PSYC 332 Lecture Review

These flashcards cover key concepts from the PSYC 332 lecture notes, focusing on Pavlovian conditioning, behavior analysis, and psychological theories.

Pavlovian Conditioning

Also known as classical conditioning, it is a learning process in which an unconditioned stimulus is paired with a neutral stimulus to elicit a conditioned response.

Unconditioned Stimulus (US)

An event that elicits a reflexive response without prior learning.

Unconditioned Response (UR)

The response that is elicited by the unconditioned stimulus.

Conditioned Stimulus (CS)

A previously neutral stimulus that, after being paired with an unconditioned stimulus, begins to evoke a conditioned response.

Conditioned Response (CR)

The response that is elicited by the conditioned stimulus after training.

Fundamental Attribution Error

The tendency to attribute one's own problems to external circumstances while blaming others' problems on their character or personality.

Environment-behaviour relationship

A principle in behavior analysis that emphasizes how changes in the environment can reliably change behavior.

Experimental analogue

Refers to controlled experimental conditions aimed at studying behavior under specific circumstances.

Indifference Point

The point at which an individual is indifferent between two choices involving delayed outcomes, typically illustrated in decision-making studies.

Hyperbolic Discounting

A behavioral economics concept where individuals value immediate rewards more than future rewards, leading to preference reversal over time.

Behavioural analysis science assumptions

Behaviour analysis assumes behaviour is lawful and that to explain a behaviour we need to look for causes in the environment to see if that reliably changes behaviour.

Three term contingency

This is a framework for operant behaviour that uses the ABCs of behaviour (antecedent, behaviour, consequence)

Operant behaviour

Voluntary behaviour that is learned via consequences increasing or reducing that behaviour.

Reinforcement contingency

This is an if-then relationship in which consequences are only delivered after the occurrence of a target behaviour (i.e. Reinforcement is contingent on that target behaviour occurring)

Discriminative stimulus

Signals that a behaviour is more likely to produce a consequence. It signals that reinforcement is available.

Stimulus Delta

This indicates that behaviour is not likely to produce the reinforcer.

Positive Reinforcement

Increases behaviour by adding something desirable

Negative Reinforcement

Increases a behaviour by taking away something aversive.

Positive Punishment

Decreases behaviour by adding something aversive.

Negative Punishment

Decreases behaviour by removing something desirable.

Escape

To remove an aversive stimulus that is already in the environment e.g., putting on a coat to escape the cold

Avoidance

To prevent an aversive stimulus that isn’t currently present in the environment e.g., putting on your coat while inside to prevent from getting cold.

4th term in the three term contingency

Motivating operations.

Motivating operations

These are things which change the value of the consequence/reinforcer.

Establishing operation

Increase the effectiveness of a reinforcer and therefore increase the likelihood of the behaviour that will produce that reinforcer. e.g., deprivation from is often an EO

Abolishing operation

Reduces the effectiveness of a reinforcer and therefore decreases the likelihood of the behaviour that will produce that reinforcer. e.g., satiation with is often an AO

ABA

The science in which procedures derived from the principle of behaviour are systematically applied to improve socially significant behaviour to a meaningful degree and to demonstrate experimentally that the procedures employed were responsible for the improvement in behaviour.

Behaviour change goal

To decrease problem behaviours that are hurting the individual and/or other people.

Stimulus control

Matching the behaviour to the context (e.g., take clothes off in shower but not in public)

Good operational definition of behaviour

Should be observable and measurable. Two independent observers should be able to agree if the defined behaviour is occurring.

Possible measurable dimensions

Rate, duration, intensity/magnitude, and latency.

Permanent product

Just measuring the product rather than directly observing the behaviour e.g, using a test as a measure of learning

Contingency management

People being paid money/vouchers for providing evidence of meeting a goal they have set. Often used for quitting smoking, drugs or gambling.

Shaping

A method of teaching a new behaviour. It involves rewarding successive approximations to the desired behaviour. Once the learner can do the current behaviour that behaviour stops being reinforced and a new target is set.

Extinction induced variability

During shaping a previously reinforced behaviour is no longer rewarded so the organism displays more variable/creative behaviour to try and get the reinforcer.

Conditional reinforcers

These are reinforcers acquired by learning. They can gain strength by being associated with unconditioned reinforcers/ already conditioned reinforcers. They depend on individual history and can change as a result of further experience.

Unconditioned reinforcers

These don’t have to be learned e.g., food, shelter, water etc.

Preference assessment

Used to identify reinforcers for individuals who are unable to report the stimuli likely to be reinforcers for them. It involves gathering candidate reinforcers and then testing which ones actually work.

Premack principle

Highly probable (preferred) behaviours can reinforce less probable (less preferred) behaviours.

Conditioned aversive stimuli

Stimuli that are paired with punishment can becoming conditioned aversive stimuli through Pavlovian conditioning.

Reflexive aggression

Aggression elicited by the presentation of an aversive stimulus or event.

Functional analysis

A method of identifying which reinforcers are maintaining current operant behaviour. It is a mini experiment in the individual’s context and each condition represents one possibly reinforcement contingency that might be maintaining the problem behaviour.

Attention FA condition

When the problem behaviour occurs, the individual is provided with attention. This tests for the behaviour having a positive reinforcement function.

Tangible FA condition

When the problem behaviour occurs, the individual is provided with a tangible item. This tests for the behaviour having a positive reinforcement function.

Demand FA condition

When the problem behaviour occurs, the individual is allowed to escape or take a break. This tests for the behaviour having a negative reinforcement function.

Control FA condition

This could be free play / being left alone. There are no discriminative stimuli present to indicate that reinforcement is available for problem behaviour. This tests for the behaviour having an automatic function.

Automatic reinforcement

Some behaviours create reinforcement simply through the sensory action they have on the body.

Undifferentiated in FA

All the conditions perform similarly. Could mean we haven’t captured the right condition or types of desired reinforcers.

Types of interventions informed by FA

Interventions used after FA to reduce problem behaviour could involve using differential reinforcement of alternatives or non-contingent reinforcement.

Differential reinforcement of alternatives (DRA)

Reinforce a behaviour that is incompatible with the problem behaviour you’re aiming to reduce, but still produces the reinforcer that was maintaining problem behaviour.

Non contingent reinforcement

Provide the reinforcer maintaining problem behaviour non-contingently at other times (when the problem behaviour is not occurring).