Help
Options
Didn't know it?
click below
click below
Knew it?
click below
click below
Don't Know
Remaining cards (0)
Know
retry
shuffle
restart
0:00
Embed Code - If you would like this activity on your web page, copy the script below and paste it into your web page.
Normal Size Small Size show me how
Normal Size Small Size show me how
BMOD 6B - Antecedent
PSYC 365 BMOD 6B - Antecedent Control and Motivation
| Question | Answer |
|---|---|
| Analyzing for antecedent control | 1. identify the reinforcement contingency 2. Identify the reinforcer 3. Identify the antecedent for the reinforcement strategy 4. Determine if the relationship between the target behaviour relies on learning history |
| The antecedent involves discriminative stimulus if: | - it signals the availability of the reinforcer for the target behaviour S+ (SD) - It signals that the reinforcer for the target behaviour is NOT available S- (Sdelta) |
| The antecedent involves a motivating operation if: | - it temporarily increases the potency of a reinforcer for the target behaviour MEO - it temporarily decreases the potency of a reinforcer for the target behaviour MAO |
| Determine if the relationship between the target behaviour relies on learning history | - unlearned - UMEO and UMAO - learned - CMEO and CMAO |
| What is the traditional concept of motivation? | Traditional view conceptualizes motivation as some "thing" within us that drives our actions - aka drives, needs, wants |
| Specify the three practical problems in viewing motivation as an internal cause of behaviour. | 1. it ignores the evidence that the environment can influence and change behaviour 2. The individual is blamed for being lazy or lacking in motivation 3. Individuals blame themselves |
| MO - motivation operation | temporarily changes what you want and tells you how to get it. |
| antecedent variables | - value altering effect (temporarily alters the effectiveness of a reinforcer or punisher) |
| behaviour altering effect | - influences behaviour that normally leads to a reinforcer or punisher |
| MEO - Motivating Establishing Operations | - temporarily increases the effectiveness of a reinforcer or punisher - increases the likelihood of behaviours that lead to the reinforcer - decreases the likelihood of behaviours that lead to that punisher |
| How do MEO and MAO operations differ? | MEO - increases the effectiveness of the reinforcer and decreases behaviour leading to punishment. MAO - decreases the effectiveness of the reinforcer and decreases behaviour that leads to the reinforcer |
| UMEO: | - value-altering effect is innate - behaviour-altering effect is learned eg. food deprivation - food becomes more valued > food-seeking behaviour |
| CMEO: | - value-altering effect and - behavioural-altering effect are both learned eg. children who can earn tokens while participating in class activities but are asked to sit out if they fight. |
| UMAO | - value-altering effect is innate; - behavioural-altering effect are learned eg. food satiation: food loses value and we are unlikely to engage in food seeking behaviour |
| CMAO | both the value-altering effect and the behavioural-altering effect are learned - eg. the token system is abolished the positive behaviour ends and fighting escalates. |
| How do discriminative stimuli (SDs) differ from CMEOs? | SIMILARITIES: both have an evocative effect (evoke the target behaviour) DIFFERENCES: SD's (S+) signals the availability of a reinforcer while MO (CMEO) refers to the potency of the reinforcer. S+ behaviour will pay off in acheiving a reinforcer. |
| ECHOIC | a vocal imitation developed and maintained through social reinforcement |
| TACTS | a naming resopnse developed and maintained through social reinforcement |
| MANDS | a verbal response reinforced by a corresponding reinforcer or the removal of an aversive stimulus |
| How can motivating operations be taught with the assistance of motivating operations? | - Give a taste of juice then hide it (UMEO) - Echoic - What do you want... [say, juice] - Tact - What do you want? - Mand - generalize activity so child can ask for juice |
| Provide an example of an MO that alters the effectiveness of multiple reinforcers. | Food deprivation increases the value of food and increases food-seeking behaviour but also increasing the reinforcing value of abused drugs. |
| What is an intraverbal? Distinguish between intraverbals and echoics. | INTRAVERBAL - a verbal response under the control of a proceeding verbal stimulus (an answer to a question) where there is no similarity between the question and the answer. ECHOICS - part of the response is similar or repeated from the question. |
| SIMULTANEOUS AND SUCCESSIVE | Both S+ and S- are presented at the same. - learner responses to S+ are reinforced while responses to S- are not. |
| MULTIPLE-STIMULUS, MULTIPLE-RESPONSE DISCRIMINATION | A response is reinforced in the presence of S+ but not in the presence of S- - Naming something correctly - a block is a cue that saying "block" will result in a good feeling, while saying ANYTHING ELSE will make you feel like a dumb-dumb. |
| MATCHING TO SAMPLE | Selecting an appropriate response when given a multiple options. - which one is like this oddity match - which one is not like this symbolic matching - which one represents this |
Created by:
HarleeM