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| scientist presumes that all phenomna ocur as a result of other events. (Have the same stimulus) |
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| is the practice of objective observation of the phenomna of interest |
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| Is a carefully conducted comparison of some masure of the phenomnon of interest (D.V.) under two or more iffrent condition in which only one factor at a time (IV)differs from one condition to another |
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| requires that all simple logical explanations for the phenomena of investigation be ruled out before more complex explanation are considered. (we only kno what we know) |
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| requires scientist to question the truthfulnss of what is regarded as a fact. |
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| the repeating within experiments that determines reliability and increases internal validity |
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| determinis, empiricism, experimentation, parsimony, philosophical doubt, replication |
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| is a systematic approach to the understaning of natural phenomena |
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| exists when a well controlled experiment reveals that a specific change in on event (DV)can reliably be produced by speific manipulations of another event(IV) |
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| An approach to understanding behavior that assumes that an inner dimension exists and that phenomena in this dimension may cause some forms of behavior |
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| methodological behaviorism |
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| a philosophical poition that views behavioral events that cannot be publicly observed as outside the realm science (denied existence of inner variables) |
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| (skinner)Is a form of behaviorism that attempts to include and seeks to undertand all human behavior including private events |
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| explanatory fiction (don't need to learn it by word just know what it is for) |
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| a fictious variable that often is simply another name for the observed bahavior that contributes nothing to an understanding of the variable responsible for developing the behavior(key for viewing cause and effect rat experiment) |
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| applied, behavioral, analytic, technological conceptually systmatic, effective, generality |
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| signals ABA'S commitment to affecting improvemnts in behaviors that can improve people's lives. The behavior must be socially significant |
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| the behavior chosen MUST be the behavior in need of improvemnt, it MUST be measurable |
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| the experimenter must show a functional relation between manipulated events and a reliable change in measurable dimension of the target behavior |
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| when all operative procedures are identified and escribed with sufficient detail and clarity. So there are chances of replication |
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| when procures for changing behavior and any interpretations of how and why those procedures were effective should be describe in terms of the relevant principle from which they derived |
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| behavioral techniques must improve the behavior under investigation that reach clinical or social significance for the participant. |
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| when it last over time and appears in environments other than the one in which intervention originally occured. |
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| domains of BEHAVIOR ANALYTIC |
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| behaviorism, experimental analysis of bhavior(EAB), ABA, practice guided by behavior analysis. |
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| "The potion of an organisms interaction with its environment that is characterized by dtectable displacement in space though time of som part of the organism and that results in a masurabl change in at least on aspet of the environment" |
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| A systematic approach to the understanding of the phenomena by using description, prediction and control. |
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| Scientific approach for discovering environmental variable that reliably influence socially significant behavior and for developing a technology of behavior change that takes practical advantages of those discoveries. |
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| The philosophy of a science of behavior. |
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| The portion of an organism's interaction with its environment that is characterized by detectable displacement in space through time of some part of the organism and that results in a measurable change in at least one aspect of the environment |
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| an action of an organism's effector |
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| A group of responses that all produce the same effect on the environment. (Each response in a group produces the same effect on the environment) |
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| A set of collection of knowledge and skills a person has learned that are relevant to a particular settings or tasks |
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| An energy change that affects an organism to its receptor cells |
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| A group of stimuli that look the same, are time the same, and function the same way. (all evoke the same response) |
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| refers to environmental conditions or stimulus changes that exist prior to the behavior. |
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| is a stimulus change that follows a behavior of interest |
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| is a stimulus change that follows a behavior of interest |
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| When the magnitude of a response diminishes because a stimulus is presented frequently over a short span of time. |
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| A stimulus-stimulus pairing procedure where a neutral stimulus is paired with an unconditioned stimulus until the NS becomes a conditioned stimulus that elicits the conditioned response |
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| Happens when a conditioned reflex is establish but it would weaken if the conditioned stimulus was presented repeatedly in the absence of the unconditioned stimulus |
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| Behavior that is selected, maintained, and under stimulus control because of its consequences that have followed it in the past. |
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| Refers to the process by which operant learning occurs . Consequences cause increased or decreased frequency of some type of behavior under control in that situation (baby/mobile) |
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| an action of an organism's effector |
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| A group of responses that all produce the same effect on the environment. (have the same stimulus) |
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| a set of collection of knowledge and skills a person has learned that are relevant to particular settings or tasks. |
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| an energy change that affects an organism to its receptor cells |
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| a group of stimuli that look the same, are timed the same, and/or function the same way (all evoke the same response) |
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| behavior that is elicit by antecedent stimuli. Nothing else is require for the response to occur(high temp=sweating) |
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| if the stimulus is presented repeatedly over a short span of time the magnitude of response will diminish. "The process of gradually diminishing response" |
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| Happens when a conditioned reflex is stablish but it would weaken if the conditioned stimulus was presented repeatedly in the absence of the unconditioned stimulus. |
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| is any behavior whose future frequency is determined primarily by its history of consequences. Is selected, maintained, and under stimulus control b/c of its consequences. |
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| the basic process by which operant learning occurs. Consequences cause increased or decreased frequency of some type of behavior under control in that situation. (ex: baby moving mobile if frequency increases then OC has happen) |
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| A stimulus change that increases the future frequency of that type of behavior in similar conditions |
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| A stimulus change that decreases the future frequency of behavior |
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| Refers to different rates of operant responding observed by the presence or absence of an antecedent stimulus. |
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| automaticity of reinforcement |
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| Reinforcement that occurs independent of the social mediation of others. |
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| automaticity of reinforcement |
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| refers to the fact that behavior is modified by its consequences irrespective of the person's awareness .(Reinforcement recognition is not needed to be recognized in order for reinforcement to work) |
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| stimulus conditioned whose termination functioned as a reinforcement. (example baby batting mobile and music stops, termination of music is aversive) |
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| a stimulus change that can increase the future frequency of behavior without prior pairing with any other form of reinforcement (food, water, sexual stimulation) |
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| example of unconditioned reinforcement |
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Definition
| giving a cookie, or food to the dog because is a need that needs to be satisfied and should be given with no special condition require |
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| conditioned reinforcement/punisher |
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Definition
| stimulus events or condition that are present or occur just before or simultaneous with the occurrence of other reinforcers may acquire the ability to reinforce behavior when they later occur on their own as consequences. |
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| example of conditioned reinforcement |
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| money, the actual paper bill is nor reinforcing until we use it to acquire primary needs such as water, or food. |
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| example of negative reinforcement |
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| When a child says "please" and "thank you" to his/her mother, the child may not have to engage in his/her dreaded chore of setting the table. Therefore, not having to set the table will act as a negative reinforcer and increase the likelihood of the child saying "please" and "thank you" in the future |
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| is a stimulus change that can decrease the future frequency of any behavior that precedes it without prior pairing with any other form of punishment. (painful stimulation harm body cells) |
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| a behavior that occurs more frequently under some antecedent conditions than it does in others |
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| when a discriminated operant occurs at a higher frequency in the presence of a given stimulus than it does in the absence of that stimulus. (answering the phone, we don't answer if it doesn't ring) |
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| the ringing of the phone is a discriminative stimulus |
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| a stimulus in the presence of which responses of some type have been reinforced and in the absence of which the same type of responses have occurred and not been reinforced this increases the momentary frequency of the behavior. |
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| a term that refers to all of a person's learning experiences and more specifically to a particular response class or aspect of their repertoire. |
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| when you stop reinforcing a behavior that use to be reinforced. Primary effect is a decrease in that behavior. |
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| an environment variable that 1) temporarily alters the reinforcing effectiveness of some stimulus, object or event and 2) alters the frequency of all behavior they have reinforced. |
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| Positive reinforcement works by presenting a motivating item to the person after the desired behavior is exhibited, making the behavior more likely to happen in the future. |
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| presentation of a stimulus that increases the future rate of behavior. |
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| the removal of a stimulus that increases the frequency of the behavior |
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| Positive punishment is the PRESENTATION of a stimulus that DECREASES the future likelihood a behavior will occur |
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| is the REMOVAL of a stimulus that DECREASES the frequency of the behavior |
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| a stimulus response (S-R) relation that has an antecedent and a respondent behavior. Unconditioned and conditioned reflexes protect against harm. |
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| stimulus stimulus pairing |
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| a procedure in which 2 stimuli are presented at the same time repeatedly for a number of trials which results in one stimulus acquiring the function of the other stimulus |
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