Chapter 15 & 16

Primary Emotions

fear anger joy happiness sadness interest anticipation excitement

***Primary displays of emotion are respondent, they are unlearned and evoked.

***Secondary displays of emotion are operant and they depend on the person's history. They are learned and elicited.

Stimulus generalization is stronger if...

Physical similarity Conceptual similarity (dogs) Equivalence Class similarity (broccoli and bread are both food)

Respondent = Our FEELINGS

Operant = Our ACTIONS

CHAPTER 16

CHAPTER 16

Briefly describe 4 tactics for programming operant behavior maintenance with examples.

1. Behavioral trapping is when a behavior that has been developed by programmed reinforcers is trapped by natural reinforcers. EX. Learning to ride bike is reinforcer for itself. 2. Changing the behavior of people in the natural habbitat is difficult but the idea is to alter the target situation so that they will maintain a learners behavior that has been generalized from the training session. EX.When manners and bedtime routines are taught and generalized at home, bu the same rules don't always apply at other homes. Explain the rules to other adults before. 3. Use intermittent schedules of reinforcement in the target situation. After a behavior has been generalized to a target situation, it is a good idea to reinforce the behavior for a few trials to increase the probability of the behavior lasting until it can come under control of natural reinforcers. EX. Timer Game 4.Give control to the individual by either teaching an individual to assess and record instances of their own generalized behavior and apply specific reinforcement to that behavior OR teach the individual to recruit a natural community of reinforcement to maintain the generalized responding. EX. When we chose to educate our children at home, it's wise to surround ourselves with people who also home-school so that we can naturally encourage one anothers' behavior.

Four important aspects of emotions:

1. Inward reaction one feels during the experience of emotion (physiological response). 2. The way the emotion is outwardly expressed or disguised (behaviors). 3. Awareness and description of emotions (thoughts/talk). 4. Causes of emotions

List four tactics for programming operant stimulus generalization. Give example of each.

1. Train in the target situation (ex) practice speech in the same room that the presentation would be held, imagining the audience and conditions that would occur 2. Vary the training conditions (ex) practicing golfing when it is cold, windy, hot, calm, noisy all of which may occur during a competition 3. Program common stimuli (ex) social and academic classroom behaviors were taught to children in a remedial classroom. Stimulus generalization is used to move from the remedial classroom to the regular one. 4. Train sufficient stimulus exemplars (ex) if a child is taught to say "dog" when viewing several exemplars of dogs, then the child is likely to generalize and refer to any variety of dog as a "dog"

Briefly list 3 tactics for programming operant response generalization. Describe an example.

1. Train sufficient response exemplars. 2. Vary the acceptable responses during training 3. Capitalize on behavioral momentum

3 important Components of Emotions

1. the autonomic reaction that you feel during the experience of an emotion (typically accompanied by visible signs, such as frowns or smiles) which is influenced by respondent conditioning 2. the way you learn to express an emotion overtly (such as shouting, jumping up and down) which is influenced by operant conditioning 3. the way you become aware of and describe your emotions which is also influenced by operant conditioning

Components of emotions:

1. the feeling component, which is internal, private, and subjective 2. and overt, public, and objective component

When is a behavior change said to have generality?

A behavior is said to have generality to the extent that the following occur: •stimulus generalization: the training behavior transfers form the training situation(s) to the target situation(s) (which is usually the natural environment) •response generalization: training leads to the development of new behavior that has not been specifically trained •behavior maintenance: the trained behavior persists in the target situation(s) over time

***

Autonomic nervous system not involves in all respondent behaviors. Some are skeletal (motor) reflexes

Discuss whether behavior modifiers deny the existence and importance of thoughts and feelings

Behavior modifiers DO NOT ignore what goes on inside the person - Though a lot of studies have been done with mostly observable behavior, many modifiers have taken interest in dealing with private behavior - Thinking and feeling as private behaviors are a proper subject matter for behavior modifiers and can be readily dealt with in terms of operant and respondent conditioning principles

Behavioral Momentum

Behavioral momentum is using the momentum left from one stimuli to cause the individual to be more likely to properly respond to another stimuli they would not usually properly respond to. Reinforcing a behavior results in more likelihood other behaviors in the same equivalence class will be emitted. Examples: Following Instructions, starting a project.

Behavioral Trapping

Design the program so it matches the contingencies (behavior-consequence connections) available in natural environment. Behavior will be trapped - maintained - by the contingencies in the natural environment

Operant Components: Actions, Descriptions, and Awareness

Displays of emotion depend on learning history - operant conditioning at play. Labeling of emotions of others may be inaccurate if we don't know: --Emotion-causing events --Inner feelings of the person --Relevant operant behaviors

Causes of Emotions

Happiness -Presentation of reinforcers Anger -Withholding of reinforcers Anxiety -Presentation of aversive stimuli Relief -Withdrawal of aversive stimuli

Describe several physiological activities that we experience in a moment of great fear

Heart rate increases, breathe more rapidly, mouth becomes dry

Respondent (Classical) Conditioning

Involuntary If a neutral stimulus is followed closely in time by an unconditioned stimulus (US), which elicits an unconditioned response (UR), then the previously neutral stimulus will also elicit the response in the future

Thinking: Voluntary Self-Talk - Operant

Much of thinking is verbal (operant thinking) At 5-6 years, begin private speech (talk silently to self) We learn what is appropriate to say and what isn't. Basis for cognitive therapy (EX) Before attempting a trick, a skateboarder says to himself, "I hope I land this trick"

Describe the procedures and results of both operant and respondent extinction

Operant extinction- reinforcement withheld following previously reinforced response. Response decreases in frequency. Respondent extinction- conditioned stimulus is presented without further pairings with unconditioned stimulus. Conditioned stimulus loses capability of eliciting conditioned response

Describe the procedures and results of both operant and respondent reinforcement

Operant reinforcement- Presentation of a positive reinforcer following a response for the removal of an aversive stimulus following a response. Behavior increases in frequency. Respondent reinforcement- Pairing of a previously neutral stimulus with an unconditioned stimulus. Neutral stimulus acquires capability of eliciting a conditioned response

Describe 3 differences between operant responses and respondent responses

Operant responses- Are controlled by consequences, voluntary, and are emitted. Respondent responses- occurs automatically to prior stimuli, are involuntary, and are elicited.

Explain why considerations regarding generality of RESPONDENT behavior differ from those regarding operant behavior

Programming for generality of OPERANT behavior: - Often involves strategies to bring about stimulus generalization, response generalization, and behavior maintenance When dealing with RESPONDENT behavior: -Sometimes, stimulus generalization is important - Ex: when extinguishing a phobia; one would NOT want to decrease the fear to only one specific stimulus - For most treatments involving respondent conditioning, we are typically concerned with maintenance of the conditioned reflex over time - Important that the conditioned reflexes be maintained over time- if a CS is presented without further pairing with a US, the CS will lose its ability to elicit the CR - Sometimes necessary to periodically air the CS with the US so that the CS will continue to elicit the desired response over time

The Respondent Component of Emotions

Reflexive reaction of body -Digestive system -Circulatory system -Respiratory system Controlled by Autonomic Nervous System -Fight or flight -Relaxation Nearly every organ or gland controlled by the autonomic nervous system is susceptible to respondent conditioning

Explain why, for most of us, an approaching deadline likely functions as a CS eliciting anxiety as a CR

The deadline was once an unconditioned stimulus, but after being paired many times with punishment for being late it became conditioned and elicits anxiety

Describe the generalization strategy referred to as general case programming. Give an example.

The general case programming, the teacher begins by identifying the range of relevant stimuli situations to which a learner will be expected to respond and the response variations that might be required. Then, during training, the learner's behavior and acceptable variations are brought under the control of samples of the range of relevant stimuli. (ex) teaching adolescences with disabilities to use vending machines by introducing them to a variety of different machines and the responses needed to use them.

Describe how respondent and operant conditioning interacted to influence Janice to get her term paper done by the deadline

The operant responses, such as reading and looking up references helped her toward meeting the deadline. Respondent response- anxiety decreased when she saw she was able to meet the deadline

Operant Conditioning

Voluntary Behavior can be modified by its consequences A --> B --> C

When behavior modifiers speak of private behavior, to what are they referring?

The thinking and feeling in everyday life that is not observed by others

When discussing programming of generality of behavior, what do we mean by the training situation versus the target situation?

The training situation is when the behavior is initially strengthened. A target situation is what we want the generality to eventually occur.

What basic assumption do the authors of this text make about public and private behavior?

They are both the same. The principles and procedures of operant and respondent conditioning apply to both

Thinking: Involuntary Imagery - Respondent

Thinking can produce: Brain reactions leading to sensations Body reactions This is why guided imagery is effective in therapy. (EX) Imagining laying on the beach in the sun. You can feel the sand, hear the water and see the beautiful sun.

What is meant by "recruitment of reinforcement"? Illustrate with example.

To teach an individual to emit a desirable behavior and then tell someone about it to "recruit reinforcement" to maintain the generalized responding

Generality

Trained behavior transfers from training situation to natural environment (stimulus generalization) Training leads to development of new behavior that has not been specifically trained (response generalization) Trained behavior is maintained in the natural environment over time

Response Generalization

When a behavior becomes more probable in a situation because a different but similar behavior was reinforced in that situation. Response generalization is stronger if... Physical similarity Conceptual similarity (please and thank you are both manners) Equivalence Class similarity (things to do to be nice

Define stimulus generalization, and give an example.

When a behavior becomes more probable in a situation because it's been reinforced in a different but similar situation. For example, a child sees a Ford on the street and points to it and says "car" and is reinforced for doing so. Later, they see a Honda and points to it and says "car" again.

Covert Sensitization

a form of aversion therapy in which a troublesome reinforcer is paired repeatedly with an aversive stimulus

Conditioned Seeing

acquire conditioned seeing through experience can also acquire conditioned smelling, hearing, and feeling. (EX) A man has several passionate encounters with a woman who wears a distinct perfume. He walks by another woman in the store wearing the same perfume. He might immediately imagine seeing the partner (conditioned seeing), feel tingly all over (conditioned feeling, and emotional response), and even imagine that he heard the partners voice (conditioned hearing).

Describe three unconditioned reflexes that are shown by newborn infants, and that normally do not disappear as the child grows older.

blink gag cough yawn sneeze

Secondary Emotions

envy jealousy anxiety guilt shame relief hope depression pride love gratitude compassion Secondary develop after primary and are thought to stem from them.