Chapter 1
Chapter 2
Chapter 3
Chapter 4
Chapter 5
Chapter 6
Chapter 7
Chapter 8
Chapter 9
Chapter 10
Chapter 11
Chapter 12
Chapter 14
100
What are the 3 goals of science?
1. Description
2. Prediction
3. Control
100
Refers to behavior that increase / decrease by the presentation of a stimulus that precedes the response.
Controlled by the antecedent
Respondent Behavior
100
What is phylogenetic behavior and what are the 3 interdependent phase of natural selection.
Behavior relations that are based on genetic endowment of an organism.
1. Variation
2. Selection
3. Retention
100
Bx that operates on the environment to produce consequences that in turn strengthen bx
Operant
100
every operant required by the contingency is reinforced
Continuous Reinforcement (CFR)
100
What aversive stimuli are and the difference between aversive stimuli vs. punishers
Aversive Stimuli – Events that organisms evade, avoid, or escape from
Punishers – The event/stimulus that reduces the rate of the response
100
Explain the interaction of operant and respondent behavior when given an example (e.g., the example about seeing/smelling food evoking the operant behavior of eating food and eliciting salivation at the same time)
Respondent = Food (US) → Salivation (UR)
Operant = SD (Food) → R (Eating) → SR (Full/Satiation)
100
stimulus that precedes the operant and sets the occasion for a behavior
SD
100
refers to the allocation of time across available activities.
Choice
100
2+ basic schedules presented sequentially in which each link ends with primary reinforcement, and component schedules are NOT signaled by SDs
Mixed Schedule
100
A correspondence relation is a special type of stimulus control where the SD is _______ and the correspondence between the SD and response is _____________.
1) The behavior of another
2) reinforced
100
Define Verbal Behavior
Refers to behavior that is reinforced through the mediation of another person’s behavior.
100
3 Levels of Selection
Phylogenetic Selection
Ontogenetic Selection
Cultural Selection
200
3 Questions to determine circular logic
1. What is the behavior? (ex. I hit him)
2. What is the explanation for the behavior? (ex. I was angry)
3. What is the evidence for that explanation of the behavior? (ex. I know /I was angry because I hit him.
200
What behavior is emitted/evoked & what behavior is elicited?
Respondent = Elicited
Operant = Emitted / Evoked
200
Innate / inherited behavior where the US elicits the UR
Reflex
200
A class of related responses that may vary in topography but produce a common environmental consequence
Operant class
200
multiple correct responses receive one reinforcer
Intermittent Schedules of Reinforcement
200
Define punishment
The presentation or removal of a stimulus contingent on a response which decreases the future probability of the response under similar circumstances in the future.
200
What is instinctive drift is and is it problematic? Explain.
Instinctive drift = Species-specific behavior patterns become progressively more invasive and interfere with operant conditioning
It is not problematic because responses are appropriate to the environmental contingencies. There is a place for both conditioning to take place.
200
stimulus that precedes the behavior and is present only if extinction will occur for that behavior
S-Delta
200
Alternative that produces more rapid reinforcement is chosen exclusively.
o Results in exclusive responding to the alternative with the highest rate of payoff.
o Not the most useful design when evaluating allocation of responses
Concurrent Ratio Schedules
200
2+ basic schedules presented sequentially in which each link ends with primary reinforcement, & component schedules ARE signaled by SDs
Multiple Schedule
200
Spontaneous imitation is assumed to be _____ and operant imitation is assumed to be ______
1) phylogenetic
2) ontogenetic
200
The focus of verbal behavior is ____ not ____
Function, topography
200
Selection over generations for genes related to survival and reproduction
Phylogenetic Selection
300
Applications of the technology of behavior analysis
The implementation of services to produce behavior change that uses the tools & procedures developed in EAB and ABA and adhere to the philosophical foundation of behavior analysis.
Service Delivery
300
Refers to behavior that increase/decreases by the events that follow the response
Controlled by their consequences
Operant Behavior
300
A reflex is when a(n) ___ elicits a(n) ___ in the example of a puff of air blown into the eye eliciting an eye blink, the puff of air is called ___ and the eye blink is called ___
A reflex is when a(n) __US__ elicits a(n) __UR__ in the example of a puff of air blown into the eye eliciting an eye blink, the puff of air is called __US__ and the eye blink is called _UR__
300
a relationship between events that sets the occasion for the bx, the operant, and the consequence.
Contingency of Reinforcement
300
Schedule for reinforcing the first response after a variable amount of time has passed
Uniform, steady rate
Usually, NO pausing after reinforcement
Variable Interval
300
What are the difference between positive and negative punishment and procedures associated with each of these
Positive Punishment – Something is added following the behavior, and as a result, behavior decreases.
i. Aversive stimulus is given (Ex. reprimands, painful stimulation, extra work, social disapproval)
ii. PROCEDURES – only punisher if it decreases likelihood of behavior in the future
· Overcorrection / Restitution – Restore the disturbed situation to a greatly improved condition.
· Positive Practice – Requires violator to intensively practice an overly correct form of the action. (may be component of overcorrection)
Negative Punishment – Something is removed following the behavior, and as a result, behavior decreases
i. Pleasant stimulus is removed (Ex. fine/loss of money, loss of break or recess, timeout)
ii. PROCEDURES - only punisher if it decreases likelihood of behavior in the future
· Time Out – Loss of access to positive reinforcement for a specified period of time for engaging in the undesirable behavior.
o Exclusionary – physically removed (excluded from environment you previously had access to)
o Non-exclusionary – Not physically removed (get to watch but can’t participate)
· Response Cost – Conditioned reinforcers are removed contingent on behavior.
300
How does reflexive behavior intrude on operant contingencies?
(i.e., species-specific responses caused by respondent procedures embedded within operant contingencies, such as sign tracking or autoshaping)
When biologically relevant stimuli are contingent on an organism’s operant behavior, species-characteristic, innate behavior is occasionally elicited at the same time (e.g., URs)
This intrusion occurs because respondent procedures are sometimes embedded in operant contingencies of reinforcement
This intrusion of respondent behavior in operant situations may interfere with regulation of behavior by operant contingencies
300
stimulus that precedes the behavior and is only present if punishment is available.
SDP
300
schedules are independent of one another when they are presented concurrently.
o Responding on one alternative does not affect the rate of reinforcement programmed for the other schedule.
o Animal will spend most of the time on the richer schedule, but will switch periodically to obtain reinforcement from the other schedule.
o Preferred paradigm for studying distribution of preferences.
Concurrent Interval Schedules
300
2+ basic schedules presented sequentially in which only the final link ends with primary reinforcement, & component schedules are NOT signaled by SDs and produce conditioned reinforcement
Tandem Schedule
300
The experiment that was conducted on pigeons in an effort to study spontaneous imitation
Epstein's 1984 experiment
300
What is an autoclitic and give an example?
An autoclitic is a form of verbal behavior that modifies the consequences produced by other verbal responses.
Ex. I doubt we have enough gas or I think it will rain
300
Selection for bx within the lifetime of an individual organism
Ontogenetic Selection
400
The philosophical and theoretical foundations of science.
Radical Behaviorism
400
Stimuli that vary across physical dimensions but have a common effect on behavior.
Stimulus Class
400
A reflex is neither a stimulus or a response, but rather the ______ between the stimulus and response.
RELATIONSHIP
400
Define Reinforcement
the presentation or removal of a stimulus contingent on a response which increases the future probability of the response under similar circumstances
400
Schedule for reinforcing the first response after a variable number of responses have happened
Minimal to NO PRP
Produces higher overall rate of responding of any schedule
Variable Ratio
400
What are the difference between negative punishment and extinction and habituation and satiation
a. They all result in a reduction in the frequency of behavior under similar circumstances.
b. Habituation – A decrease in response to repeated presentation of a stimulus.
c. Satiation – A decrease in response to repeated presentation of a food/liquid stimulus.
d. Extinction – A decrease in response following withholding of the reinforcer that typically follows the response.
400
Explain how a behavior can start out as respondent, but then gain operant properties (e.g., baby crying example)
Respondent = Startle by noise (US) → Crying (UR)
Operant = Startle by noise (SD) → Crying (R) → Parent’s comfort (SR)
Reflexive behavior gains operant properties when reinforcement follow behaviors.
400
is established if the behavior occurs in the presence of one stimulus but not in the presence of another
A change in behavior that occurs when either an SD or an S-Delta is presented
Stimulus Control
400
A control procedure used to stop rapid switching between alternatives
Changeover delay
400
2+ basic schedules presented sequentially in which only the final link ends with primary reinforcement & component schedules ARE signaled by SDs and produce conditioned reinforcement
Chain Schedule
400
What were the five phases? (in order)
phase 1: adaptation
phase 2: baseline
phase 3: exposure/adaptation
phase 4: model-present imitation
phase 5: model-absent imitation
400
Name the 5 verbal operants
- Mand
- Tact
- Echoic
-Intraverbal
- Textual
400
Selection of bx patterns of groups of human beings that endure beyond the lifetime of a single individual
Cultural Selection
500
The study of the application of behavioral principles to issues of social significance in the natural setting.
Applied Behavior Analysis (ABA)
500
All topographical forms of a response that have similar functions
Response class
500
The two stimuli being paired in respondent conditioning are the ___ and a(n) ____ eliciting a ___. Once these stimuli are paired, the ____ is elicited by ___.
The two stimuli being paired in respondent conditioning are the __NS__ and a(n) __US___ eliciting a __UR__. Once these stimuli are paired, the __CR__ is elicited by __CS__.
500
Difference between Negative and Positive Reinforcement
Positive reinforcement- Something is added following the behavior, and as a result, behavior increases
Negative reinforcement- Something is removed following the behavior, and as a result, behavior increases
500
Schedule for reinforcing the first response after a fixed amount of time has passed
There is a pause after reinforcement, then a few probe responses followed by more and more rapid responding to a constant high rate as the interval times out.
Fixed Interval
500
What are the relationship between punishment and negative reinforcement
a. A history of punishment is necessary for operant escape/avoidance responses.
b. As the avoidance repertoire is strengthened, the relationship to the aversive stimulus is weakened (i.e., because you are avoiding it), eventually it weakens to the point that a shock isn’t avoided
500
How is reflexive behavior brought under the control of operant contingencies
Miller & DiCara Experiment:
Miller & Banuazizi:
Rationale: Operant behavior could not mediate conditioning if the subject had its skeletal muscles immobilized,this was one way to rule out operant conditioning of other behavior as a mediator of reinforced reflexes
500
Reinforce the operant in one "situation", and withhold reinforcement in another "situation"
discrimination training
500
Arrange 2+ concurrently available schedules of reinforcement
Program interval schedules on each alternative
Use Variable, rather than fixed interval schedulesRequire a COD in order to stop frequent alternation between schedules
choice making experiment
500
depends on the frequency of unconditioned reinforcement correlated with it
Effectiveness of a conditioned reinforcer
500
Observer pigeon placed in right chamber; objects added one by one to the left chamber; observer pigeon behavior recorded
Phase 1: adaptation
500
What role am I describing?
Engages in verbal behavior, whose consequences are mediated by the actions of others
Speaker
In a conversation, each person alternates as a speaker and a listener, however, their behavior in each role serves a different function
500
a process of differential reproduction
Natural Selection
600
Natural science approach to understanding behavior regulation.
Primarily looking at changes in probability of behavior (based on rate or response) as a function of the variables that are being manipulated.
Is the fundamental method used to establish the principles for a science of behavior.
Experimental Analysis of Behavior (EAB)
600
Ex. Different ways to open a door but all serve the same function.
Response Class
600
Refers to the transfer of the control of behavior from one stimulus to another stimulus by stimulus-stimulus pairing.
A.K.A. ____ & ____
Respondent Conditioning
A.K.A. Pavlovian Conditioning and Classical Conditioning
600
2 Types of negative reinforcement
Escape-Terminates “negative reinforcer” (i.e., unpleasant/aversive event)
Avoidance- Prevents “negative reinforcer” (i.e., unpleasant/aversive event) from happening
600
Schedule for reinforcing the first response after a fixed number of responses
have happened
“Break and Run” pattern
Produces rapid run of responses
Followed by reinforcement
Followed by a pause in responding
Fixed Ratio
600
What are the qualities of punishment that make it most effective
a. Intensity – the more intense, the more response suppression
b. Immediacy – the more immediate, the more response suppression
c. Use a continuous schedule of punishment
d. Reduce the effectiveness of positive reinforcement – reduce state of deprivation to reduce problem behavior.
e. Teach Response Alternatives that produce the same reinforcer.
600
What is the take-away message from these studies regarding the distinction/interaction between operant and respondent conditioning?
Take away is that the relationship is operational. Both operant and respondent conditioning impact the organism at the same time
600
An operant that has been reinforced in the presence of a discriminative stimulus (SD) is also emitted in the presence of other stimuli
Operant is emitted to new stimuli that share common properties with discriminative stimulus
stimulus generalization
600
BL / (BL + BR) = RL/ (RL + RR)
Matching Law
600
a stimulus that functions as a reinforcer because of species history.
Unconditioned reinforcer
600
observer pigeon placed in right chamber; objects added one by one to the right chamber; behavior of pigeon observed
phase 2: baseline
600
3 Basic Equivalence Relations
Reflexivity: A = A
Symmetry: If A = B, then B = A
Transitivity: If A = B and A = C, B = C and C = B
600
events that affect structure, and function during the lifetime of the organism
Environment
700
The universe is a lawful and orderly place and all events occur as a result of other events.
A scientist first assumes lawfulness of natural phenomena and then proceeds to look at lawful relations.
Determinism
700
Ex. Different restroom signs but have common effect on the behavior.
Stimulus Class
700
- Bee flying (NS) = No Response
- Bee stings you (US) = Fear (UR)
- Bee flying (CS) = Fear (CR)
This is an example of:
Respondent Conditioning Procedure
700
Reinforced consequences increase the probability of the behavior occurring again under similar conditions
Operant conditioning
700
More resistant to extinction
Least resistant to extinction
Stable consistent responding
Pausing
Best for Shaping
Best for Maintenance
Intermittent Schedule of Reinforcement
Continuous Schedule of Reinforcement
VI, VR
FI, FR
Continuous Schedules of Reinforcement
Intermittent Schedules of Reinforcement
700
Are the effects of punishment are relative and temporary, and not permanent
Effects are relative, not absolute
700
A procedure in which the trainer does not allow the organism to make mistakes by responding to the extinction stimulus (S-delta)
errorless discrimination
700
There is a relationship between the rate of reinforcement and the rate of responding
As reinforcement is increased for one response, the response rate of the alternative schedule will be reduced
Matching Law
700
a stimulus that functions as a reinforcer because of a conditioning history.
Conditioned reinforcer
700
observer pigeon placed in right chamber; model pigeon placed in left chamber; objects added one by one to left chamber; model pigeon engaged in reinforced performance with each object
phase 3: exposure/adaptation
700
What role am I describing?
Mediator of reinforcement for speakers behavior, SD for speakers behavior and supplies consequences for speakers behavior, Audience: Discriminative stimulus in the presence of which verbal behavior is characteristically reinforced and is characteristically strong
In a conversation, each person alternates as a speaker and a listener, however, their behavior in each role serves a different function
Listener
700
genetic makeup of the organism
Genotype
800
The practice of objective observation.
Results are objective in that they are open to anyone’s observation and do not depend on the subjective belief of the individual scientist.
Empiricism
800
Condition that is changed by the experimenter (Environmental change)
Independent Variable
800
The word "Respondent" means
Respondent = Conditioned Response (CR)
800
Engaging in a high-frequency behavior functions as reinforcement for the low-frequency behavior.
Premack principle
800
Jasmine is reinforced with a pink object on an average of 20 responses.
Variable Ratio
800
What is an SDP
a. In the presence of this stimulus, punishment has been correlated with the occurrence of a particular response.
b. “signals” availability of punishment
800
refers to transferring stimulus control from one value of a stimulus to another.
This is done by gradually changing a controlling stimulus from an initial value to some designated criterion.
- Reduce the intrusiveness of a prompt needed to produce a behavior
- Become less and less intrusive until the correct response occurs in the presence of the SD
Fading
800
Refers to the decrease in the value of consequences as a function of the passage of time.
The value of a stimulus is the highest when it becomes available.
Delay discounting
800
Any event/stimulus that is correlated with or exchangeable for many sources of unconditioned reinforcement
Does not depend on deprivation/satiation for a specific reinforcer
Generalized Conditioned Reinforcer
800
The objects were added, one at a time, to the observer's chamber while the model continued to demonstrate performance
Behavior of observer pigeon was measured and compared with baseline performance
If observer emitted designated response at a higher rate than during baseline
Evidence of spontaneous imitation
Phase 4 (Test for model present imitation)
800
A class of verbal operants whose:
- Form is regulated by written or printed (i.e., visual) stimuli
- where there is point-to-point correspondence but no formal similarity between the stimulus and the response
- receives generalized conditioned reinforcement (i.e., non-specific reinforcement) in the form of agreement/acknowledgement/corrective feedback/etc. (i.e., the behavior of the listener)
Textual
800
all the characteristics and behaviors observed during the lifetime of an individual
phenotype
900
- Investigation of the existence of a functional relation between 2 variables that appear to covary.
- Controlled comparison of some measure of the phenomena of interest (DV) under different conditions in which only one factor at a time (IV) differs from one condition to the next.
- The basic strategy of most sciences.
Experimentation
900
(Measured effect)
Variable you are interested in producing a change in; behavior of interest.
Dependent Variable
900
CS is presented a few seconds before US.
Delayed Conditioning
900
organism may repeatedly respond over an extensive period of time, organism is free to emit many responses or none at all.
Free operant
900
After every 20 minutes that John does not yell at Taryn, Taryn gives him a high five
Fixed Interval
900
What is the difference between a simple and conditional discrimination?
Conditional Discrimination: A differential response to stimuli that depends on the stimulus context.
You will say “8” when shown 3 + 5 and “15” if the relation is 3 × 5. Your response to the 3 and 5 is conditional on the + and × symbols.
Simple Discrimination: In a simple discrimination in the intraverbal relation, a person can respond to only one verbal stimulus, such as responding, “Hello,” in the presence of “Hi.” But in a conditional discrimination in the intraverbal relation, a person must come under the control of two or more verbal stimuli.
900
Impulsive choice
Smaller sooner reward
900
An environmental variable that (momentarily) alters the effectiveness of a consequence and (momentarily) alters the frequency of all behavior that has produced that consequence.
EO/establishing operation
900
The model was removed from the left chamber
The objects were added, one at a time, to the observer’s chamber while the model continued to demonstrate performance
If observer emitted designated response at a higher level than baseline
Evidence for Delayed spontaneous imitation
Phase 5 (test for model absent imitation)
900
The emergence of accurate responding to untrained and non-reinforced stimulus - stimulus relations following the reinforcement of responses to some stimulus - stimulus relations.
What am I?
Stimulus Equivalence
900
Relationship between environment and genotype are combined to make one's ___________.
phenotype
1000
Repeating experiments to determine the reliability and usefulness of findings.
Includes the repetition of independent variable conditions within experiments.
Replication
1000
Structure (topography) and function are interrelated.
Refers to why a behavior occurs.
Functional Approach
1000
CS is presented a long time before US.
Trace Conditioning
1000
an operant whose response rate is controlled by a given opportunity to emit the response
Restricted operant
1000
Cindy reinforces Minella's yawning at an average of every 10 minutes
Variable Interval
1000
A sequence of discriminative stimuli & responses in which each response produces a change in the stimulus controlling behavior
response chain
1000
self-controlled choice
Larger later reward
1000
EO: Increase in reinforcing effectiveness of a stimulus/object/event
AO: Decrease in reinforcing effectiveness of a stimulus/object/event
Value Altering
1000
Reinforcement procedures used to teach generalized response & stimulus classes (“do this”)◦
Involves both stimulus generalization of the class of modeled stimuli & response generalization of the class of imitative responses
generalized imitation
1000
Example of a verbal behavior contingency
A: See friend (SD)
B: I say “hi friend” (Response)
C: Friend says “hello” (SR +)
1000
Sets the requirements for survival of organisms
The habitat/environment inadvertently sets requirements for survival of individuals
1100
All simple, logical explanations for the phenomena under investigation must be ruled out experimentally or conceptually before more complex or abstract explanations are considered.
Parsimony
1100
Refers to what the behavior looks like (Topography of response)
Structural Approach
1100
CS & US are presented at the same time.
Simultaneous Conditioning
1100
Define Extinction
Withholding reinforcement of a previously reinforced response resulting in the decrease in the frequency of response under similar circumstances.
1100
Every time Juan raised his hand, Susan would give him a tequila shot
Fixed Ratio
1100
Conditioned Reinforcer for the response that produced it
AND
SD for the next response
The 2 functions of each SD in a response chain
1100
Increase in current frequency of behavior that has been reinforced by some stimulus/object/event
Evocative Effect
1100
Reinforce correspondence/matching between SD (model) and response (imitation)
After training multiple exemplars, test for generalized imitation
Present a novel model stimulus without reinforcement
If the new imitative response occurs that matches the modeled performance and goes unreinforced, then this is an example of generalized imitation
procedure for training for generalized imitation
1100
A class of verbal operants whose:
- form is regulated by verbal discriminative stimuli
- does not have point - to - point correspondence between the verbal stimulus and the response
-receives generalized conditioned reinforcement (i.e., non-specific reinforcement) in the form of agreement/acknowledgement/corrective feedback/etc. (i.e., the behavior of the listener)
Intraverbal
1100
If I touch fire and it burns my hand, I will avoid touching fire
Ontogenetic
1200
The scientist should continually question the truthfulness of what is regarded as fact.
Involves the use of scientific evidence before implementing a new practice, then constantly monitoring the effectiveness of the practice after is implementation.
Philosophical doubt
1200
A method of analyzing behavior-environment relations in which behavior is classified according to its response functions.
Uses experimental methods to show a causal relationship between environmental event and response.
Functional Analysis
1200
US is presented before CS
Backward Conditioning
1200
Factors that influence extinction
Bx on intermittent schedules are more resistant to extinction;
the higher the rate of reinforcement for the operant, the greater the resistance to change.
1200
Fixed Interval
1200
refers to a negative correlation between the response rates in the two components of a multiple schedule—as one goes up, the other goes down.
behavioral contrast
1200
Decrease in current frequency of behavior that has been reinforced by some stimulus/object/event
Abative Effect
1200
integration of generalized imitation, rule governed behavior, & verbal behavior
Observational learning
1200
A class of verbal operants whose:
form is regulated by non - verbal discriminative stimuli
- receives generalized conditioned reinforcement (i.e., non-specific reinforcement) in the form of agreement/acknowledgement/corrective feedback/etc. (i.e., the behavior of the listener)
Tact
1200
If many individuals with these traits are produced and there is even some small variability between individuals, those with the most fit characteristics will be selected and multiply
Level 1: Phylogenetic
1300
The philosophical view that a variety of existing things can be explained in terms of a single reality or substance.
The only difference between public and private behavior is our ability to observe them “threshold of observability.”
Public & private behavior follow the same principles of behavior.
Monism
1300
The most effective way to condition simple automatic reflexes is ______. This is when the NS is presented _____.
Delayed Conditioning
Just before the US
1300
What is the difference between extinction and forgetting
In extinction, the organism can emit response, but no reinforcement occurs
Forgetting is due to the passage of time, the response is not emitted
1300
Variable Interval
1300
occurs when the rate of response increases in an unchanged component with a decrease in behavior in the altered or manipulated component.
Positive contrast
1300
Evocative Effect & Abative Effect
Behavior altering
1300
Behavior shaped by instructions
Learning by being told what the consequence will be for a behavior
behavior that arises from a history of correspondence between rules and contingencies
contingency-specifying stimuli (CSS)
Rule-Governed Behavior
&
Rules (CSS)
1300
Mand:
Controlling Stimulus _______
Response Features _______
Response features _______
Controlling Stimulus - Establishing Operation
Response Features - specific reinforcement
Response features - none
1300
The form of education that predominates is one that has produced the MOST overall benefit to the community, group, or society
Level 3: Cultural
1400
What is the difference between public (overt) and private (covert) behavior
The only difference is that one is observable and the other is not “threshold of observability.”
1400
Procedure of repeatedly presenting the CS without the US.
Occurrence of response declines and reaches minimal value.
Respondent Extinction
1400
Name extinction effects
Extinction bursts
Force of response
Operant variability
Emotional responses
Spontaneous recovery
Discriminated extinction
1400
Variable Ratio
1400
occurs when the rate of response decreases in the unchanged component with increases in response rate in the altered component.
Negative contrast
1400
Behavior shaped by the events that follow.
Learning by making contact with consequences.
Contingency-Shaped behavior
1400
Echoic:
Controlling Stimulus ___________
Response Features ___________
Response features ___________
Controlling Stimulus - verbal SD
Response Features - GCR
Response features - Formal similarity
1500
When the evidence for the explanation is the same as the behavior to be explained.
Circular Logic
1500
Repeated pairings of the US eliciting a UR resulting in a gradual reduction in magnitude of the UR.
Habituation
1500
Premack Experiment
Deprived rats of water, measured bx when 2 options were freely available.
Experiment: Running on wheel provided access to drinking tubes for a few seconds
Findings: Running on wheel increased when it produced the opportunity to drink water
Conclusion: When given a choice between different activities, those responses that occur at a higher frequency may be used to reinforce those that occur at a lower frequency
1500
Fixed Ratio
1500
What does functional independence mean?
Skinner proposed that verbal operants are functionally independent of one another
Contingencies controlling verbal responses are distinct
I can say, “cookie” for many different reasons:
Mand: I can say, “cookie” because I want to eat a cookie, and I see that you have a cookie!
Tact: I can say, “cookie” because I’m labeling what you are eating
Intraverbal: I can say, “cookie” in response to a question you just asked me about what my favorite snack is.
Echoic: I can say “cookie” because I’m repeating everything you say.
The form of the language (“Cookie”) is the same. But each time I say it is for a different function.