Reinforcement and Related Concepts - Vocabulary

Vocabulary flashcards covering key reinforcement concepts from the lecture notes.

Reinforcement

A result that makes a behavior more likely to happen again.

Positive reinforcement

Adding something good after a behavior to make it happen more often.

Negative reinforcement

Taking away something unpleasant after a behavior to make it happen more often.

Unconditioned reinforcer (primary reinforcer)

A reinforcer that works naturally without needing to be learned, like food or water.

Conditioned reinforcer (secondary reinforcer)

Something that becomes a reinforcer because it has been linked with unconditioned reinforcers, like money.

Generalized conditioned reinforcer

A learned reinforcer that can be exchanged for many different rewards.

Differential reinforcement (DR)

Giving reinforcement for some behaviors and not for others; it has different variations.

DR of an alternate behavior

Giving reinforcement for a different behavior, while not reinforcing the problem behavior.

DR of other behavior

Giving reinforcement for any behavior except the problem behavior.

DR of low rates of behavior

Giving reinforcement when a behavior happens less often.

DR of high rates of behavior

Giving reinforcement when a behavior happens more often.

DR of diminishing rates

Giving reinforcement for a behavior that happens less and less over time.

Automatic reinforcement

Reinforcement that happens naturally from the behavior itself, without anyone else involved.

Premack principle

Using a favorite activity to encourage participation in a less favorite activity.

Establishing operation (EO)

Something that makes a reinforcer more valuable and makes a behavior more likely to occur.

Abolishing operation (AO)

Something that makes a reinforcer less valuable and makes a behavior less likely to occur.

Deprivation

Not having enough of a reinforcer, which makes it more desired.

Satiation

Having too much of a reinforcer, which makes it less effective.

Immediacy

The reinforcer must be given right after the behavior to be most effective.

Initial criterion

An easy starting goal to achieve reinforcement.

Magnitude

How much or how big the reinforcer is; affects how strong the reinforcement is.

Quality

How good or desirable the reinforcer is.

Direct reinforcement contingencies

Reinforcement given directly after the desired behavior.

Indirect reinforcement contingencies

Reinforcement given after prompts or cues, not just the behavior itself.

Contingent attention

Giving attention only when a specific behavior happens; this attention can increase the behavior.

Descriptive praise

Praise that explains what the person did well, which can encourage the behavior and guide the next steps.

Fading prompts

Slowly reducing the amount of help or cues given, while still reinforcing the behavior, to help someone become independent.

Contrived reinforcers

Reinforcers that are specifically set up or created for training; the goal is to move towards natural reinforcers.

Naturally occurring reinforcers

Reinforcers that happen naturally in everyday life without special planning.

Edibles

Food used as reinforcers; be careful as people can get full quickly.

Social reinforcement

Things like praise, smiles, or high-fives used as reinforcers by other people; very important in helping people with autism.

Motivating operations (MO)

Factors that change how much someone wants a reinforcer and how likely they are to do a behavior, such as making something more or less valuable.