EAB 3703 Applied Behavior Analysis

EAB 3703: Applied Behavior Analysis Study Notes

Fundamental Concepts in Learning Behavior Analysis

  1. Language of Behavior Analysis:

    • Learning behavior analysis resembles learning a new language and necessitates a technical understanding of behavior.

    • There is a distinction in terminology from everyday language and other social sciences.

    • Encouragement to think about behavior analytically for effective application.

  2. Continuous Learning:

    • Each chapter/module builds sequentially; prior material is essential for understanding subsequent concepts.

Science and Behavior

  • Proposed by B.F. Skinner (1953):

    • The application of scientific methods to human behavior yields effective results.

Definition and Areas of Behavior Analysis

  • Behavior Analysis:

    • Defined as the science of behavior.

    • Follows the model of natural sciences with a focus on direct measurement of independent (environmental) and dependent (behavior) variables.

    • Standardized measurement as characterized by Johnston & Pennypacker (1980).

  • Three Areas of Behavior Analysis:

    1. Behaviorism:

    • Philosophical framework and theoretical underpinnings

    • Includes concepts of determinism, empiricism, parsimony, pragmatism, and understanding behavior for prediction and control.

    1. Experimental Analysis of Behavior:

    • Engages in scientific study to derive principles through experimentation.

    1. Applied Behavior Analysis (Behavior Modification):

    • Focused on applying principles to real-world human problems.

Historical Figures in Behavior Analysis

  • Key Contributors:

    • Ivan Pavlov: Known for classical conditioning through studies of digestive reflexes.

    • John Watson: Coined term "Behaviorism" and advanced the reflexive nature of behavior.

    • Edward Thorndike: Studied problem-solving in animals; proposed the Law of Effect.

    • B.F. Skinner: Distinguished between respondent conditioning and operant conditioning, foundational for Applied Behavior Analysis.

Respondent Conditioning (Pavlov)

  • Definition: Respondent conditioning, also referred to as Classical conditioning, describes a reflex relationship where stimuli elicit responses.

  • Reflexes: Involves smooth and cardiac muscles, essentially significant in biological maintenance.

Types of Reflexes

  • Unconditioned Reflexes:

    • Built-in reflexes requiring no conditioning history (e.g., salivation in response to food).

  • Conditioned Reflexes:

    • Elicited after pairing a neutral stimulus with an unconditioned stimulus, establishing a conditioned response.

Concepts in Respondent Conditioning

  • Eliciting Responses: Distinguishes unconditioned and conditioned reflex responses based on prior exposure to stimuli.

  • Respondent Extinction: Occurs when the conditioned stimulus is presented without the unconditioned stimulus, diminishing its ability to elicit the conditioned response.

  • Stimulus Generalization: Identifies that stimuli similar to the conditioned stimulus may also initiate the conditioned response.

Applications of Respondent Conditioning

  • Conditioned Taste Aversion: Elicitation of aversive responses after experiencing illness correlated with certain foods.

  • Emotional Responding: Emotional responses can develop from stimuli associated with significant events, as demonstrated in Little Albert's experiment.

  • Sexual Responding: Associations can develop for sexual arousal based on past experiences with unconditioned stimuli.

Thorndike’s Law of Effect

  • Definition: States that behaviors resulting in satisfying outcomes are more likely to recur in similar situations, thus reinforcing the behavior.

    • Terminology:

    • Instrumental Behavior: Refers to behaviors leading to positive consequences.

    • Trial and Error Learning: Describes learning processes as slow, formed through repeated attempts and outcomes.

Learning Through Successive Escapes (Thorndike's Puzzle Box)

  • Concept: Illustrates how animals improve escape times from puzzles through learning from repeated trials, showcasing a gradual learning curve.

B.F. Skinner's Distinction of Learning Types

  • Respondent vs. Operant Conditioning:

    • Respondent conditioning deals with reflexive, involuntary behaviors while operant conditioning focuses on voluntary behaviors influenced by consequences.

  • Importance: Skinner's foundational work serves as the basis of Applied Behavior Analysis.*