Psych 387 Analysis
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Chapter 3 Analysis (Pavlovian Conditioning)
This is not an example of Pavlovian Conditioning. o
There is no mention of a neutral stimulus that predicted the US and thereby ________.
o
There must be a CS that predicts the US. In this case, the (CS) was not used as a predictor of the US. The _____ did produce the UR but not because of a predictive relationship. When a stimulus produces a response without such predictive relationship with the US, it is known as pusedoconditioning. o
The _______ response receive response-dependent consequences (earning money). In Pavlovian Conditioning, response-dependent consequences are not used
. This is Operant Conditioning.
a.
Liz has bronchial asthma and chose to participate in a medical experiment. During the experiment, she was seated at an apparatus that consisted of a box from which several rubber tubes came out, all of which were attached to a mouthpiece from which Liz was administered various substances. Because several tubes were used, different substances could be given to Liz without her knowing which substances were which. Initial testing showed that when an extract of grass and tree pollen was administered, Liz had an asthmatic attack. In
contrast, when a neutral solvent was administered, it had no effect. However, after several days of testing, Liz began to have asthmatic attacks induced by the neutral solvent alone. Eventually Liz began having asthmatic attacks triggered by being fitted with the mouthpiece of the apparatus.
This is an example of Pavlovian conditioning.
US
= pollen.
UR
= asthmatic attack.
CS
= mouthpiece
b.
Liz has bronchial asthma and chose to participate in a medical experiment. During the experiment, she was seated at an apparatus that consisted of a box from which several rubber tubes came out, all of which were attached to a mouthpiece from which Liz was administered various substances. Because several tubes were used, different substances could be given to Liz without her knowing which substances were which. Testing showed that administration of an extract of grass and tree pollen resulted in Liz having an asthmatic attack.
This is not an example of Pavlovian conditioning. The pollen can be considered a US for the UR of an asthmatic attack. However, there is no mention of a neutral stimulus that predicted the US
and thereby acquired the ability to elicit an asthmatic attack.
a.
Madeline and Miguel both suffered from severe constipation. They were unable to defecate without the use of laxatives. Dr. Renaud treated them through the use of a device. The device was a small transistorized unit that
was attached by a belt around each patient’s waist. The units delivered painless electric currents to the patients
. At first this electric current had no effect on Madeline and Miguel’s bowel movements. The doctors began inducing bowel movements with laxatives and just before the patients defecated, they turned on the device, delivering an electric current. The patients were also told to turn on the current whenever they felt a pending bowel movement and to turn it off once they were finished. As a result of this treatment, both Madeline and Miguel were able to induce a bowel movement by turning on the device; they no longer required laxatives.
This is an example of Pavlovian conditioning.
US
= internal stimuli (which precede a bowel movement).
UR
= bowel movement
CS
= electricity
CR
= bowel movement b.
Madeline and Miguel both suffered from severe constipation. They were unable to defecate without the use of laxatives. Dr. Renaud treated them through the use of a device. The device was a small transistorized unit that
was attached by a belt around each patient’s waist. The units delivered painless electric currents to the patients. The doctors began inducing bowel movements with laxatives. As a result of this treatment, both Madeline and Miguel were able to induce a bowel movement by turning on the device; they no longer required laxatives.
This is not an example of Pavlovian conditioning.
In Pavlovian conditioning, there must be a CS that predicts the occurrence of a US
. In this case, the electrical stimulation was not used as a predictor of the US.
In this example, the electrical stimulation did produce the UR but not because of a predictive relationship
.
When a stimulus produces a response without such a predictive relationship with the US, it is known as pseudoconditioning. a.
Dr. Hayduk lives in a remote part of Canada where the people have warm hearts, but cold hands. To train people to warm their hands, he first had his subjects enter a cold room. He then instructed them to think of an image of a unique and personally meaning scene. When the image was clear, subjects pressed a button and said the nonsense syllable “WEK,” after which warm water was immediately injected into a loose-fitting rubber glove worn by the participant. Warmth, as provided by the warm water in this case, naturally elicits a vasodilation response (an increase in blood circulation that produces additional warmth)
. As a result of thirty trials of this technique, all six subjects were able to increase their hand warmth by 0.5 degrees merely by thinking of the thermal image and by saying “WEK.” Initially, thinking of the image and saying “WEK” had no effect on hand warming.
This is an example of Pavlovian conditioning.
US
= warmth
UR
= vasodilation
CS
= image + saying “WEK”
CR = vasodilation b.
Dr. Hayduk lives in a remote part of Canada where the people have warm hearts, but cold hands. To train people to warm their hands, he first had his subjects enter a cold room. He then instructed them to think of an image of a unique and personally meaning scene. When the image was clear, subjects pressed a button and said the nonsense syllable “WEK.” After this step was completed, participants earned money for increase in their hand temperature. For every 0.1 degree increase in hand temperature, the subject would earn $5, and the money they had earned would register on a gas-pump-type meter in front of them.
As a result of this technique, all six subjects were able to increase their hand warmth by 0.5
degrees merely by thinking of the thermal image and by saying “WEK.” Initially, thinking of the image and saying “WEK” had no effect on hand warming.
This is not an example of Pavlovian conditioning.
In this procedure, the hand-warming response received response-dependent consequences (earning money).
In Pavlovian conditioning, response-dependent consequences are not used. This is an example of operant conditioning.
2
Chapter 4 Analysis (Therapy)
This is flooding
because the feared stimuli is presented in intensive maximal form
.
This is desensitization
due to the use of relaxation training
, use of an anxiety hierarchy
, and moving through the hierarchy items progressively
while keeping relaxation as a constant.
This is systematic desensitization
due to the imagined
presentation of the stimuli during therapy.
Specify the following as
:
Systematic desensitization
Vivo desensitization
Aversion therapy
Flooding
Second-Order Conditioning
None of the above
1.
Sal is developmentally disabled. Three classes of events induce Sal’s anger: jokes, personal criticism, and talk involving sexual content, such as dating, matrimony, and childbirth. Sal’s therapist ranked the anger-inducing events or items in each of the three classes from minimally to maximally anger-inducing. Sal also received training in how to relax. At first, the therapist had Sal imaging
the minimal anger-inducing event in the jokes class. If Sal stayed relaxed, they progressed on to the next most powerful item. This continued and Sal moved through the ranked items and remained relaxed throughout. This method was also used with the other two classes of anger-provoking events. The treatment was successful in greatly reducing Sal’s anger to the three classes of events.
This is systematic desensitization. It is desensitization due to the use of relaxation training, use of an anxiety hierarchy, and moving through the hierarchy items progressively while keeping relaxation as a constant
. It is systematic desensitization due to the imagined presentation of the stimuli during therapy.
2.
A number of female university students participated in research in which they hoped to rid themselves of their terror of snakes. The students in one group imagined scenes in which a snake was wrapping itself around their necks, nasty biting snakes were in their stomachs, and a human-sized snake was attacking them. This procedure reduced the women’s fear of snakes and over two=thirds of them were able to pick up a live snake.
This is flooding because conditioned stimuli for fearful behaviors – the snake scenes – were presented in intense form without predicting an US for fearful responses. This is not aversion therapy because the goal of the method was not to set up a conditioned aversion to a pleasure-
inducing stimulus. It is not counterconditioning because there was no procedure to condition a response that was the opposite of the problem response (CR), fear. This fails to illustrate systematic desensitization for several reasons, including the absence of relaxation training. 3.
Erica was undergoing treatment for air travel phobia. Her therapist made her do relaxation exercises daily. Erica induced a state of profound relaxation by listening to a CD of her therapist’s soothing relaxation instructions. This procedure reduced Erica’s fear and enabled her to travel on airplanes without difficulty.
This does not represent any of the applications or processes. Erica simply received relaxation training. The feared stimuli were never introduced in imagined or real form. Therefore, it is not an illustration of systematic desensitization, in vivo desensitization, counterconditioning, or flooding, all of which present the feared stimulus at some point during treatment.
3
Chapter 5 Analysis (Positive Reinforcement)
Positive Reinforcement
This is positive reinforcement because:
1.
The consequence was dependent upon the target behavior.
2.
There was an increase in the level of behavior.
3.
The increase in the level of behavior was due to the relationship between _____ and ______.
4.
The teacher disapproval was presented dependent on the disruptive behaviors, and this caused an increase in the level of the target behaviors
.
reprimands can act as positive reinforcer***
This is not positive reinforcement because:
1.
There is no mention of an increase in the level of behavior.
2.
The consequence was not response-dependent (when there is no consistent if-then relationship between a response & a stimulus presentation, the stimulus presentation is said to be response-
independent).
3.
The increase of the behavior is due to a rule or instruction to engage in a behavior, not to positive reinforcement. Thus, this increasing is not response-dependent.
4.
There was no stimulus presentation dependent upon the target behavior. 5.
The stimulus change was dependent upon behavior other than the target behavior (e.g., dependent on not engaging in the target behavior). Example of Positive Reinforcement of Smiling
Stephan and Cody are two mentally disabled boys who seldom smiled at other people. Dr. Hopkins used a procedure in which he would take them for walked, and if they smiled at passersby, he would give them some pieces of M & M’s candy. This procedure caused Stephan and Cody to smile much more often than they had before. o
This is an example of positive reinforcement.
o
First, a consequence was presented dependent upon the target behavior
. The candy was dependent on smiling because there was an if-then relationship between smiling and candy: if smiling occurred, candy was presented; but if no smiling occurred, no candy was presented.
o
Second, there was an increase in the level of smiling
.
o
Third, the increase in the level of smiling was due to the relationship between smiling and candy
. Non-Example of Positive Reinforcement of Smiling
Stephan and Cody are two mentally disabled boys who seldom smiled at other people. Dr Hopkins used a procedure in which he would take them for walks, and if they smiled at passersby, he would give them some pieces of M & M’s candy. Stephan and Cody ate the candy quickly.
o
This is NOT an example of reinforcement because there is no mention of an increase in the level of the target behavior.
There must be an increase in some measure of the behavior in order to say that reinforcement has occurred.
Example of Positive Reinforcement of Cooperative Play
Martha is a five-year-old girl who attends preschool. She seldom played with the other children. Workers at the
preschool began praising and admiring Martha when she engaged in cooperative play with other children
. As a result of this procedure, Martha’s level of cooperative play with the other children increased.
o
This is an example of positive reinforcement.
o
First, the praise and admiration were presented dependent on cooperative play because there was an if-then relationship between cooperative play and praise and admiration.
4
o
Second, the level of cooperative play increased.
o
Third, the increase in cooperative play was due to the dependency between cooperative play and praise. Non-Example of Positive Reinforcement of Cooperative Play
Martha is a five-year-old girl who attends preschool. She seldom played with the other children. Workers at the
preschool began praising and admiring Martha more than they had before. As a result of this procedure, Martha’s level of cooperative play with the other children increased. o
This is not an example of positive reinforcement because the presentation of the consequences
, praise and admiration, was not response-dependent
. In order to say that an increase in behavior is due to reinforcement, the behavior must have a response-dependent consequence; there must be an if-then relationship between the behavior and the consequence.
o
In this example, there is no mention of an if-then relationship between the cooperative play and presentation of praise and admiration. When there is no consistent if-then relationship between a response and a stimulus presentation, the stimulus presentation is said to be response-
independent.
Example of Positive Reinforcement of Quiz Answers
Students in Professor Ohno’s class were given a weekly quiz. The students’ percentage of correct responses on
the first quiz was low, so Professor Ohno began praising the performance of those students who answered the quiz questions correctly. As a result of this procedure, the students’ quiz performance improved on the rest of the quizzes. o
This is an example of positive reinforcement. Praise was dependent on correct quiz responses, and correct responses increased because of the dependent relationship of responses and consequences. Non-Example of Positive Reinforcement of Quiz Answers
Students in Professor Ohno’s class were given a weekly quiz. Over the years, Professor Ohno had given a lecture in which he emphasized two rules for success in his class: study hard and pay careful attention to your work. Ohno would sometimes give the rules before the students had done any work and would sometimes give it safter they had taken several quizzes. No matter when he gave the lecture, it would always improve the students’ percentage of correct responses.
o
This is not an example of reinforcement. Here, the increase in the target behavior is due to a rule or instruction to engage in a behavior, not to positive reinforcement
. Giving a rule of an instruction to engage in a behavior can sometimes strengthen a behavior, but this strengthening is not due to response-dependent consequences
.
o
That the strengthened behavior in this case was not due to a response-dependent consequence is shown by the fact that Ohno’s rules improved the students’ performance even when they were presented before the target behavior had occurred. In general, do not classify items in which rules or instructions to engage in the behavior are used as examples of reinforcement. Example of Positive Reinforcement of On-Feet Behavior
Dee is a three-year-old girl enrolled in nursery school. She crawled, crouched, or sat 93% of the time at school and was on her feet only 7% of the time. The teachers implemented a procedure in which Dee was not given any attention for off-feet behavior. Conversely, when she was on her feet the teachers gave Dee special attention and tried to make her feel liked and appreciated. This procedure resulted in Dee engaging in on-feet behavior almost all the time like the other children at the school. o
This is an example of positive reinforcement because presentation of attention was dependent upon the target behavior of being on-feet, and this attention resulted in an increase in the level of the target
behavior.
Non-Example of Positive Reinforcement of On-Feet Behavior
Dee is a three-year-old girl enrolled in nursery school. She crawled, crouched, or sat 93% of the time at school and was on her feet only 7% of the time. The teachers implemented a procedure in which whenever Dee was off-feet, she was made to stand in a corner of the room for five minutes with her back to the room. This procedure resulted in Dee engaging in on-feet behavior almost all the time like the other children at the school. 5
o
This is not an example of positive reinforcement because there was no stimulus presentation dependent upon the target behavior. Instead, in this case, the stimulus change was dependent upon behavior other than the target behavior (e.g., dependent on not engaging in the target behavior). In order to say that positive reinforcement has occurred, a stimulus must be presented following and dependent upon the target behavior, not another behavior. Example of Positive Reinforcement of Disruptive Classroom Behavior
In an elementary school classroom, research was conducted to study the effects of teacher behavior on student behavior. During one phase of the study
, the teacher began disapproving of the student’s’ disruptive behaviors when they occurred
. This resulted in an increase in the level of disruptive behaviors. o
This is an example of positive reinforcement because teacher disapproval was presented dependent on the disruptive behaviors, and this caused an increase in the level of the target behaviors
. Non-Example of Positive Reinforcement of Disruptive Classroom Behavior
In an elementary school classroom, research was conducted to study the effects of teacher behavior on student behavior. During one phase of the study, the teacher began disapproving of the students’ disruptive behaviors when they occurred. This resulted in a decrease in the level of disruptive behaviors. o
This is NOT an example of positive reinforcement because the procedure caused a decreased
in the target behaviors levels, not an increase
. o
As illustrated in the first item, stimuli and events that seem negative, undesirable, or even painful can act as positive reinforcers
. 6
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