learning and behavioral therapy EPPP
Terms
undefined, object
copy deck
- Thorndike's methods
- cats, boxes, mazes, reward, push levelrs
- Thorndike's 3 main principles and 1 minor principle
-
Law of Effect, Exercise, Readiness
Law of Spread Effect - Law of Effect
- resp. that are followed or accompanied by succes wil be repeated
- Law of Exercise
- a resp repeated in the presence of a stimulus will become bonded to that stimulus
- Law of Readiness
- must be ready (satisfycing) forcing or making to do when not ready reduces motivaton (being able to stop is also satisfying)
- Law of Spread Effect
- act leads to satisfying consequences will be associated with other acts occurring with it (trial and error learning)
- Tranfer of Training
- to specific, related topics; increases as simlarity to stimulus increases for both verbal and motor tasks
- Watson
- fatehr of modern behaviorism, coined the term, rejected introspection, focus on observable measures
- Watson beleived what about learning?
- all learning is classically conditioned (thought = covert speech)
- Classical Conditioning model
-
us --> ur
Cs + US --> UR
Cs --> CR - Aquisition period depends on what?
- the interval btwn CS and US
- optimal interval btwn US and CS
- .5s
- types of conditioning
-
simultaneous
delayed
trace
backward - simultaneous conditioning
- same time
- delayed conditioning
- prsentation of CS preceded but overlaps US (most effective type)
- Trace conditioning
- CS terminated prior to US
- Backward conditioning
- US precedes CS; this does not lead to true conditioning (poss. "pseudoconditioning" d/t overgeneralization)
- Delayed v backward cond
-
Bell + Food --> salivaton
CS US UR
Bell--> Salivation (CR)
Food + Bell --> UR - CR v. UR
- less intense in both quantity and quality
- Extinction
- occurs when CS is presented without US, eventually no CR
- Reinforcement in CC v OC (operant cond)
-
CC Reinforcement is confirmaton of the US
OC Reinforcement is increase in voluntary behavior - Spontaneous recovery
- overtime the CR will reappear wakly w/ the CS re-administered (ie extinguished responses are inibited, not forgotten)
- experimental neurosis
- when discrimination is difficult (confusion btwn usually distinct stim)leads to unusual behavior
- Higher order conditioning
-
CS becomes the US
bell + food --> sal
light paired with bell
light --> weak sal - sensory preconditioning
-
pair 2 CS
condition one to --> CR
second may weakly --> CR - blocking
- after CS isparied w/ US, a 2nd CS is introduced w/out US and blocks the CS --> CR
- Pseudoconditioning
- CR is only tied to experiemental situation, ot the CS ie exp. becomes the CS
- counterconditioning
- pair an undesirable beh with an incompatible beg so beh is eliminated
- techniques based on counterconditioning
-
systematic desensitization
assertivenss training
sensate focus - systematic desensitization
-
anx. inhibited by calm
train to relax; build hierarchy of anx stim; desens. in imagination; begin in vivo last - assertivenss training
- beh rehearsal or practice invovles a hierarchy of anx beh & get fdbk from thx - calm interferes with panic
- sensate focus
- relax--> touching -> no pressure to have sex w/ graded hierarchy
- reciprocal inhibition is related ot what concept and how does it work?
-
systematic desensitization
anxiety is inhibited by calm (opposite) through sympathetic/para action - why does systematic desensitization work?
- through extinguishing the anxious response...NOT through Counterconditioning
- techniques based on classical extinction
- flooding, implosion therapy (and systematic desensitization)
- flooding
- expose to anx.-eliciting stim and rpevent avoidance
- is relaxation used in flooding and why?
- No b/c not trying to coutnercondition, trying to extinguish CR w/out presenting CS
- in vivo v. imaginal flooding
- in vivo most effective but may use imaginal if too anxious to do it
- incubation effect
- presentation of flooding increses fear, so use gradual exposure/extinction
- rsch findings on flooding
-
1. in vivo better
2. prolonged exposure better
3. invivo (graded or flood) best w/ Agora. and OCD - Implosive therapy
- like imaginal flooding but w/ psychodynamic themes (this is unessessary)
- techs based on aversive conditioning
-
in vivo aversie cond
covert sensitization - aversive conditioning
-
noxious stimu (US) + CS (behavior) --> avoidance
e.g. Antabuse -
in vivo aversive conditioning
used for what problems areas? - used on sub abuse, paraphilias, SIV
- in vivo aversive conditioning works best when_____
- 1. program natural env;2. bio approrpaite stim is used,in same modality (Antabuse; 3. pt encourage to take self-control; 4. paired w/ + reinf of adaptive responses
- when/how can you ethically use in vivo aversive conditioning?
- use only when non-aversive failed, when health at risk; apply w/ competence; consult review panel
- covert sensitization
-
AVERSIVE COND. IN IMAGINATON;
pos when avoid neg. pairing - covert sensitization effectiveness
-
> eff. for paraphilias than obesity & addiction
most eff when paried w/ actual aversive stim - operant
- volunary beh the organism uses to oprate on the env and are under the control of env. consequences (R & P)
- respondents
- reflexive behavior automatically elicited by stimuli (target of CC)
- reinforcements
- any stim when applied or removed following a behavor that increases the liklihood the beh will re-occur
- Postive R+ v Negative R+
-
positive invovles applying a stim to increase beh
negative invovles removing a stim to increase behavior - punnishment
- any stimulus when applied or removed decreases the liklihood of beh. occurring
- postive punnishment v negative P-
-
postive invovles applying a stim to reduce behavior
negative involves removing a stimu to reduce beh. - skinner box measures what by which mechanisms?
- operant strength by a) rate of responding or b) totoal # of resp. before extincton trials (no R+)
- operant extinction
- withdrawl of R+ from a previous Reinforced behavior leading to reduction of the beh.
- operant extincton examples
- learned helplessness (previously successful beh fails to produce results, stop even if conditions change)
- reformulated learned helplessness
- believes personal outocmes are unconrollable - low self worth and bad things are global & stable, internal
- response burst
- after removal of R+, behavior at first increases temporarily
- behavioral contrast
- when 2 beh are R+ separately and one is extinguished, the other increases
- primary R+
- inherently valuable
- secondary R+
- acquirs value through parings with primary R+
-
generalizaed secondary R+
AKA and def - generalized conditioned R+ = when paired w/ many types of primary R+'s, secondary yeilds more power (ie money)
- schedules of R+
- continuous, intermittent,
- continuous R+
- R after each response --> fastest learning, fastest satiaton, and fastest extinction - useful when establishing the beh.
- intermittent R+ (when used)
- best after learned b/c more resistant to extinction
- intermittent R+ (types)
-
FR -fixed ratio
FI - fixed interval schedule
VR- variable ratio
VI- Variable Interval - fixed ratio schedule
-
after fixed # of responses, reinforce
eg FR-10 (10 press --> food)
piecework 10 shirts= paycheck - fixed interval schedule
-
after a certain period of time
FI 20s = food every 20s regardless of # of resp (paid every 2 weeks) - fixed interval schedule leads to what effect?
- scallop effect: responses slow or nonexistant followng the R+, then increases --> rapid right before R+ is due
- which R+ schedules produce lowest/highest rates of repsonding? most consistent rate of responding?
-
Fixed inerval (FI)
Variable ratio schedule
Variable schedules - which R+ schedule produce lowest/highest resistance to extinction? in general most resistant?
-
Fixed inerval (FI)
Variable ratio schedule
Ratio schedules - Variable ratio schedule (VR)
-
after variable # of *responses
e.g. V6 (ave 1 R+ per 6 resp)
gamblers: rel btwn behavior and R+ is unpredictable - Variable Interval Schedule
-
unpredictable amount of *time
e.g. surpirse quiz - Matching Law (you only work hard for what you get)?
- when presented w/ 2 or more opportunities R+, the relative rate of responding will be proportional to the rel rate of the R+
- Negative R+ is associated with increase in what 2 types of beh?
- escape and avoidance
- escape
-
aversive sti (Neg R+) increases behavior that terminates the neg R+
ie press lever to end shock - avoidance
- combo of cc and neg R+
- Mower's 2 factor theory of learing from aversive consequences
-
1. d/t cc various beh/obj/sit are avoided
2.avoid. is -R by temr of fear - what types of beh are hard to extiguish?
- those learned by avoidance conditioning (e.g. phobias)
- S-delta stimulus
- cue that a particual beh will not be R+ (e.g. red/green light - peck - food only to green) red light = S-delta
- discrimination
- beh to only one stim, not another (stim control)
- chaining
-
series of unrelated and simple beh tied together
each response acts as both a secondary R for the preceding resp and disc stim for next - response generalization
- R+ the target and similar resp. --> faciliates shaping (R+ successive approximations until learn one simple beh)
- superstitious learning
- accidental or coincidental pariing of resp and R+ (e.g. rian dance --> rain occasionally)
- factors influencing the effectiveness of R+
-
1.> effective when follows beh
2. immediate is best
3. continuous best for new
intermittent best for maint
4. verbal clarification of rel
5. satiation > levels of R+ - factors influencing the effectiveness P+
- extreme & continuous; ASAP; consistent; verbal clar. and warning cues; R+ alt beh (only when target not being P+); should be maxed at outset or habituate; beh. will return once P+ removed
- techniques based on operant cond.
- shaping & premack principle
- shaping
- used with autistic children (Lovaas R+ speaking w/ mouth movmnts)
- premack principle
- use high prob beh to R+ a low prob beh (allow watch TV after study)
- techniques based on punn and extinction
- time-out, overcorrection, response cost, differential R+ for other behaviors
- time-out
- cuts off R+ for activity, form of extinction (away from R+ for problem beh); make sure T-O not R+
- overcorrection
- designed to eliminate some beh and promote alt.;correct neg beh. and repeated/exagg practice of alt. beh
- response cost
- -P+ removal pre-specified reward w/ neg beh.; e.g. take away privelage, highly effective w/ low side effects
- differential R+ for other behaviors
- combo of operant ext. and R+ don't R+ target (ext) and R+ all other beh; sue w/ autistic to stop SIV
-
DRI
DRL -
differential R+ for incompatible beh
differential R+ for low frequency responding - contingency contracting
- formal written contract w/ chil and thx that specifies target beh and R+/P+ (also marital prob quid pro quo)
- token economy
-
R+ (+ usually response cost)
bestif simple and immediate and ind. chosen R+; no generalization(unless in vivo) - cogntive learning theories (list)
- Gestalt, Tolman's Cog LT, Social Leanring theory of Bandura, Harlow curiosity
- Gestalt (Kohler)
- insight learning (internal restructuring of the env)w/ prior trail and error exp
- Zeignerk effect
- better memory for imcomplete tasks (related to Gestalt theory of learning)
- Tolman's Cognitvie LT
- conditioning does not -->learning; need undersntading; cog. maps & latent learning (mot--> beh)
- social learning theory (Bandura)
- cc and oc and 3rd process: cog processes mediate determining the influence of stim and interp of env influ.
- social learning theory (Bandura) - says about R+
- does not need to be in past - underlies observational learning
- 4 mechanisms of observationallearning
-
1. attentional
2. retentinal
3. performance
4. R+(influencs all above) - what makes model more R+
- high status, similar, multiple, more liked
- Harlow's theory of learning
- nature of task itself can be rewarding; if get R+ after, lose interest; faster if intersting end; learn to learn
- Clark Hull's Drive Recution Theory
- reduce drive is R+ for leanring
- Miller & Dollard Drive Recution Theory
-
frustration --> aggression (or displaced)
if beh. redues fear --> recur (coping or neurosis/psychosis) - Miller & Dollard 2 types of drives (gradients)
- approach & avoidance (always > intense); closer to goal,more intense the drive; apparoch/avoidane conflicts
- preparedness
- instinct not operantly learned beh; contraprepared (goes against instinct)
- self-stimlulation
- R+ electric stim of medial forebrain bundle in hypothalmus