stimulus must be shown to relate to itself. A=A, B=B, C=C
blank comparison arbitrary MTS
used to determine if the learner is using both select and reject relations while operating in the MTS trial because blank comparison stimuli are uninformative by themselves, they are not consistently related with any sample. Trial: must respond to (a) the baseline comparison when it is the positive stimulus in relation to a given sample and (b) the blank comparison when the baseline comparison is the negative comparison stimulus in relation to a given sample.
Translational research
process of applying knowledge from basic research to techniques and tools that address applied needs
Symmetry
bidirectionality of relations - if A = B, then B=A
Why no scallop patterns for organisms with vocal verbal behavior and who have a learning history of responding on ratio schedules
May use language to mediate their behavior (e.g. counting) or develop rules and respond to the rule rather than the actual contingencies or emit a combination of the two Learning history of responding on ratio schedules increases as humans get older. Rats given a learning history with ratio schedules perform similarly to humans and don't demonstrate a scallop response pattern on subsequent FI schedules.
Dependent variable in operant conditioning
the program for delivering consequences/the schedule of reinforcement
Generalization gradient
shows the relationship between probability of response and stimulus value. Generally, probability of response is highest for a stimulus that has signaled reinforcement (SD), less for stimuli that are close but not identical to the SD, and low for stimuli that substantially depart from the discriminative stimulus.(Rainbow)
oddity MTS
sample stimulus is presented with one identical comparison and at least one dissimilar comparison. Similar procedure to Identity MTS, but the S+ is the comparison stimulus that differs from the sample.
differentiated response/ responding
response occurs in some stimulus conditions but not others indicates that stimulus control has occurred/that the response is controlled by the presence of specific stimuli. *On a graph this appears as relatively higher rates of responding in some conditions
stimulus fading and discrimination training
stimulus control already exists or is easily produced, but involving S+ and S- stimuli that are different and often dramatically so from those of the target discrimination. Once the initial discriminative control is documented one or more of the stimuli is changed gradually, across a series of steps, to more and more closely approximate the targets, while maintaining discriminated responding across the steps.
Stimuli
Is behavior is more or less likely in its presence than in its absence. Generally defined by their function rather than physical topography or structure in early behavior analytic literature - however as literature progressed, the structure/ topography of the stimulus is relevant
Fading
involves transferring stimulus control from one value of a stimulus to another. -- gradually changing a controlling stimulus from an initial value to some designated criterion.
Errorless discrimination
transferring stimulus control from the stimulus that currently controls the response to one that should. ---achieved through stimulus fading techniques where features of the stimulus that should control the response are gradually added so they replace the original stimulus features. •1 advantage- can produce discrimination with very few errors •1 disadvantage- it is resistant to change if ever the SD and S-delta switch places
Discrimination
the process of training that reinforcement will be given for responding in the presence of the Sd and withheld for responding in the presence of the S-delta -it does not imply unobserved activity by the learner
stimulus equivalence training and testing
Minimum training baseline by which to evaluate stimulus equivalence via the MTS paradigm entails establish two interrelated conditional discrimination. Start with A = B. Then train the B = C. Intermix training trials when AB and BC produce reliable responding - reinforcement schedule is thinned as training continued ex: Numerals - 1 = one
Peak shift
the change in the peak of a generalization gradient to the side of the SD away from the stimulus (SΔ) that signals extinction
Teaching 2 step sequence of behavior
1. (autoshape lever pressing) locate the lever near the food hoper and the food hoper under the red light. 2. first habituate the food hoper so that the rat approaches the hoper/lever and light when food presented on FT schedule 3. reinforce lever presses when they occur in presence of red light on FR1, fade to intermittent schedule 4. shape response of button pressing by presenting the red light as a reinforcer for meeting successive approximations 5. present blue light, when rat orients toward button, present red light and reinforce lever pressing 6. present blue light, when rat approaches button, present red light and reinforce lever pressing with food 7. present blue light, when rat pushes button, present red light and reinforce lever pressing with food
functional stimulus class
group of events (i.e. stimuli) that all influence behavior in the same way
Conditional discrimination
differential response to a stimulus that depends on the stimulus context. The conditional SD- is the one that alters the function of the SD. Ex: that the elevator door opening is typically an SD for getting on the elevator but not when it is full (the conditional SD). I may curse in front of my coworkers- but not when my boss is present.
discrimination learning
--Process: the differential reinforcement of responses to occasion differential responding of an organism in the presence of the stimuli. --Outcome: The differential responding that results from the training procedure in which the organism reliably responds in the presence of the SD and not in the presence of the S-delta
breakpoint
highest ratio value completed on the PR schedule before behavior stops
time out procedure and discrimination training
a response to S- produces a signaled period (often a darkened chamber or response apparatus) in which no reinforcers are available. Alternatively, a required amount of time must pass without a response to the S- before the next trial is presented
Difference of SCT and response topography
that any given instance of response topography can be directly observed and measured, whereas any given instance of the latter can only be inferred from the results of test procedure
2 streams of translational research
--Extension of basic research finding and methodologies that were first addressed in labs with animals to humans. Basic behavior analytic research with humans to model and potentially resolve problems of clinical, educational or other real-world impact. --Making the behavior analytic concepts and principles available to other fields, such as neurosciences - specifically biological neuroscience and cognitive neuroscience, as well as clinicians, educators, other scientists, and students.
match to sample (MTS)
-most common discrimination procedure -- the probability of a given response under specified stimulus conditions. Each trial begins with the presentation of a sample stimulus in a particular location. A response to the sample helps to ensure attention to the sample and results in the presentation of two or more comparison stimuli. Selection of the comparison designated as S+ will produce a consequence determined to serve as a reinforcer, while selecting the S- comparison will not. And an intertrial interval follows in either case. On subsequent trials, the sample stimulus will vary across two or more stimuli, each will be presented with a particular comparison array and the comparison stimulus designated as S+ and S- will vary according to the sample presented.
Identity MTS
the sample stimulus and the S+ comparison on each trial are physically identical.
ratio strain and what variable controls it
the pauses after reinforcement become longer and longer until responding stops all together. This pattern of responding is typically observed when the ration schedule requirements are increased abruptly. When IRI increases the PRP increases EX: teenagers switching from a caregiver to independence
discriminated operant
The behavior occurs in the presence of the discriminative stimulus, and not in the presence of the s-delta.
Fundamental unit of BA
3 terms -antecedent stimulus conditions -defined responses -consequences
arbitrary MTS
all stimuli, samples and comparisons are physically dissimilar from each other.
Transitivity
shown via assessment of relations among three (or more) stimuli that were not simultaneously present during training. If A = B and B=C then A=C.
progressive ratio schedule of reinforcement
On a progressive ratio (PR) schedule of reinforcement the ratio requirements for reinforcement are increased systematically, typically after each reinforcer
Progressive Ratio Schedules of reinforcement can be used to assess reinforcer efficacy
reinforcer efficacy describes how much behavior operant behavior the reinforcer will sustain at the reinforcers given value. EX: using PR schedules to assess breakpoints for various doses of drugs and food.
simultaneous discrimination
the S+ and comparison stimuli are presented at the same time. discrimination acquisition is likely to develop faster than successive procedures
transfer of function
members of an existing equivalence class- if I train a new function for one member of the class, the new function will also be exhibited by other members of the class
3 properties of equivalence relation
reflexivity, symmetry, transitivity
how is resurgence impacted by more or less sessions with extinction during phase II?
More sessions with extinction during phase II resulted in less resurgence during phase III.
Correction procedure and discrimination training
repeating a trial presentation until either a response to S+ is made and reinforced or until no response to S- is made and the next scheduled trial is present.
Section 3
(50 cards)
what controls the PRP on a FR schedule
controlled by the IRI but on a ratio schedule, the organism can change the IRI based on rate of response and the length of the PRP --the IRI is impacted by the size of the ratio. So the same rate of responding could produce different IRIs depending on the schedule.
Choice
distribution of operant behavior across concurrently available alternatives
What influences PRPs
relative changes between worsening or improving reinforcement conditions such that longer pauses occur when the upcoming ratio is higher, requires more response effort, or produces a lower magnitude of reinforcer
Changeover delay (COD)
after a learner switches to an alternative reinforcement schedule a period of time must pass before a response produces the reinforcer. That time period is called a COD (So the COD is a period of time that must pass before a response produces the reinforcer:). CODs are sometimes used with concurrent VI schedules when studying choice and preference. The COD is used because it prevents adventitious reinforcement for changing schedules. If the first response an organism makes after switching schedules, then the behavior of switching can be directly reinforced.
Tact
-Antecedent Variables: Nonverbal Discriminative Stimuli -Consequent Variables: Generalized conditioned reinforcement
two variables influence pausing on PR schedules (both FR and VR)
ratio size and reinforcer magnitude
4 ways to teach to tact private stimulation
--Public Accompaniment - an observable stimulus accompanies a private stimulus. --Collateral Responses - Use observable behavior that reliably occur with private stimuli. --Common Properties - a speaker learns to tact temporal, geometrical, or descriptive properties of objects and then generalize those tact relations to private stimuli. --Response Reduction - Learn to tact movements and positions, as the movements and positions become smaller, the stimuli that controlled the larger movements can still control the smaller movements and stimulus generalization maintains the tact.
What 4 variables affect the length of the pause on FR schedules
-size of the ratio requirement -response effort -magnitude/intensity of reinforcer -level of deprivation/MOs -and in general the length of the pause increase due to those variables that weaken responding
Difference between convergent and divergent multiple control
they are opposites
progressive schedule of reinforcement for verbal behavior
vocal verbal behavior of infants is shaped along and FR1- Baum describes this as frequent and lavish for even the roughest of approximations (e.g. dee dee for dad) as the child ages the approximations are no longer accepted and reinforcement only provided for accurate vocal behavior --the schedule of reinforcement maintaining verbal behavior once it is acquired is intermittent and variable
concurrent schedules of reinforcement
two or more basic schedules available at the same time. Each basic schedule is correlated with an SD. The organism is free to alternate behavior across the schedules. EX: Dinner plate that has both burger and fries and I can alternate between both
point to point correspondence
Occurs between the stimulus and response or response product when the beginning, middle, and end of the verbal stimulus matches the beginning, middle, and end of the response
2 ways to reduce pausing (procrastination)
-make the reinforcer contingent upon completing the ratio in a certain amount of time -set a time limit for the pause/break or that the next ratio will begin -provide a time out or some other punisher when the pause length exceeds a specific duration
Animals have a preference for choice
choice of 3 different worksheet conditions. 1 condition gave the learner the choice between 5 pieces of the same candy, another condition provided 1 piece of the same candy, and the final condition provided no candy only praise. 5 out of the 6 participants preferred the option that allowed them to pick their own candy (Even though all the options were the same).
Post reinforcement pause (PRP)
PRPs are pauses following the delivery of a reinforcer. They occur on Fixed schedules (FI AND FR). The length of the pause is controlled by the interreinforcement interval
postreinforcement pause would be better referred to as the preratio pause or between ratio pause
the preceding ratio and the stimuli correlated with the upcoming ratio interact to determine how long the pause lasts. This is because on multiple schedules long pauses occurred most frequently before high ratios. But long pauses weren't as frequent before the same high ratio on a mixed schedule.
Mand
-Antecedent Variables: Motivating operations. -Consequent Variables: Specific Reinforcement
Verbal behavior
Behavior that is reinforced through the mediation of another person's behavior. Verbal behavior is defined by the function of the response, rather than its form.
Matching law
1Bx= 1Sr+ an organisms' relative rates of responding (DV) across available response options will match the relative rates of reinforcement (IV).
Fuzziness
Ex: every time he hit his sister, she would give him her 'sippy cup' of juice. There are many client and research examples where nonvocal operant behavior functionally stands in for vocal operant behavior. Most disciplines do not view 'hitting' as a way of requesting access an item.
divergent multiple control
when 1 variable controls more than one response Ex: Rover as an SD from the slides: can occasion stating Rover, Here boy, or actually petting
Unit of analysis in verbal behavior
Verbal Operant, functional relation between a type of responding and the same independent variables that control nonverbal behavior, namely motivating variables, discriminative stimuli and consequences
preference
selection of one response alternative more frequently/allocating more time to one alternative, than others that are concurrently available
role of speaker and listener
Verbal behavior involves social interactions between speakers and listeners, whereby speakers gain access to reinforcement and control their environment through the behavior of listeners. The listener must learn how to reinforce the speaker's behavior, meaning that listeners are taught to respond to words and interact with speakers.
Critical response
the one that we are analyzing in terms of being multiply controlled
impulsive behavior
forfeiting a larger- delayed reward in favor of a smaller but more immediate alternative when the delayed reward would be more beneficial. **Adding a delay to both choice options can increase preference for the larger-delayed option resulting in a preference reversal from impulsivity to self-control.
IRT (inter response time)
time between two consecutive responses
commitment response
some behavior emitted at a time prior to the choice point that eliminates or reduces the probability of impulsive behavior. EX: leaving wallet at home when going shopping so don't buy things
Why are we interested in pausing
represents procrastination
What schedule is used to increase a specific operant
VI schedules to reinforce a specific operant when the concurrent schedules are unknown. VI redirect behavior to the desired alternative, although such a schedule may not eliminate inappropriate responding. **ratio schedules are less effective as they only work if they offer a rate of reinforcement greater than that available from the problem behavior.
self control
defined as the choice of a larger-delayed reward while rejecting a smaller-immediate payoff
Carrier source
the physical source of the response (vocal, written, etc.)- think response modality
formal similarity
When the controlling antecedent stimulus and the response or response product (a) share the same sense mode and (b) physically resemble each other
word can't be the functional unit for verbal behavior
a word as the unit of analysis would not work because a word can have different functions. Additionally, gestures can accomplish the same function, and these don't have words at all.
interreinforcement interval
it's the amount of time between two reinforcers
difference of multiple and mixed schedule
both schedules consist of two or more basic schedules that alternate- the key difference is that multiple schedules have an SD correlated with each schedule component. Mixed scheduled don't have an SD
typical experimental procedures for studying choice
1 arrange two or more concurrent schedules of reinforcement 2 program the schedules with an interval reinforcement schedule 3 make the intervals variable - not fixed 4 use a COD to prevent adventitious reinforcement of switching
differences in IRTs observed on FR and VI schedules
-ratio schedules produce short IRTs and high rates of response -interval schedules produce longer IRTs and lower rates of response --molecular view considers IRT to be an operant. due to the way the contingnecies involved in ratio schedules where bursts of responses with short IRTs have a greater probability of contacting reinforcement- short IRTs are reinforced. On interval schedule responses with longer IRTs have a greater chance of contacting reinforcement and therefor responses on interval schedules have longer IRTs and lower rates --Molar accounts view responding across larger time periods- so response rate across time is correlated with the rate of reinforcement. So if higher rates of response are correlated with higher rates of reinforcement then response rates will be higher; if they are correlated with lower response rates they will be lower.
Listener serves multiple roles
-Reinforce speakers behavior -Acts as SD for the speakers behavior
steady-state performances differ on concurrent FI then VI schedules
-On FI schedules, steady-state performance typically involves a majority of responses to the shorter FI schedule and then occasional shifts to the longer FI at approximately the time it is scheduled to payoff. -On VI schedules, steady-state performance involves more of a distribution between the available response options so that response rates across options match relative rates of reinforcement
delay discounting
The value of a consequence decreases (that is its value is 'discounted' and worth less) with a delay. Delay discounting research presents the choice between smaller but more immediate rewards versus larger but delayed rewards.
Intraverbal
-Antecedent Variables: Verbal Stimulus without point to point correspondence and formal Similarity -Consequent Variables: Generalized conditioned reinforcement.
Echoic
-Antecedent Variables: Verbal Stimulus with point to point correspondence and formal Similarity -Consequent Variables: Generalized conditioned reinforcement.
convergent multiple control
when 1 response is controlled by more than one variable Ex: its under control of intraverbal 'pen and ...', under control of MOs, under textual SD control- can read pencil
autocratic
when a speaker's own verbal behavior functions as an SD or an MO for additional speaker verbal behavior EX: all behavior of bouncing and smiling that help identify "im having a hell of a day" as positive
what controls the PRP on FI schedules
as the amount of time between reinforcers increases, so does the PRP --the PRP is about half the IRI time
impure tact
an instance when the tact is under multiple control. Ex: when echoics are used to teach the tact or when the tact is under MO control as well (in this example it's raining and your friend doesn't like to drive in the rain. You still want your friend to visit so instead of saying it's a downpour you say that it is a light drizzle)
break and run
a quick change from a 'no response' response pattern to a response pattern of high steady rates
Define operant
A class of behaviors whose frequencies increase or decrease depending on the schedule of reinforcement.
components of generalized matching equation
Ba/Bb = k(Ra/Rb)a --B represents the response rates for options a and b --R represents the rates of reinforcement for options a and b. --The parameter k represents bias, or preference caused by some unidentified factor. Bias is present if k differs from 1. The parameter a represents sensitivity. Values of a greater than 1 are overmatching, when changes in the response ratio are larger than the changes in the ratio of reinforcement. Values of a less than 1 represent undermatching, when the response ratio changes less than the reinforcement ratio.
Section 4
(11 cards)