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5130 (weeks 2-9)
Lutz Ch. 1-6
| Term | Definition |
|---|---|
| Applied behavior analysis (ABA) | The science in which tactics derived from the principles of behavior are applied to improve socially significant behavior and experimentation is used to identify the variables responsible for the improvement in behavior. |
| behaviorism | The philosophy of a science of behavior; there are various forms of behaviorism (methodological behaviorism and radical behaviorism) |
| conditioning | the process of the modification of mental associations, primarily through classical or operant conditioning |
| reflex | A stimulus–response relation consisting of an antecedent stimulus and the respondent behavior it elicits. |
| reinforcement | A basic principle of behavior describing a response–consequence functional relation in which a response is followed immediately by a stimulus change that results in similar responses occurring more often. |
| response | A single instance or occurrence of a specific class or type of behavior. |
| stimulus | “An energy change that affects an organism through its receptor cells” (Michael, 2004, p. 7). |
| determinism | The assumption that the universe is a lawful and orderly place in which phenomena occur in relation to other events and not in a willy-nilly, accidental fashion. |
| empiricism | The objective observation of the phenomena of interest. |
| Experiment | A carefully controlled comparison of some measure of the phenomenon of interest (the dependent variable) under two or more different conditions in which only one factor at a time (the IV) differs from one condition to another. |
| replication | 1. Repeating conditions within an experiment to determine the reliability of effects & increase internal validity. 2. Repeating whole experiments to determine the generality of findings of previous experiments to other subjects, settings, &/or behaviors. |
| parsimony | The practice of ruling out simple, logical explanations, experimentally or conceptually, before considering more complex or abstract explanations. |
| philosophical doubt | An attitude that the truthfulness and validity of all scientific theory and knowledge should be continually questioned. |
| habituation | a decrease in responding to the same stimulus repeatedly presented |
| intertrial interval | the time interval between trials or occurrences of individuals CS-US pairings or response-reinforcer pairings |
| pseudoconditioning | a sensitization procedure in which a CS occasionally occurs randomly among occurrences of a US, without pairing the two. |
| sensitization | an increase in an innate response tendency as a result of repeated stimulation |
| sensory adaptation | a decrease in the sensitivity of sensory receptors due to repeated stimulation; sensory fatigue. |
| spontaneous recovery | A behavioral effect associated with extinction in which the behavior suddenly begins to occur after its frequency has decreased to its prereinforcement level or stopped entirely. |
| 7 dimensions of ABA | Generality, effective, technological, applied, conceptually systematic, analytic, behavioral |
| Dimensions of ABA - applied | variables are important to an individual and/or society (Baer, Wolf, and Risley, 1968) |
| Dimensions of ABA - analytic | manipulation of control over the target behavior must demonstrate that functional relationship exists (Baer, Wolf, and Risley, 1968). |
| Dimensions of ABA - behavioral | focus on the measurable dimensions of behaviors and use precise measurements methods that can clearly identify the changes of the behavior (Baer, Wolf, and Risley, 1968). |
| Dimensions of ABA - conceptually systematic | related all of the interventions or procedures back to the principles from which they were derived (Baer, Wolf, and Risley, 1968). |
| Dimensions of ABA - effective | the change in the target behavior is to a degree that is significant to be socially important (Baer, Wolf, and Risley, 1968) |
| Dimensions of ABA - generality | the behavior change is seen over an extended period of time, across different settings, or among other relevant behaviors (Baer, Wolf, and Risley, 1968). |
| Dimensions of ABA - technological | a study has listed all components of the intervention as well as fully described those components (Baer, Wolf, and Risley, 1968). |
| backward conditioning | in classical conditioning, the presentation of the US before the CS |
| classical conditioning | the process of pairing a neutral conditioned stimulus with an unconditioned stimulus |
| conditioned response | the response newly acquired by the conditioned stimulus as a result of classical conditioning |
| conditioned stimulus | a previously neutral stimulus that comes to elicit a new response through pairing it with an unconditioned stimulus during classical conditioning |
| configural learning | in classical conditioning, the idea that an individual may learn to treat two CSs as a combined, single complex stimulus pattern |
| contiguity | how close together two or more stimuli occur in time and space |
| contingency | a dependency or "if-then" relationship, the occurrence of the contingent stimulus depends on the occurrence of the previous event |
| counterconditioning | classically conditioning a subject by pairing a previously conditioned CS with a US that generates a response the opposite of that generated by the original US |
| delayed conditioning | in classical conditioning, the timing procedure in which the CS occurs before, but overlaps in time with, the US |
| dependent variables | the things being influenced in an experiment; in psychology, some measure of responding |
| extinction | the elimination of a classical or operant contingency |
| higher-order conditioning | using a previously trained CS as if it were a US in another classical conditioning procedure |
| independent variables | the elements that may be changed in an experiment that influence or cause changes in other (dependent variable) elements |
| interstimulus interval | the time interval between start of the CS and start of the US in classical conditioning |
| latency | the time interval between a stimulus and a response |
| salience | the fact that some stimuli seem to be more easily noticed than others |
| simultaneous conditioning | in classical conditioning, presenting the CS and the US beginning at exactly the same time |
| systematic desensitization | Wolpe's procedure for eliminating phobias through a combination of extinction, relaxation, and generalization procedures |
| trace conditioning | in classical conditioning, the procedure of starting and stopping the CS before the US starts, so that the learner must have a memory trace of the CS to associate with the US |
| unconditioned response | the innate or naturally occurring response to a strong stimulus (the US) in classical conditioning |
| unconditioned stimulus | a stimulus that reliably (always) causes a particular response |
| Behavior modification | the application of operant conditioning principles to the control of human behavior, usually in schools or institutions |
| Contingency management | the application of operant reinforcement principles to the control of human behavior, especially in schools or institutions |
| Continuous reinforcement | in operant conditioning, the delivery of a reinforcer for every single response |
| Deprivation | The state of an organism with respect to how much time has elapsed since it has consumed or contacted a particular type of reinforcer; also refers to a procedure for increasing the effectiveness of a reinforcer |
| Fixed interval | A schedule of reinforcement in which reinforcement is delivered for the first response emitted following the passage of a fixed duration of time since the last response was reinforced |
| Fixed ratio | A schedule of reinforcement requiring a fixed number of responses for reinforcement |
| Instrumental conditioning | a form of operant conditioning in which only one response at a time is possible |
| Maintenance | Two meanings: 1. the extent to which the learner continues to perform the target behavior after a portion or all of the intervention has been terminated; 2. a condition in which treatment has been discontinued or partially withdrawn |
| Negative reinforcement | A contingency in which the occurrence of a response is followed immediately by the termination, reduction, postponement, or avoidance of a stimulus, and which leads to an increase in the future occurrence of similar responses |
| Partial reinforcement extinction effect | the fact that operant responses rewarded intermittently are more resistant to extinction than responses rewarded continuously |
| Post-reinforcement pause | a creature's tendency to stop responding briefly after reinforcement on fixed ratio or fixed interval schedules in operant conditioning |
| Positive reinforcement | A response followed immediately by the presentation of a stimulus change that results in similar responses occurring more often |
| Punisher | A stimulus change that decreases the future occurrence of behavior that immediately precedes it |
| Punishment | A basic principle of behavior describing a response–consequence functional relation in which a response is followed immediately by a stimulus change that decreases future occurrences of that type of behavior. |
| Rate of response | the most common way of measuring the degree of operant conditioning, consisting of counting the number of responses and dividing by the time involved in making them |
| Reinforcer | A stimulus change that increases the future frequency of behavior that immediately precedes it |
| Satiation | A decrease in the frequency of operant behavior presumed to be the result of continued contact with or consumption of a reinforcer that has followed the behavior |
| Variable interval | A schedule of reinforcement that provides reinforcement for the first correct response following the elapse of variable durations of time occurring in a random or unpredictable order |
| Variable ratio | A schedule of reinforcement requiring a varying number of responses for reinforcement |
| alternative response | when a response is punished, the likelihood that the learner will stop making it depends partly on wheterh other responses are available |
| avoidance | in operant conditioning, making a response to prevent an unpleasant stimulus from occurring before that stimulus occurs |
| contingency theory | theory that emphasizes the value of a CS as a source of information about the occurrence of a US |
| escape | a negative reinforcement situation in which the learner experiences something unpleasant and its response stops the unpleasantness |
| learned helplessness | the inability of a subject to learn to escape an unpleasant stimulus because it had previously been classically conditioned with that stimulus |
| omission training | a form of punishment in which a desired reinforcer is removed because of a response; also called punishment type II |
| punishment type I | the presentation of an undersired stimulus contingent on an operant response |
| punishment type II | a form of punishment in which a desired reinforcer is removed because of a response; also called omission training |
| time out | a form of omission training in which the individual is isolated from potential positive reinforcers because of her response |
| two-factor theory | an explanation of avoidance conditioning by using classically conditioned fear as a mediating device for maintaining the operant response |
| drive-reduction theory | theory that assumes motivation to be the result of reducing a psychological state by reducing a physical need |
| Premack principle | the idea that frequently made responses can be used as reinforcers for less frequently made responses |
| primary reinforcer | a reward such as food or drink that satisfies bodily needs and is innately effective |
| response hierarchy | Thorndike's idea that in an operant situation, the subject can make many responses that can be arranged in order of relative frequency |
| secondary reinforcer | a stimulus that has come to acquire reinforcing properties through its association with primary reinforcers |
| three-term contingency | the name Skinner used to refer to the fact that operant conditioning involves a relationship between three elements: a discriminative stimulus, a response, and a reinforcer. |
| token economy | an application of operant conditioning procedures to schools and institutions in which secondary reinforcers are used |
| transituationality | the idea that a stimulus determined to be a reinforcer in one situation should function that way in all situations |
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