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Behavioral Psych
Quiz 1
| Concept | Definition |
|---|---|
| Learning | 1) measurable change in behavior 2) change caused by experience with environment 3) change is maintained over relateivley long time |
| Covert Behavior | Unmeasurable internal behavior (ex: thinking) |
| Overt Behavior | Measurable, observable behavior (ex: walking) |
| Independent Variable | What you are altering |
| Dependant Variable | What you are measuring that is affected by the independent variable |
| Behavioral Analysis | Use of natural science techniques to explain and regulate behavior |
| Assumption of Behavioral Analysis | Behavior is Lawful |
| A-B-A-B Reversal Designs | A phase is baseline where you observe normal behavior; B phase is experimental where you observe effect of manipulated environment; 2nd A phase is where you restore original conditions to see if behavior reverts; 2nd B phase is repeated |
| Internal Validity | When the experiment controls for many extraneous variables |
| Threats to Internal Validity | History: what was happening during phases that was not controlled; Maturation: juvenile vs adult behavior; Instrument Decay: how accurate measurements of dependent variable were |
| External Validity | experiment represents conditions in the real world as opposed to lab with internal validity |
| Threats to external validity | reactive measurement: being observed changes behavior |
| Single-subject designs | focus on individual change to support cause and effect relationships |
| Ivan Pavlov | Originator of classical conditioning; tested with dogs' salivary reflex; conditioned new responses with existing reflex |
| John Watson | Believed thoughts were too objective; wanted psychology basesd on observable behavior; used Pavlov data to explain phobias |
| Edward Thorndike | Law of Effect: successful behaviors will be more likely to occur than unsuccessful ones; used different conditioning than reflex-based |
| B.F. Skinner | used scientific methods for behavioral analysis; Law of effect = principle of reinforcement; |
| Philosophy on Behavioral Analysis | 1) behavior is lawful 2) internal & external events impact behavior 3) thoughts cannot be used to explain behavior 4) feelings are bi-products of behavior |
| Phylogenetic Behavior | Genetic; orgnsm is born with behavior; innate; should aid in reproduction and survival |
| Ontogenetic Behavior | Learned behavior not present at birth |
| Fixed Action Pattern | unlearned (phylogenetic) sequence of related behaviors elicited by a specific stimulus that always occur in same pattern and must be carried out until completion every time |
| Reactoin Chain | unlearned chain of behaviors in which each behavior eleicits stimuli for following behavior; not always completed |
| Reflexes | unlearned stimilus-response behavior that is uniform within a species and can have different stimuli but always same response |
| Laws of Reflex | 1) Threshold: a min amt of stimulus is required to elicit response 2) Intensity-Magnitude: larger the intensity the larger the response 3) Latency: more intense stimulus, the shorter time between stim and response |
| Habituation | repeated presentation of a stimuli os the same intensity leads to less of reflexive response |
| Sensitization | repeated presentation leads to more a reflexive response |
| Unconditioned Stimuli | (US) stimuli that elicit reflex naturally |
| Unconditioned Response | (UR) response that is not learned |
| Conditioned Stimuli | (CS) neutral stimulus that elicits the same response as US with repeated pairings |
| Conditioned Response | (CR) response similar to UR elicited by CS |
| Respondent Aquisition | the more CS-US are paired to larger the CR |
| Asymptote | the curve of pairings to response is negatively accelerated and is an asymptote: largest incr. at beginning and eventually CR will no longer incr. |
| Extinction | repeated presentation of CS w/o US to decrease association of the two and decline CR |
| Spontaneous Recovery | After CS is extinct and there has passed an interval of time, the CS can be presented again and elicit a CR |
| Generalization | is organism generalizes, changing a feature of CS will not effect CR |
| Discrimination | If organism discriminates, changing an aaspect of CS will alter CR |
| Delay Conditioning | CS begins before US and ends after US begins; stimuli overlap; most effective |
| Trace conditioning | CS begins and ends before US begins; small temporal gap btwn stimuli; somewhat effective |
| Simultaneous Condititoning | CS and US begin and end at same time; not effective b/c organism cannot concentrate on two stimuli at the same time |
| Backwards Conditioning | US begins and ends before CS begins; not effective |
| Second-Order Conditioning | pairing original CS (CS1) with a new stimulus (CS2); CR2 is usually weaker than CS1 |
| Overshadowing | 2 stimuli (that will become CS) presented at the same time; one is more salient; more salient CS produces greater CR when tested individually |
| Blocking | CS1 is paired with US then CS2 is paired with CS1 with US; CS1 usually has greater CR |
| Sensory Preconditioning | CS1 and CS2 paired without US; CS1 then presented with US; both CS1 and CS2 elicit CR! |
Created by:
alexamareschal
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