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BEHP 2011 - Unit 2
Unit 2
| Term | Definition |
|---|---|
| Goals of Science | 1. Prediction and Control 2. Development of technology to benefit humanity |
| Determinism | All behavior is lawful |
| Empiricism | Objective observation with thorough description and quantification of behavior |
| Two elements of empiricism | 1. Experimentation 2. Replication |
| Parsimony | Simple explanations should be ruled out before complex ones |
| Philosophical Doubt | Continually question the truthfulness of what is regarded as fact; be skeptical |
| Pragmatism | Assesses the truth of theories or beliefs in terms of the success of their practical application |
| Pragmatic Truth Criterion | 1. evaluates science in terms of its products that benefit humanity 2. goal is to predict and control behavior 3. behavior analysis has produced a powerful technology for behavior change that has made a difference in thousands of people's lives |
| Philosophical Assumptions | 1.Determinism 2.Empiricism 3.Parsimony 4.Philosophical Doubt 5.Pragmatism |
| Selection | Process in which repeated cycles occur of: 1. variation 2. interaction with e'ment 3. differential replication as a function of interaction |
| Skinner and selectionism | 1. natural selection 2. operant selection 3. cultural selection |
| natural selection | survival of the fittest |
| Operant selection | selected responses are repeated and reproduced |
| cultural selection | special kind of operant selection; mediated by verbal behavior involving cultural practices |
| Selectionism | Behavior is the joint product of: 1. contingencies of survival responsible for natural selection on the species 2. contingencies of reinforcement responsible for the repertoires acquired by individual organism |
| Temporal contiguity | nearness of events in time ** very important factor in learning |
| Types of temporal contiguity | S1-S2 (Pairing) R-S |
| Contingency | Likelihood that one event is a result of another event If X (AND ONLY X) then Y |
| Contiguity | Adjacency between events regardless of causality |
| Types of Contingencies | 1. S-S (Pairing) 2. R-S 3. S-R-S (3-term contingency) |
| Basic operations of behavior analysis | 1. direct observation of behavior and e'ment events 2. repeated measures of behavior 3. Graph data 4. manipulation 5. systematic evaluation 6. analysis and interpretation |
| Direct observation | The "Show me" methods: using senses to observe behavior in context |
| Direct observation - measurement | one of the following: 1. number 2. Time-based aspects of the behavior (latency, duration, and/or IRT) 3. time-sampling |
| Repeated Measures | Data collected multiple times before intervention, and after each manipulation, and during any other phase of the study |
| Types of manipulations | 1. present an antecedent stimulus 2. withdraw an antecedent stimulus 3. pair 2 or more stimuli 4. provide a consequence (onset/offset) 5. signal a consequence 6. establish/abolish effectiveness of consequence |
| Systematic evaluation | Control for extraneous confounding variables in single-case designs |
| analysis and interpretations | Look for functional relations between behavior and e'mental events |
| Presentation of stimulus | 1. salt on tongue -> salivation 2. sudden loud noise -> startle response 3. rain begins -> turn on windshield wipers |
| Withdrawal of a stimulus | 1. light turns off -> pupils dilate 2. rain stops -> turn off wipers |
| Pairing | Contingently pairing 2 or more stimuli concurrently may be same time, or 1 can precede the other |
| consequential operations (+) | 1. press lever -> food pellet comes out 2. ask for water -> get water 3. tough hot stove -> get burned |
| consequential operations (-) | 1. flip switch -> light turns off 2. walk indoors -> rain stops hitting you 3. kick teacher -> get out of class 4. hit brother -> video games turned off |
| Signaling a consequence | s1-r1 - consequence s2-r1 - no consequence dad - ask for video game - gets video game mom - ask for video game - doesn't get video game |
| establishing operations | 1. salt on tongue increases the effectiveness of getting water as a consequence 2. decreasing the temperature to 50 degrees Fahrenheit makes getting a blanket more effective consequence 3. a locked door makes finding a key a more effective consequence |
| abolishing operations | 1. drinking 32oz of water decreases effectiveness of getting water as a consequence 2. raising the temperature to 80 degrees Farenheit makes getting a blanket a less effective consequence |
| learning | relatively permanent change in behavior as a result of experience |
| magnification of a stimulus | rain gets harder -> turn up wipers |
| attenuation of a stimulus | rain lessens -> turn down wipers |
Created by:
sanya
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