Final Exam - Psy1400

gregory madden usu final exam

antecedent stimulus

observable stimulus that is present **before** the behavior occurs

discriminated operant behavior

operant behavior that is systematically influenced by antecedent stimuli

SD - Discriminative stimulus

* an antecedent stimulus that can evoke a specific operant response
* the individual has learned that when the SD is present, that response **will be** reinforced 

everyday example of SD

a well lit house on halloween increases likelihood of getting candy when knocking on the door

S-Delta (S triangle)

*  an antecedent stimulus that decreases a specific operant response
* the individual has learned that when the SΔ is present, that response **will not be** reinforced (extinction)

everyday example of S-Delta

dark house on halloween = no candy

SDP

* antecedent stimulus that decreases a specific operant response
* because the individual has learned that when the SDp is present, that response will be punished 

everyday example of SDP

if a cop is driving alongside you, you won’t speed

3 terms contingency

* the functional relation between antecedent, behavior, and consequence
* antecedent - behavior - consequence
* IF Sd AND response THEN reinforcer

discrimination training

* procedure in which an operant response is reinforced in the presence of an SD and extinguished in the presence of an SΔ

discrimination training in rats

* IF SD AND response → THEN reinforcer
* IF S-Delta AND response → THEN no reinforcer
* APOPO to teach rats where landmines were

generalization

novel stimulus resembling the SD evokes the response, despite that response never having been reinforced in the presence of that novel stimulus

generalization gradient

* a graph depicting increases in responding as the novel antecedent stimulus more closely resembles the SD
* Bell-shaped

promoting generalization: tactic 1

#### TEACH BEHAVIORS THAT WILL CONTACT NATURAL CONTINGENCIES OF REINFORCEMENT

promoting generalization: tactic 2

train diversely

promoting generalization: tactic 3

arrange antecedent stimuli that will cue generalization

stimulus response chain

fixed sequence of operant responses, each evoked by a response-produced SD

how is task analysis useful when teaching stimulus response chain

precise specification of the sequence of antecedents, responses, and consequences that comprise a stimulus-response chain

backward chaining

final link in the stimulus-response chain is taught first and, once that link is mastered, additional links are added in reverse order

forward chaining

teaching the links in the stimulus-response chain in the order they will need to be emitted

prompting

an antecedent stimulus that facilitates or guides the desired response when it is not happening under appropriate discriminative-stimulus control

fading

gradual removal of a prompt as the response is increasingly emitted under discriminative-stimulus control

choice

voluntary behavior occurring in a context in which alternative behaviors are possible

4 variables affecting choice

* reinforcement vs choice
* reinforcer size/quality
* effort
* reinforcer delay

herrnsteins equation

B1/ B1+B2

=

R1/ R1+R2

if you increase R1…

it increases socially desireable behavior

if you decrease R2…

B1 will be reinforced while b2 isnt

matching law and attention

more attention will be allocated to stimuli predictive of higher rates of reinforcement (like your phone today), less attention will be allocated to stimuli predictive of lower rates of reinforcement (like phones in the 1980s), and no attention will be allocated to stimuli predictive of no reinforcers (like that spot on the ceiling)

substitute reinforcer

reinforcer that is increasingly consumed when access to another reinforcer is constrained

contingency management

arrange reinforcers that allow individuals to do things that compete with drug-taking reinforcers

impulsivity

Choosing the smaller-sooner reward and foregoing the larger-later reward

self-control

Choosing the larger-later reward and foregoing the smaller-sooner reward

delay discounting and impulsive choice

* value of the long-term outcome is delayed and smaller sooner is impulsive
* hyperbola style graph

Steeply discounting delayed consequences is correlated with which human behaviors?

addiction

Rachlin and Green’s commitment experiment (1974)

the pigeon *committed* itself to making the self-control choice at T1 to get 3 reinforcers later vs 1 sooner

mand

* demand/command - a child is commanding or demanding something
* ex: “ball” + give ball = mand

echoic

an early form of human behavior - repeat what the speaker says

tact

* the speaker is in contact with some stimulus and they tell others about the stimulus
* announcement of some stimulus
* ex: “ball” = “there’s the ball over there, good job”

intraverbal

verbal response occasioned by a verbal discriminative stimulus, but the form of the response does not resemble that stimulus; intraverbals are maintained by a variety of social reinforcers

symmetric relational responding

* behavior of relating two arbitrary stimuli as, in many ways, the same
* ex: “cow” → you relate the word to a picture of a cow

multiple-exemplar training

* Teaching an individual to symmetrically relate arbitrary stimuli, over and over again, with multiple examples
* ex: picture of cow → “cow”

stimulus equivalence

After explicitly teaching a unidirectional relation between three or more arbitrary stimuli (e.g., “horse” → real horse, “colt” → “horse”), symmetric relational responding is demonstrated between all stimuli (real horse → “horse”, “horse” → “colt”, real horse → “colt”, “colt” → real horse). That is, the individual relates all of the stimuli, in many ways, as equivalent to one another

psychological function of verbal stimuli

emotion-evoking function of verbal stimuli, despite those stimuli having never acquired Pavlovian conditioned-stimulus (CS) function

rule governed behavior: tracking

someone gives you a rule, you follow it because it’s ‘good advice’ - they work

rule governed behavior: Pliance

when we follow rules because others make us - consequences are arranged if we follow the rules

contingency shaped behavior

Behavior acquired and maintained by interacting with the contingencies of reinforcement alone

dark side of tracking

contingencies can change - constrains behavioral variability

ACT stands for…

acceptance and commitment therapy

ACT Therapy focuses on

 promotes acceptance with exercises designed to undermine our default tendency to take thoughts literally

acceptance means

approaching the thought, so as to examine it flexibly, with a sense of curiosity

commitment = ?

values

values are

* client-selected qualities of behavior that may be continuously emitted without reaching an end-goal
* **not** therapist values

tactic used by ACT therapist to undermine clients beliefs that thoughts are important

* repeat phrase over and over until it loses literal meaning
* ex: “I am worthless, I am worthless…”
* mindfulness - sit with eyes closed and observe each thought as it arises