psych lecture notes review
Terms
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- requires no learning history to acquire reinforcement values (food,sex)
- primary reinforcers
- reinforcer which acquires its value through assoc. with a primary reinforcer (money)
- secondary reinforcer
- first behavior occurs after a constant pre-determined time interval is reinforced *rapid rate of responding before reinf\'t *pauses after reinf\'t
- fixed interval schedule
- reinf\'t after a fixed # of responses *generate high rates of responding, but there is often a pause after reinf\'t
- fixed ratio schedule
- reinf\'t is variable in that the first response after a pre determined interval has elapsed is reinforced. ex: 3,8,1,7, and 6 minutes
- variable interval schedule
- # of responses req\'d for reinf\'t will vary every time the individual is reinforced * generally produce a high, steady rate of responding * in humans, most schedules are ratio
- variable ratio schedule *variable schedules produce greater resistance to extinction
- a process of reinf\'t and prompting (piano playing)
- chaining
- 1)these include behavioral coding 2)single-case experimental methodology 3)ABAB reversal design
- behavioral assessment procedures (operant procedures)
- single subject reversal study that has 4 phases: 1) baseline 2) treatment 3) reversal to baseline 4)reinstatement of treatment
- ABAB design
- -multiple treatment procedures - \" therapists -type of placebo control -invariance problem -follow-up compliance
- problems that occur in experimental group designs
- include: -test-test reliability -internal consistency: the degree to which individual items correlate w/ each other -validity: the degree to which the test measures what it says it measures
- methodological challenges in psychological assessment
- 1) external corroboration 2) criterion-related validity: refers to a test\'s ability to distinguish b/t 2 defined groups 3)convergent validity: confirmatory support from another independent method of assessment 4) discriminant validity: disconfi
- the 4 types of Validity
- consist of: 1) interviews 2) in vivo assessment via behav. coding 3) behav. avoidance procedures (Peter Lang\'s method and Levis\' phobic test apparatus
- behavior therapy pre and post-treatment assessment methods
- Structure Tests -fear survey schedule (FFS-II) -Beck\'s depression inventory (BDI) -Minnesota multi- phasic personality inventory (MMPI) -Binghamton child abuse screen (BCAS)
- psychophysiology measurements
- 1) how is fear learned? (is response learned?) 2) how is avoidance behavior learned? (can learning occur w/ absence of reinf\'t) - keep a CS on constantly = no learning -must incorporate a constant + drive : fear -widely accepted theory -UCS imp
- O.H. Mowrer\'s 2-factor theory of avoidance
- - developed theories of learning (avoidance learning) -most prominent learning book \'Hillganger\'
- O.H. Mowrer
- - escape fear/response to fear - reinforce behavior..negative reinforcement? -when you avoid, fear decreases and avoidance increases -fear strengthens reinf\'t -response avoids onset of painful stimulus
- avoidance/escape response
- 1) 1-way avoidance 2) shuttle box 3) which apparatus = the fastest learning and why -fear: particular situation -anxiety: unclear situation Auto N.S. controls emotions -sympathetic -parasympathetic (regulates emotions) 4) expreassion: joy,
- the avoidance paradigm
- shock to animal, runs to safe box for a # of trials
- one-way apparatus *best reinforcer * Levis created something similar to this (stimulus change= greater reinf\'t and showed a person can avoid all cues related to fear)
- same compartment -CS goes -safety box -tone comes on in other box -back and forth response ( fear is present)
- shuttle apparatus
- 1) secondary conditioning 2) higher order conditioning 3) stimulus generalization 4)response mediated generalization 5)semantic & symbolic mediated condition 6) memory reactivation
- learning principles in the transfer of fear
- -fear is an energizer -anticipate fear all over (lock door b/c a robber can break in even tho you\'ve never been robbed) -we take on fear (driving fast)
- instrumental learning: drive note
- response to avoidance when probability is low, unlikely to occur -issue at looking at probability -engage in symponomalic behavior
- psychopamology
- -well-known behavior therapist -study on snake phobics and argued that fear wasn\'t a unitary construct
- Peter Lang
- Is fear a unitary construct??
- YES, and Lang is wrong. these constructs are interrelated: 1)cognitive- verbal report 2)behavioral- avoidance test 3)psychophysical-auto nomic...heart rate etc..
- -created by Albert Ellis -straight cognitive approach to treatment (in vivo exposure as homework) -past is non- crucial, focus on present (exclamatory sentences, talk to self) 3 types of insight: 1) all behaviors (neg and pos)have clear cut ideol
- Rational Emotive Therapy
- study on avoidance condition of dogs, 3 observations: 1)rising traumatic shock = extreme resistance to extinction 2) avoidance latencies shortened w/ more training w/ response latencies b/t 1-4 seconds 3)if animal makes a long latency response,the fe
- Solomon and Wynne\'s resolution (1954) -explains symptom maintenance
- partial irreversability hypothesis- explains the finding of extreme resistance to extinction -conservation of anxiety hypothesis: fear to any part of the CS will be conserved unless it has been sufficiently exposed to permit full extinction -study wa
- Solomon and Wynne interpretation
- -extension of conservation of anxiety hypothesis (maintain the fear over time) -the serial CS procedure -principle of intermittent reinforcement -unlearning fear -response prevention procedure
- Stampfl\'s Resolution to the Neurotic paradigm
- S1-tone S2-flashing lights S3-buzzer UCS -rat escapes shock by jumping over barrier -learns quick (like 3 trials) -multiple CS\'s act as a cue -fear gets conditioned
- serial CS procedure *last part, S3 is most crucial *fear is strongest when it gets near buzzer
- fear goes down in serial CS procedure
- generalization extinction
- increase rats\' resistance to extinction
- secondary intermittent reinforcement
- -why do human symptoms persist for years and are destructive/ disruptive? -why do patients maintain this behavior until they die?
- neurotic paradox