PSY 3103

Components of Past Reinforcement of imitation

1. Behaviour (boy imitating mom's behaviour instead of dad's) 2. Models (successful people = more reinforcement) 3. Contexts (swearing with peers vs with parents)

Steps of BMOD

1. Choose a behaviour 2. Define the behaviour 3. Functional analysis of B 4. Measuring the ABCs to get a baseline 5. Collecting data 6. Experimental designs (ABA) to test the effectiveness of intervention 7. Evaluate the results

Fading guidelines

1. Choose final desired stimulus 2. Select appropriate reinforcer 3. Choose starting stimulus and fading steps 4. Put plan into effect

Problems with rules

1. Does not facilitate adaptation to exceptions to the rule 2. Cannot capture all the subtleties of the natural contingencies 3. Behaviour becomes contingent on the rules rather than environmental stimuli and feedback

Factors influencing acquisition of information

1. Model's behaviour has practical value and reinforcing consequences 2. Similarity of observer and model 3. Similarity of behaviour 4. Reinforcement for vigilance and attention 5. Visibility of modeled behaviour 6. "easiness" of modeled behaviour

Ways to measure behaviour in BMOD

1. Number of times 2. Frequency (#/hour) 3. Time of duration 4. Percentage of some task 5. Rating scales

The Relative Nature of Sensory Stimulation

1. Other stimuli in the stimuli collage make it reinforcing or punishing (TV on in quiet room, or with kids screaming) 2. Novel vs. Familiar (novel exciting, familiar boring) 3. Recovery of excitement of stimulus (didn't listen to the song all summer, listen to it again 3 months later and it's exciting again. takes less time to habituate second time though) 4. Individual differences in types of sensory input 5. Individual differences in "tastes" 6. Sleep/wake cycles 7. Sickness/fatigue

3 Phases of Learning from Prompts

1. Prompting Target behaviour is prompted 2. Reinforcement. Strengthened prompted behaviour 3. Fading Gradual removal of prompts so that the behaviour is under control of natural reinforcers

Benefits of Rules

1. Quick way of learning 2. Requires that we understand language, but other than that, not much 3. Easy to learn without trial and error

Components of Model Behaviour

1. Seeing overt consequences 2. Seeing emotional responses to behaviour 3. Admiration of model

Determinants of strong conditioning

1. Strong USs 2. Novel US and CS 3. More pairings of CS with US 4. CS BEFORE US 5. Short time lags between CS and US 6. Cognitive processes

SDs for following rules

1. The rule - If following certain rule is reinforced, rule is an SD now 2. The context - Various contextual cues will act as SDs or SDeltas for the rule based on whether or not they had been reinforced in that context before

Times advice doesn't work

1. The rule is not obviously true 2. Rewards are in the distant future 3. Rule makes person do something aversive, strange, or uncomfortable

Ways rules are conceptualized

1. They are verbal behaviours 2. The effects are not directly impacting the world 3. The effects are mediated through other people who carry out the rules we use

Four reasons why behaviour modification is effective

1. Utilizes carefully designed behavioural definitions 2. Behaviour modification draws on extensive scientific research to design strategies that are likely to be effective 3. Behaviour principles show us how to make behavioural change easy and rewarding 4. Scientific methods of BM help us collect data on our behaviour to see which plans work best and which need improving

Times rules are helpful for learning

1. When reinforcers are few and far between, rules can create "behavioural persistence" 2. When the reinforcers are too distant in the future to alow differential reinforcement, rules can guide a behaviour and show its connection with future reinforcers 3. Avoid risk for punishment without making mistakes

Context cues for following rules

1. Who gives the rule (boss or homeless dude) 2. Tone of voice of rule, and how it's presented (flippantly or seriously) 3. Authority of rule-giver

Law of contrast

A law of association holding that events that are opposite from each other are readily associated.

Chains of behaviour

Defining a target behaviour in terms of several smaller steps that are joined together in a chain of activities (Example: to get a higher pole vault, deal with sprinting, how to hold the pole, how to spring off the ground, how to twist the body, and how to land.)

Temporal arrangements of stimuli

Delayed conditioning Trace conditioning Simultaneous conditioning Backward conditioning

Coping models

Demonstrate skills an observer needs to cope with the problems of moving up one or two steps

Data collection techniques

Direct observation Indirect observation Questionnaires

Types of inverse imitation

Dislike (if you don't like X person, do the opposite of them) Negative consequences to model (watch parents fight every day, swear to never have a relationship like them) Nonconformists (being rewarded for not conforming, being different)

Basic conditioning phenomena

Extinction Spontaneous recovery Disinhibition

Explicit knowledge

Gained from learning by rules; thinking about a behaviour in terms of rules and equation-like behaviours

Laws of Association

L.O Similarity LO Contrast LO Continuity LO frequency

Response facilitation

Model's behaviour is an SD for engaging in similar behaviour, but effects are fleeting. No learning of behaviours.

Vicarious classical conditioning

Model's behaviour provides CSs that elicit VERs through higher order conditioning, and the original NS becomes a CS with the VERs becoming CERs (Seeing friend playing banjo and is enthusiastic about the music, her banjo music may become a CS for the CER of pleasure)

Reinforcement for vigilance and attention

More vigilance means more imitation, and increase vigilance by: 1: Differential reinforcement for paying attention 2: Observational learning by seeing other people pay attention 3: Prompts to pay attention (pointing) 4: Rules (watch how they do it then you can do it yourself)

S-R Learning

NS becomes directly associated with the UR

S-S Learning

NS becomes directly associated with the US

Types of deprivation

Natural deprivation (don't notice the deprivation until after) Deliberate deprivation (not eating before going out for sushi) Compulsory deprivation (spouses working in different cities, can't have sex for two weeks)

Modeling effects

Observational learning Inhibitory and disinhibitory effects Response facilitation

Problems with PP

Only suppresses behaviour Doesn't teach new behaviour Can condition responses that interfere with wanted behaviours

Observing responses

Operants that are reinforced by information Most likely to be done in times of uncertainty--if we don't know much about the environment/situation, information is more reinforcing

LImitations to CC

Overshadowing Blocking Latent inhibition

Determinants of performance of imitated behaviour

Past reinforcement Present reinforcement

Stimulus-substitution theory

Pavlov believed this The CS acts as a substitute for the US

Models

People who first display a behaviour, can be real or symbolic

Observers

People who watch/see/hear/read about the behaviour of the model, passively or actively

Types of prompts

Physical guidance Mechanical prompts Pictures Gestures Words

Tokens

Physical objects used as secondary Rs or Ps which stand for other kinds of Rs or Ps (Prizes, medals, diplomas)

Occasion setting

Place/stimulus signals CS will probably be paired with US (Dog in the kitchen vs. living room)

Why punishment is used

Primary punishment is extremely effective and doesn't lose power over time Also, since it's effective it's reinforcing to person administering punishment

Secondary reinforcers and punishers

Ps and Rs that we respond to because they regularly precede and predict primary reinforcers and punishers (learned R/P)

Primary Reinforcers and Punishers

Ps and Rs we are biologically prepared to respond to without any prior learning

Proacting

Responding in anticipation of the onset of aversive events

Things that Effect PR power

Satiation Deprivation

Location

Sequence, form, or location of a response relative to the external environment

Chains of operants

Sequences of operants which join together to make an operant behaviour chain. Secondary R and P plan important roles in explaining these. Usually, it goes operant, SR, operant, SR, etc. There can be PRs too

Law of similarity

Similar things appear to be grouped together

Common Secondary R/P

Social R/P (attention, learning subtle discriminations) Tokens Generalized

Premack principle

States that high-probability behaviours can be used as reinforcers for performing a low-probability behaviour, and low-probability Bs can be used as punishers for high-probability Bs

Generalized punishers

Stimuli that are predictive of a variety of different kinds of punishment across a broad range of circumstances. (frowns, legal devices, etc.)

Controlling variables

The antecedent and the consequence that explain why a person does a behaviour

Preparatory-response theory

The purpose of the CR is to prepare the organism for the presentation of the US

Topography

The sequence (path of movement), form, location of components of a response relative to the rest of the body (HOW it is done in relation to the organism, not the environment)

Latency

The time between the signal for a response and the beginning of a response

Sensory stimulation

The total amount of stimulation coming at us from all parts of he stimulus collage--outside and inside the body Can work as a R or P depending on the amount and our threshold

The Role of USs

They elicit URs Most function as primary R or P

Law of continuity

Things together time-wise are often readily associated (thunder and lightning)

Duration

Time beginning to end of a response

Pivotal skills

central skills that open doors to many healthy and functional learning experiences

Group experimental designs

experimental designs where we compare a group's behaviour to the control group

Behaviour principles

generalizations about the causes of our thoughts, feelings, and actions

Extensions of CC

higher order conditioning sensory preconditioning

Observational learning

learning new behaviours through imitation. Most likely to work if the modeled behaviour is close to what person can already do. It's efficient and quick.

Acquisition

perceiving and remembering information about a model's behaviour

Reacting

responding after the onset of aversive events

Response-produced stimuli

secondary reinforcer stimuli that are produced by the prior response in an operant chain

Generalized reinforcer

stimuli that are predictive of a variety of different kinds of reinforcement across a broad range of circumstances (money, social attention)

Alternating-treatment designs

test the efficacy of two ore more different treatments by alternating among them in clearly different stimulus situations

Mastery models

the final steps of mastering a skill, without showing the early stages

Reinforcement

the operation of presenting or removing a reinforcer when a response occurs Describes the relationship between the behaviour and the reinforcer, not only one

Behaviour modification

the systematic and scientific use of behaviour principles to the task of changing someone's target behaviour--whether yourself or someone else

Key determinants of behavioural performance

there are SDs present that signal that imitation has been rewarded in the past there are SDs that signal that the imitation behaviour will be rewarded now

Performance

using acquired information to carry out a relevant behaviour

Vicarious emotional responses

when an observer takes part in the feelings and emotions of other people, learned through CC

Multiple-baseline design

begin baseline observations on any of the two or more things/people/settings/time being studied then gradually shift each one to the experimental intervention

Compensatory-response model

Compensatory after-reactions to a US may come to be elicited by a CS

Functional analysis

When we hypothesize about As and Cs to figure out which stimuli control the behaviour in BMOD

Prompt

A supplemental antecedent that increases the likelihood that a behaviour will occur, but is not the final SD

Contingency-specifying stimuli (contingencies of reinforcement)

A: when to do something B: what to do C: What will happen when you do it

Three functions of secondary R and Ps

AS CSs: 1. They elicit reflexive responses with emotional components 2. They are consequences that modify the prior operant behaviour AS SDs: 3: they set the occasion for subsequent operant behaviours

Things that Effect PP power

Adaptation Threshold effect (A certain "amount" of punisher must be present before it is aversive)

Imitation

Behaviour change traced to modelled behaviour, whether it be immediate, delayed, or never

Inverse imitation

Behaviour that is opposite of model's Reinforcement for complementary or otherwise different behaviour from model's (learning how to dance, for instance)

two general classes of behavioural problems

Behavioural deficits and excesses

Task analysis

Break each task/skill into its component parts and analyze complex behaviours and sequences of behaviour into their component responses

Inhibitory and disinhibitory effects

Change in the probability of expressing a behaviour already in repertoire

Simple mechanisms of learning

Habituation sensitization

Law of Frequency

Higher the frequency of pairing the two items, the stronger the association

Response dimensions

Topography Location Latency Duration

Multiple Baseline Designs

Two or more things being studied at once, and you start the intervention for each variable at different times. This is good if you don't want to put a behaviour on reversal for ethical reasons or you can't.

Rules

Verbally encoded guidelines like instructions, suggestions, or hints that tell us how to respond in various situations. Generally tell us the contingencies of reinforcement.

Vicarious reinforcement and punishment

When CERs have been learned through vicarious classical conditioning, the CSs serve as secondary R and Ps for observer

Trace conditioning

When NS is finished before US starts (almost as effective as delayed when trace intervals are short)

Delayed conditioning

When onset of NS precedes onset of US and the two overlap (Best kind)

Command

a rule enforced by consequences that the rule giver controls

Good advice

a rule whose use is reinforced by the natural consequences of following the rule