1. Behavior analysis is the study of principles of behavior including reinforcement contingencies.
2. A reinforcer is a stimulus that increases the future frequency of a response when its presentation follows that response.
3. Before spending much time trying to reinforce behavior, make sure you have identified a true reinforcer by checking the presumed reinforcer's effects.
1. The document discusses concepts and principles from behavior analysis including reinforcers, baselines, contingencies, and experimental designs.
2. Key concepts covered include reinforcement, punishment, extinction, and different types of contingencies. General rules discussed include checking for true reinforcers and reinforcing behavior rather than people.
3. Experimental designs summarized include multiple baseline designs, reversal designs, and forgetting procedures. Principles like the law of effect and spontaneous recovery are also mentioned.
This document provides definitions and concepts related to behavior analysis. It defines key terms like reinforcement contingency, differential reinforcement, functional assessment, and independent and dependent variables. General rules and principles are also outlined, such as focusing on observable behavior, using the least complex explanations, and how reinforcement and extinction work according to the law of effect. Experimental designs like multiple baseline and reversal are also summarized.
1. The document discusses key concepts and principles in behavior analysis including reinforcement, punishment, shaping, discrimination training, and verbal behavior.
2. Key terms are defined such as discriminative stimulus, motivating operation, and different types of reinforcers and contingencies.
3. General rules and principles of behavior analysis are outlined including reinforcing behavior not people, checking for true reinforcers, and using the least complex analysis.
This document provides definitions and explanations of key concepts and principles in behavior analysis. It covers topics like reinforcement, punishment, shaping, stimulus control, verbal behavior, and research methods. Some key points include:
- Behavior analysis is the study of behavioral principles like reinforcement and punishment.
- A reinforcer is a stimulus that increases the frequency of a response. Reinforcement contingencies involve response-contingent presentation of a reinforcer.
- Baseline refers to measuring behavior before an intervention. Discriminated operants involve different contingencies based on discriminative stimuli.
- Shaping uses differential reinforcement to increase approximations of a target behavior. Motivating operations and deprivation can increase the effectiveness of reinforcers.
This document provides training and instructions for using DickMalott.com 2.0 (DMC), an online journaling platform. It explains that DMC is organized by courses, systems, and sections, which contain articles and categories. Users can post articles, pictures, videos, and documents to their assigned sections. The document provides step-by-step instructions for logging in, posting articles, selecting categories, formatting articles with pictures, and embedding documents from Slideshare. It also explains how to create links to downloadable documents. Support is available from Josh Pelton and Emilia Knizner for any issues.
This chapter discusses perception and individual decision making. It defines perception as how individuals organize and interpret sensory impressions to make meaning of their environment. People's behavior is based on their perceptions, not objective reality. The chapter also examines factors that influence perception, such as attribution theory and biases. It then discusses the rational decision making model and how decisions are actually made, noting limitations like bounded rationality. Common biases in decision making are explored, along with ways to potentially improve the decision making process.
The document discusses perception and individual decision making, outlining factors that influence perception like attribution theory and biases, and examining assumptions and steps in rational decision making compared to how decisions are actually made, which involves bounded rationality and common biases. Intuition is also discussed as an unconscious decision making process based on distilled experience that is more useful under conditions of high uncertainty.
1. The document discusses concepts and principles from behavior analysis including reinforcers, baselines, contingencies, and experimental designs.
2. Key concepts covered include reinforcement, punishment, extinction, and different types of contingencies. General rules discussed include checking for true reinforcers and reinforcing behavior rather than people.
3. Experimental designs summarized include multiple baseline designs, reversal designs, and forgetting procedures. Principles like the law of effect and spontaneous recovery are also mentioned.
This document provides definitions and concepts related to behavior analysis. It defines key terms like reinforcement contingency, differential reinforcement, functional assessment, and independent and dependent variables. General rules and principles are also outlined, such as focusing on observable behavior, using the least complex explanations, and how reinforcement and extinction work according to the law of effect. Experimental designs like multiple baseline and reversal are also summarized.
1. The document discusses key concepts and principles in behavior analysis including reinforcement, punishment, shaping, discrimination training, and verbal behavior.
2. Key terms are defined such as discriminative stimulus, motivating operation, and different types of reinforcers and contingencies.
3. General rules and principles of behavior analysis are outlined including reinforcing behavior not people, checking for true reinforcers, and using the least complex analysis.
This document provides definitions and explanations of key concepts and principles in behavior analysis. It covers topics like reinforcement, punishment, shaping, stimulus control, verbal behavior, and research methods. Some key points include:
- Behavior analysis is the study of behavioral principles like reinforcement and punishment.
- A reinforcer is a stimulus that increases the frequency of a response. Reinforcement contingencies involve response-contingent presentation of a reinforcer.
- Baseline refers to measuring behavior before an intervention. Discriminated operants involve different contingencies based on discriminative stimuli.
- Shaping uses differential reinforcement to increase approximations of a target behavior. Motivating operations and deprivation can increase the effectiveness of reinforcers.
This document provides training and instructions for using DickMalott.com 2.0 (DMC), an online journaling platform. It explains that DMC is organized by courses, systems, and sections, which contain articles and categories. Users can post articles, pictures, videos, and documents to their assigned sections. The document provides step-by-step instructions for logging in, posting articles, selecting categories, formatting articles with pictures, and embedding documents from Slideshare. It also explains how to create links to downloadable documents. Support is available from Josh Pelton and Emilia Knizner for any issues.
This chapter discusses perception and individual decision making. It defines perception as how individuals organize and interpret sensory impressions to make meaning of their environment. People's behavior is based on their perceptions, not objective reality. The chapter also examines factors that influence perception, such as attribution theory and biases. It then discusses the rational decision making model and how decisions are actually made, noting limitations like bounded rationality. Common biases in decision making are explored, along with ways to potentially improve the decision making process.
The document discusses perception and individual decision making, outlining factors that influence perception like attribution theory and biases, and examining assumptions and steps in rational decision making compared to how decisions are actually made, which involves bounded rationality and common biases. Intuition is also discussed as an unconscious decision making process based on distilled experience that is more useful under conditions of high uncertainty.
The document discusses the experimental method of research. It describes key features of experiments including manipulating an independent variable to observe its effect on a dependent variable. This allows researchers to establish cause-and-effect relationships. The document also discusses variables, demand characteristics, types of experiments (laboratory, field, natural), experimental designs, hypotheses, significance, sampling, and other research methods like surveys, interviews, and observation.
The document discusses various cognitive biases and heuristics that influence perception and decision making. It explains attribution theory, which suggests that people attempt to determine whether behaviors are internally or externally caused. Some common biases discussed are the fundamental attribution error, self-serving bias, selective perception, halo effect, and stereotyping. The rational model of decision making assumes people have complete information and choose the optimal option, but in reality people use bounded rationality and satisfice. Intuition also influences decisions. The document outlines several biases that impair decision making, like anchoring bias and availability bias, and provides some strategies for reducing biases and more ethical decision making.
This document contains lecture notes on professionalism, ethics, and statistics in medicine. Some key points covered include:
- Professionalism involves a doctor's relationships with knowledge, colleagues, patients, society, and self. The GMC regulates and holds doctors accountable.
- Informed consent and mental capacity are important ethical principles. Consent must be voluntary, informed, and from a competent individual.
- Statistics concepts explained include standard deviation, normal distribution, 95% reference ranges, standard error, and confidence intervals. These help describe and interpret clinical data.
- Models of health and disability, stress, memory, and common mental disorders are also summarized. Conditioning principles and their clinical applications are discussed.
The document discusses the experimental research process. It explains that research starts with an observation or question that leads to the development of a theory and hypothesis. The hypothesis is then tested through an experiment that manipulates an independent variable to measure its effect on a dependent variable, while controlling for other extraneous variables. Different types of experiments and their strengths and weaknesses are described. The key elements of an experimental design, including hypotheses, operationalization of variables, and controlling for confounding variables are also outlined.
The document summarizes Stephen Covey's book "The 7 Habits of Highly Effective People" which outlines seven habits that can make people more effective. The seven habits are: 1) Be Proactive, 2) Begin with the End in Mind, 3) Put First Things First, 4) Think Win-Win, 5) Seek First to Understand, Then to Be Understood, 6) Synergize, and 7) Sharpen the Saw. The habits are based on paradigms and principles like continuous learning, service, and balance. Developing effective habits involves gaining knowledge, skills, and desire. The document also discusses moving along a maturity continuum from dependence to independence to interdependence.
This document provides an overview of a research study on the effects of posture on affect and fatigue in people with depressive symptoms. The study involved 61 participants with mild to moderate depression who were randomized to sit in their usual slumped posture or an upright posture. All participants completed a stressful speech task. Those in the upright posture group reported significant reductions in negative affect and fatigue following the task compared to the usual posture group. The findings suggest that changing posture may help reduce some depressive symptoms experienced during stressful situations.
Behavioral assessment focuses on interactions between behavior and environmental situations to effect change. It emphasizes direct observation of problematic behaviors, antecedents, and consequences to understand context and causes. The SORC model conceptualizes problems in terms of Stimulus, Organism, Response, and Consequence. Behavioral assessment methods include interviews, observations in natural and controlled settings using tools like checklists, self-monitoring, and role-playing. Reliability and validity depend on factors like behavior complexity, observer training, content and construct validity, and reactivity.
This document discusses different types of psychotherapies including behavioral therapy, psychoanalytic therapy, cognitive therapy, and humanistic therapy. It focuses on behavioral therapy, outlining its key assumptions, principles, indications, and techniques. Behavioral therapy aims to modify maladaptive behaviors through reinforcement of adaptive behaviors based on principles of classical and operant conditioning. Techniques may include desensitization, flooding, exposure therapy, and aversion therapy. Advantages are its empirical evidence-base and collaboration between therapist and client, while disadvantages are its lack of insight and focus only on symptoms.
This document provides an overview of key concepts in learning psychology, including:
- Learning is defined as a relatively permanent change in behavior, knowledge, or skills from experience.
- Behaviorism views learning as changes in observable behavior from environmental stimuli and consequences, while cognitivism sees learning involving internal mental processes.
- Thorndike's law of effect states that responses followed by satisfaction are more likely to be repeated, while unsatisfying responses weaken connections.
- Operant conditioning uses reinforcement and punishment to modify voluntary behaviors by associating them with consequences.
- Behaviorism focuses on observable changes in behavior from the environment, not internal mental processes. Cognitivism sees knowledge organized
This document provides information about behavior modification and some of its key concepts. It defines behavior as anything a person says or does, including overt visible behaviors and covert internal behaviors like thinking and feeling. Behavior modification aims to systematically apply learning principles to assess and improve individuals' behaviors. Some common myths about behavior modification are addressed, such as the idea that it only deals with observable behaviors or is outdated. Basic behavioral principles like reinforcement, extinction, shaping, and stimulus control are explained. Reinforcement increases a behavior's likelihood by rewarding it, while extinction decreases a behavior by withholding reinforcement. Shaping involves reinforcing successive approximations of a target behavior until it is fully exhibited.
Psbe2 08 research methods 2011-2012 - week 4Vlady Fckfb
This document summarizes key concepts from chapters 4 and 5 of a research methods textbook. It discusses reliability and validity, describing reliability as the consistency of measurements and validity as how accurately a study measures its intended concept. It also outlines different types of reliability like test-retest and internal consistency, as well as types of validity like content, criterion, and construct validity. Finally, it reviews observational research methods like naturalistic observation, participant observation, and field experiments.
Psbe2 08 research methods 2011-2012 - week 4Vlady Fckfb
This document summarizes key concepts from chapters 4 and 5 of a research methods textbook. It discusses reliability and validity, describing reliability as the consistency of measurements and validity as how accurately a study measures its intended concept. It also outlines different types of reliability like test-retest and internal consistency, as well as types of validity like content, criterion, and construct validity. Finally, it reviews observational research methods like naturalistic observation, participant observation, and field experiments.
1. The document contains a review quiz for concepts in positive behavior analysis with 14 multiple choice questions.
2. It covers topics like reinforcement, behavior, extinction, punishment, shaping, and motivating operations.
3. The questions are meant to test understanding of key principles and procedures used in behavior analysis.
This document provides an introduction to scenario planning and discusses its importance for dealing with uncertainty. It outlines some key concepts:
1. Scenario planning allows organizations to think about multiple possible futures rather than relying on single predictions, helping them adapt to changing environments.
2. Cognitive biases like overconfidence and confirmation bias can prevent organizations from detecting signals of change or updating their thinking. Scenario planning addresses this by challenging assumptions.
3. Scenarios are used to embed signals about the future into organizations' mental models of the world in order to draw conclusions and take action, facilitating learning.
4. Constructing and discussing scenarios explicitly challenges conventional wisdom and helps integrate alternative views of the future into decision making.
This document provides a summary of major topics in psychology, including neuropsychology, sensation and perception, cognitive psychology, developmental psychology, personality psychology, and social psychology. It discusses key concepts and theories within each topic. For example, it describes Piaget's stages of cognitive development in children and Erikson's psychosocial stages across the lifespan. It also summarizes major learning theories like classical and operant conditioning. Key personality theories like psychoanalytic, humanistic, and trait approaches are outlined. Finally, it discusses social influence techniques and seminal studies like Asch's conformity experiment.
B.F. Skinner and Albert Bandura were influential theorists in learning psychology. Skinner developed the theory of operant conditioning which argues that behavior is shaped by its consequences. Bandura introduced social learning theory, which posits that people can learn through observing others. Both theories were demonstrated through classic experiments - Skinner's rat-in-a-box experiment and Bandura's Bobo doll study. While influential, the theories have limitations such as not accounting for all factors that influence behavior.
The document discusses behavior therapy, group therapy, and occupational therapy. It covers the introduction, assumptions, characteristics, techniques, and advantages/disadvantages of behavior therapy. It discusses the goals, types, stages of development, and therapeutic factors of group therapy. It also provides an introduction to occupational therapy, including its goals, settings, activities, and the nurse's role.
This document discusses learning theories and principles of learning. It defines learning as a relatively permanent change in behavior resulting from experience. Theories of learning discussed include classical conditioning by Ivan Pavlov, operant conditioning by B.F. Skinner, cognitive learning by Edward Tolman, and social learning. Principles of learning include positive reinforcement, negative reinforcement, punishment, and extinction. Schedules of reinforcement like continuous and intermittent are also covered. Specific organizational applications like using lotteries to reduce absenteeism are provided. Barriers to learning at the individual, team, and organizational levels are also outlined.
Reflective practice is a discipline that ensures we give adequate time and attention to reflection in the learning cycle. It is necessary for the development of wisdom, and wisdom is necessary for effective change.
The Microsoft 365 Migration Tutorial For Beginner.pptxoperationspcvita
This presentation will help you understand the power of Microsoft 365. However, we have mentioned every productivity app included in Office 365. Additionally, we have suggested the migration situation related to Office 365 and how we can help you.
You can also read: https://www.systoolsgroup.com/updates/office-365-tenant-to-tenant-migration-step-by-step-complete-guide/
The document discusses the experimental method of research. It describes key features of experiments including manipulating an independent variable to observe its effect on a dependent variable. This allows researchers to establish cause-and-effect relationships. The document also discusses variables, demand characteristics, types of experiments (laboratory, field, natural), experimental designs, hypotheses, significance, sampling, and other research methods like surveys, interviews, and observation.
The document discusses various cognitive biases and heuristics that influence perception and decision making. It explains attribution theory, which suggests that people attempt to determine whether behaviors are internally or externally caused. Some common biases discussed are the fundamental attribution error, self-serving bias, selective perception, halo effect, and stereotyping. The rational model of decision making assumes people have complete information and choose the optimal option, but in reality people use bounded rationality and satisfice. Intuition also influences decisions. The document outlines several biases that impair decision making, like anchoring bias and availability bias, and provides some strategies for reducing biases and more ethical decision making.
This document contains lecture notes on professionalism, ethics, and statistics in medicine. Some key points covered include:
- Professionalism involves a doctor's relationships with knowledge, colleagues, patients, society, and self. The GMC regulates and holds doctors accountable.
- Informed consent and mental capacity are important ethical principles. Consent must be voluntary, informed, and from a competent individual.
- Statistics concepts explained include standard deviation, normal distribution, 95% reference ranges, standard error, and confidence intervals. These help describe and interpret clinical data.
- Models of health and disability, stress, memory, and common mental disorders are also summarized. Conditioning principles and their clinical applications are discussed.
The document discusses the experimental research process. It explains that research starts with an observation or question that leads to the development of a theory and hypothesis. The hypothesis is then tested through an experiment that manipulates an independent variable to measure its effect on a dependent variable, while controlling for other extraneous variables. Different types of experiments and their strengths and weaknesses are described. The key elements of an experimental design, including hypotheses, operationalization of variables, and controlling for confounding variables are also outlined.
The document summarizes Stephen Covey's book "The 7 Habits of Highly Effective People" which outlines seven habits that can make people more effective. The seven habits are: 1) Be Proactive, 2) Begin with the End in Mind, 3) Put First Things First, 4) Think Win-Win, 5) Seek First to Understand, Then to Be Understood, 6) Synergize, and 7) Sharpen the Saw. The habits are based on paradigms and principles like continuous learning, service, and balance. Developing effective habits involves gaining knowledge, skills, and desire. The document also discusses moving along a maturity continuum from dependence to independence to interdependence.
This document provides an overview of a research study on the effects of posture on affect and fatigue in people with depressive symptoms. The study involved 61 participants with mild to moderate depression who were randomized to sit in their usual slumped posture or an upright posture. All participants completed a stressful speech task. Those in the upright posture group reported significant reductions in negative affect and fatigue following the task compared to the usual posture group. The findings suggest that changing posture may help reduce some depressive symptoms experienced during stressful situations.
Behavioral assessment focuses on interactions between behavior and environmental situations to effect change. It emphasizes direct observation of problematic behaviors, antecedents, and consequences to understand context and causes. The SORC model conceptualizes problems in terms of Stimulus, Organism, Response, and Consequence. Behavioral assessment methods include interviews, observations in natural and controlled settings using tools like checklists, self-monitoring, and role-playing. Reliability and validity depend on factors like behavior complexity, observer training, content and construct validity, and reactivity.
This document discusses different types of psychotherapies including behavioral therapy, psychoanalytic therapy, cognitive therapy, and humanistic therapy. It focuses on behavioral therapy, outlining its key assumptions, principles, indications, and techniques. Behavioral therapy aims to modify maladaptive behaviors through reinforcement of adaptive behaviors based on principles of classical and operant conditioning. Techniques may include desensitization, flooding, exposure therapy, and aversion therapy. Advantages are its empirical evidence-base and collaboration between therapist and client, while disadvantages are its lack of insight and focus only on symptoms.
This document provides an overview of key concepts in learning psychology, including:
- Learning is defined as a relatively permanent change in behavior, knowledge, or skills from experience.
- Behaviorism views learning as changes in observable behavior from environmental stimuli and consequences, while cognitivism sees learning involving internal mental processes.
- Thorndike's law of effect states that responses followed by satisfaction are more likely to be repeated, while unsatisfying responses weaken connections.
- Operant conditioning uses reinforcement and punishment to modify voluntary behaviors by associating them with consequences.
- Behaviorism focuses on observable changes in behavior from the environment, not internal mental processes. Cognitivism sees knowledge organized
This document provides information about behavior modification and some of its key concepts. It defines behavior as anything a person says or does, including overt visible behaviors and covert internal behaviors like thinking and feeling. Behavior modification aims to systematically apply learning principles to assess and improve individuals' behaviors. Some common myths about behavior modification are addressed, such as the idea that it only deals with observable behaviors or is outdated. Basic behavioral principles like reinforcement, extinction, shaping, and stimulus control are explained. Reinforcement increases a behavior's likelihood by rewarding it, while extinction decreases a behavior by withholding reinforcement. Shaping involves reinforcing successive approximations of a target behavior until it is fully exhibited.
Psbe2 08 research methods 2011-2012 - week 4Vlady Fckfb
This document summarizes key concepts from chapters 4 and 5 of a research methods textbook. It discusses reliability and validity, describing reliability as the consistency of measurements and validity as how accurately a study measures its intended concept. It also outlines different types of reliability like test-retest and internal consistency, as well as types of validity like content, criterion, and construct validity. Finally, it reviews observational research methods like naturalistic observation, participant observation, and field experiments.
Psbe2 08 research methods 2011-2012 - week 4Vlady Fckfb
This document summarizes key concepts from chapters 4 and 5 of a research methods textbook. It discusses reliability and validity, describing reliability as the consistency of measurements and validity as how accurately a study measures its intended concept. It also outlines different types of reliability like test-retest and internal consistency, as well as types of validity like content, criterion, and construct validity. Finally, it reviews observational research methods like naturalistic observation, participant observation, and field experiments.
1. The document contains a review quiz for concepts in positive behavior analysis with 14 multiple choice questions.
2. It covers topics like reinforcement, behavior, extinction, punishment, shaping, and motivating operations.
3. The questions are meant to test understanding of key principles and procedures used in behavior analysis.
This document provides an introduction to scenario planning and discusses its importance for dealing with uncertainty. It outlines some key concepts:
1. Scenario planning allows organizations to think about multiple possible futures rather than relying on single predictions, helping them adapt to changing environments.
2. Cognitive biases like overconfidence and confirmation bias can prevent organizations from detecting signals of change or updating their thinking. Scenario planning addresses this by challenging assumptions.
3. Scenarios are used to embed signals about the future into organizations' mental models of the world in order to draw conclusions and take action, facilitating learning.
4. Constructing and discussing scenarios explicitly challenges conventional wisdom and helps integrate alternative views of the future into decision making.
This document provides a summary of major topics in psychology, including neuropsychology, sensation and perception, cognitive psychology, developmental psychology, personality psychology, and social psychology. It discusses key concepts and theories within each topic. For example, it describes Piaget's stages of cognitive development in children and Erikson's psychosocial stages across the lifespan. It also summarizes major learning theories like classical and operant conditioning. Key personality theories like psychoanalytic, humanistic, and trait approaches are outlined. Finally, it discusses social influence techniques and seminal studies like Asch's conformity experiment.
B.F. Skinner and Albert Bandura were influential theorists in learning psychology. Skinner developed the theory of operant conditioning which argues that behavior is shaped by its consequences. Bandura introduced social learning theory, which posits that people can learn through observing others. Both theories were demonstrated through classic experiments - Skinner's rat-in-a-box experiment and Bandura's Bobo doll study. While influential, the theories have limitations such as not accounting for all factors that influence behavior.
The document discusses behavior therapy, group therapy, and occupational therapy. It covers the introduction, assumptions, characteristics, techniques, and advantages/disadvantages of behavior therapy. It discusses the goals, types, stages of development, and therapeutic factors of group therapy. It also provides an introduction to occupational therapy, including its goals, settings, activities, and the nurse's role.
This document discusses learning theories and principles of learning. It defines learning as a relatively permanent change in behavior resulting from experience. Theories of learning discussed include classical conditioning by Ivan Pavlov, operant conditioning by B.F. Skinner, cognitive learning by Edward Tolman, and social learning. Principles of learning include positive reinforcement, negative reinforcement, punishment, and extinction. Schedules of reinforcement like continuous and intermittent are also covered. Specific organizational applications like using lotteries to reduce absenteeism are provided. Barriers to learning at the individual, team, and organizational levels are also outlined.
Reflective practice is a discipline that ensures we give adequate time and attention to reflection in the learning cycle. It is necessary for the development of wisdom, and wisdom is necessary for effective change.
The Microsoft 365 Migration Tutorial For Beginner.pptxoperationspcvita
This presentation will help you understand the power of Microsoft 365. However, we have mentioned every productivity app included in Office 365. Additionally, we have suggested the migration situation related to Office 365 and how we can help you.
You can also read: https://www.systoolsgroup.com/updates/office-365-tenant-to-tenant-migration-step-by-step-complete-guide/
Essentials of Automations: Exploring Attributes & Automation ParametersSafe Software
Building automations in FME Flow can save time, money, and help businesses scale by eliminating data silos and providing data to stakeholders in real-time. One essential component to orchestrating complex automations is the use of attributes & automation parameters (both formerly known as “keys”). In fact, it’s unlikely you’ll ever build an Automation without using these components, but what exactly are they?
Attributes & automation parameters enable the automation author to pass data values from one automation component to the next. During this webinar, our FME Flow Specialists will cover leveraging the three types of these output attributes & parameters in FME Flow: Event, Custom, and Automation. As a bonus, they’ll also be making use of the Split-Merge Block functionality.
You’ll leave this webinar with a better understanding of how to maximize the potential of automations by making use of attributes & automation parameters, with the ultimate goal of setting your enterprise integration workflows up on autopilot.
Skybuffer SAM4U tool for SAP license adoptionTatiana Kojar
Manage and optimize your license adoption and consumption with SAM4U, an SAP free customer software asset management tool.
SAM4U, an SAP complimentary software asset management tool for customers, delivers a detailed and well-structured overview of license inventory and usage with a user-friendly interface. We offer a hosted, cost-effective, and performance-optimized SAM4U setup in the Skybuffer Cloud environment. You retain ownership of the system and data, while we manage the ABAP 7.58 infrastructure, ensuring fixed Total Cost of Ownership (TCO) and exceptional services through the SAP Fiori interface.
5th LF Energy Power Grid Model Meet-up SlidesDanBrown980551
5th Power Grid Model Meet-up
It is with great pleasure that we extend to you an invitation to the 5th Power Grid Model Meet-up, scheduled for 6th June 2024. This event will adopt a hybrid format, allowing participants to join us either through an online Mircosoft Teams session or in person at TU/e located at Den Dolech 2, Eindhoven, Netherlands. The meet-up will be hosted by Eindhoven University of Technology (TU/e), a research university specializing in engineering science & technology.
Power Grid Model
The global energy transition is placing new and unprecedented demands on Distribution System Operators (DSOs). Alongside upgrades to grid capacity, processes such as digitization, capacity optimization, and congestion management are becoming vital for delivering reliable services.
Power Grid Model is an open source project from Linux Foundation Energy and provides a calculation engine that is increasingly essential for DSOs. It offers a standards-based foundation enabling real-time power systems analysis, simulations of electrical power grids, and sophisticated what-if analysis. In addition, it enables in-depth studies and analysis of the electrical power grid’s behavior and performance. This comprehensive model incorporates essential factors such as power generation capacity, electrical losses, voltage levels, power flows, and system stability.
Power Grid Model is currently being applied in a wide variety of use cases, including grid planning, expansion, reliability, and congestion studies. It can also help in analyzing the impact of renewable energy integration, assessing the effects of disturbances or faults, and developing strategies for grid control and optimization.
What to expect
For the upcoming meetup we are organizing, we have an exciting lineup of activities planned:
-Insightful presentations covering two practical applications of the Power Grid Model.
-An update on the latest advancements in Power Grid -Model technology during the first and second quarters of 2024.
-An interactive brainstorming session to discuss and propose new feature requests.
-An opportunity to connect with fellow Power Grid Model enthusiasts and users.
In the realm of cybersecurity, offensive security practices act as a critical shield. By simulating real-world attacks in a controlled environment, these techniques expose vulnerabilities before malicious actors can exploit them. This proactive approach allows manufacturers to identify and fix weaknesses, significantly enhancing system security.
This presentation delves into the development of a system designed to mimic Galileo's Open Service signal using software-defined radio (SDR) technology. We'll begin with a foundational overview of both Global Navigation Satellite Systems (GNSS) and the intricacies of digital signal processing.
The presentation culminates in a live demonstration. We'll showcase the manipulation of Galileo's Open Service pilot signal, simulating an attack on various software and hardware systems. This practical demonstration serves to highlight the potential consequences of unaddressed vulnerabilities, emphasizing the importance of offensive security practices in safeguarding critical infrastructure.
HCL Notes und Domino Lizenzkostenreduzierung in der Welt von DLAUpanagenda
Webinar Recording: https://www.panagenda.com/webinars/hcl-notes-und-domino-lizenzkostenreduzierung-in-der-welt-von-dlau/
DLAU und die Lizenzen nach dem CCB- und CCX-Modell sind für viele in der HCL-Community seit letztem Jahr ein heißes Thema. Als Notes- oder Domino-Kunde haben Sie vielleicht mit unerwartet hohen Benutzerzahlen und Lizenzgebühren zu kämpfen. Sie fragen sich vielleicht, wie diese neue Art der Lizenzierung funktioniert und welchen Nutzen sie Ihnen bringt. Vor allem wollen Sie sicherlich Ihr Budget einhalten und Kosten sparen, wo immer möglich. Das verstehen wir und wir möchten Ihnen dabei helfen!
Wir erklären Ihnen, wie Sie häufige Konfigurationsprobleme lösen können, die dazu führen können, dass mehr Benutzer gezählt werden als nötig, und wie Sie überflüssige oder ungenutzte Konten identifizieren und entfernen können, um Geld zu sparen. Es gibt auch einige Ansätze, die zu unnötigen Ausgaben führen können, z. B. wenn ein Personendokument anstelle eines Mail-Ins für geteilte Mailboxen verwendet wird. Wir zeigen Ihnen solche Fälle und deren Lösungen. Und natürlich erklären wir Ihnen das neue Lizenzmodell.
Nehmen Sie an diesem Webinar teil, bei dem HCL-Ambassador Marc Thomas und Gastredner Franz Walder Ihnen diese neue Welt näherbringen. Es vermittelt Ihnen die Tools und das Know-how, um den Überblick zu bewahren. Sie werden in der Lage sein, Ihre Kosten durch eine optimierte Domino-Konfiguration zu reduzieren und auch in Zukunft gering zu halten.
Diese Themen werden behandelt
- Reduzierung der Lizenzkosten durch Auffinden und Beheben von Fehlkonfigurationen und überflüssigen Konten
- Wie funktionieren CCB- und CCX-Lizenzen wirklich?
- Verstehen des DLAU-Tools und wie man es am besten nutzt
- Tipps für häufige Problembereiche, wie z. B. Team-Postfächer, Funktions-/Testbenutzer usw.
- Praxisbeispiele und Best Practices zum sofortigen Umsetzen
Programming Foundation Models with DSPy - Meetup SlidesZilliz
Prompting language models is hard, while programming language models is easy. In this talk, I will discuss the state-of-the-art framework DSPy for programming foundation models with its powerful optimizers and runtime constraint system.
For the full video of this presentation, please visit: https://www.edge-ai-vision.com/2024/06/how-axelera-ai-uses-digital-compute-in-memory-to-deliver-fast-and-energy-efficient-computer-vision-a-presentation-from-axelera-ai/
Bram Verhoef, Head of Machine Learning at Axelera AI, presents the “How Axelera AI Uses Digital Compute-in-memory to Deliver Fast and Energy-efficient Computer Vision” tutorial at the May 2024 Embedded Vision Summit.
As artificial intelligence inference transitions from cloud environments to edge locations, computer vision applications achieve heightened responsiveness, reliability and privacy. This migration, however, introduces the challenge of operating within the stringent confines of resource constraints typical at the edge, including small form factors, low energy budgets and diminished memory and computational capacities. Axelera AI addresses these challenges through an innovative approach of performing digital computations within memory itself. This technique facilitates the realization of high-performance, energy-efficient and cost-effective computer vision capabilities at the thin and thick edge, extending the frontier of what is achievable with current technologies.
In this presentation, Verhoef unveils his company’s pioneering chip technology and demonstrates its capacity to deliver exceptional frames-per-second performance across a range of standard computer vision networks typical of applications in security, surveillance and the industrial sector. This shows that advanced computer vision can be accessible and efficient, even at the very edge of our technological ecosystem.
Taking AI to the Next Level in Manufacturing.pdfssuserfac0301
Read Taking AI to the Next Level in Manufacturing to gain insights on AI adoption in the manufacturing industry, such as:
1. How quickly AI is being implemented in manufacturing.
2. Which barriers stand in the way of AI adoption.
3. How data quality and governance form the backbone of AI.
4. Organizational processes and structures that may inhibit effective AI adoption.
6. Ideas and approaches to help build your organization's AI strategy.
Conversational agents, or chatbots, are increasingly used to access all sorts of services using natural language. While open-domain chatbots - like ChatGPT - can converse on any topic, task-oriented chatbots - the focus of this paper - are designed for specific tasks, like booking a flight, obtaining customer support, or setting an appointment. Like any other software, task-oriented chatbots need to be properly tested, usually by defining and executing test scenarios (i.e., sequences of user-chatbot interactions). However, there is currently a lack of methods to quantify the completeness and strength of such test scenarios, which can lead to low-quality tests, and hence to buggy chatbots.
To fill this gap, we propose adapting mutation testing (MuT) for task-oriented chatbots. To this end, we introduce a set of mutation operators that emulate faults in chatbot designs, an architecture that enables MuT on chatbots built using heterogeneous technologies, and a practical realisation as an Eclipse plugin. Moreover, we evaluate the applicability, effectiveness and efficiency of our approach on open-source chatbots, with promising results.
How information systems are built or acquired puts information, which is what they should be about, in a secondary place. Our language adapted accordingly, and we no longer talk about information systems but applications. Applications evolved in a way to break data into diverse fragments, tightly coupled with applications and expensive to integrate. The result is technical debt, which is re-paid by taking even bigger "loans", resulting in an ever-increasing technical debt. Software engineering and procurement practices work in sync with market forces to maintain this trend. This talk demonstrates how natural this situation is. The question is: can something be done to reverse the trend?
Have you ever been confused by the myriad of choices offered by AWS for hosting a website or an API?
Lambda, Elastic Beanstalk, Lightsail, Amplify, S3 (and more!) can each host websites + APIs. But which one should we choose?
Which one is cheapest? Which one is fastest? Which one will scale to meet our needs?
Join me in this session as we dive into each AWS hosting service to determine which one is best for your scenario and explain why!
Driving Business Innovation: Latest Generative AI Advancements & Success StorySafe Software
Are you ready to revolutionize how you handle data? Join us for a webinar where we’ll bring you up to speed with the latest advancements in Generative AI technology and discover how leveraging FME with tools from giants like Google Gemini, Amazon, and Microsoft OpenAI can supercharge your workflow efficiency.
During the hour, we’ll take you through:
Guest Speaker Segment with Hannah Barrington: Dive into the world of dynamic real estate marketing with Hannah, the Marketing Manager at Workspace Group. Hear firsthand how their team generates engaging descriptions for thousands of office units by integrating diverse data sources—from PDF floorplans to web pages—using FME transformers, like OpenAIVisionConnector and AnthropicVisionConnector. This use case will show you how GenAI can streamline content creation for marketing across the board.
Ollama Use Case: Learn how Scenario Specialist Dmitri Bagh has utilized Ollama within FME to input data, create custom models, and enhance security protocols. This segment will include demos to illustrate the full capabilities of FME in AI-driven processes.
Custom AI Models: Discover how to leverage FME to build personalized AI models using your data. Whether it’s populating a model with local data for added security or integrating public AI tools, find out how FME facilitates a versatile and secure approach to AI.
We’ll wrap up with a live Q&A session where you can engage with our experts on your specific use cases, and learn more about optimizing your data workflows with AI.
This webinar is ideal for professionals seeking to harness the power of AI within their data management systems while ensuring high levels of customization and security. Whether you're a novice or an expert, gain actionable insights and strategies to elevate your data processes. Join us to see how FME and AI can revolutionize how you work with data!
Nordic Marketo Engage User Group_June 13_ 2024.pptx
Vocab Flash Cards
1. 1 1
General Rule: General Rule:
behavior be concrete
write-out/review term
1 1
Concept: Concept:
behavior analysis reinforcer
write-out/review term (positive reinforcer)
write-out/review term
1 1
Concept: General Rule:
repertoire dead-man test
1 2
General Rule: Concept:
check the presumed baseline
reinforcer first write-out/review term
2. • Always pinpoint specific • A muscle, glandular, or
behaviors neuro-electrical activity.
• when you deal with a
behavioral (psychological)
problem.
• A stimulus • The study of the
• that increases the frequency • principles of behavior.
of a response it follows.
• If a dead man can do it, it • A set of skills.
probably isn’t behavior.
• The phase of an experiment • Before spending much time
or intervention trying to reinforce behavior,
• where the behavior is • make sure you have a true
measured reinforcer.
• in the absence of an
intervention.
3. 2 2
Concept: Concept:
medical model myth behavioral contingency
2 2
Concept: General Rule:
reinforcement contingency the don't say rule
write-out/review term
2 2
Concept: General Rule:
the error of reification reinforce behavior
3 3
Concept: Concept:
escape contingency aversive stimulus
write-out/review term (negative reinforcer)
write-out/review term
4. • The occasion for a response, • An erroneous view of
• the response, and human behavior
• the outcome of the response. • that behavior is always a
mere symptom of
• an underlying psychological
condition.
• With nonverbal organisms, don't say,
• expects,
• The response-contingent
• knows, • presentation
• thinks,
• figures out, • of a reinforcer
• in order to (or so that he, she, or it could ...),
• trying to, • resulting in an increased
• makes the connection,
• associates, frequency of that response.
• learns that,
• imagines,
• or understands.
• With any organisms. don't say,
• wants.
• Reinforce behavior, • To call a behavior or
• not people. process a thing.
• A stimulus • The response-contingent
• that increases the future • removal of
frequency of a response • an aversive stimulus
• its removal (termination) • resulting in an increased
follows. frequency of that response.
5. 3 3
Concept: False General Rule:
differential reinforcement the toothpaste theory
of alternative behavior (DRA) of abnormal behavior
write-out/review term
3 3
Concept: Principle:
functional assessment parsimony
write-out/review term
3 4
General Rule: General Rule:
the sick social cycle the sick social cycle
(victim’s escape model) (victim’s punishment model)
4 4
Concept: Concept:
punishment contingency overcorrection
write-out/review term
6. • Abnormal behavior flows out • The replacement of an
of sick people inappropriate response
• like toothpaste squeezed • with a specific appropriate
from a tube. response
• The abnormal behavior • that produces the same
results from inner pressure. reinforcing outcome.
• The use of no unnecessary • An assessment
concepts, principles, or • of the contingencies
assumptions. • responsible for
• behavioral problems.
• The perpetrator’s aversive • In escaping
behavior punishes • the perpetrator’s aversive
• the victim’s appropriate behavior,
behavior. • the victim unintentionally
• And the victim’s stopping the reinforces
appropriate behavior • that aversive behavior.
• unintentionally reinforces
that aversive behavior.
• A contingency • Response-contingent
• on inappropriate behavior • presentation of
• requiring the person • an aversive condition
• to engage in an effortful (negative reinforcer)
response • resulting in a decreased
• that more than corrects frequency of that response.
• the effects of inappropriate
behavior.
7. 4 4
Concept: Concept:
dependent variable informed consent
write-out/review term
4 4
Concept: Concept:
independent variable social validity
write-out/review term write-out/review term
4 4
Concept: Concept:
multiple baseline design reliability measurement
5 5
Concept: Concept:
penalty contingency response-cost contingency
write-out/review term write-out/review term
8. • Consent to intervene in a • A measure of the subject's
way behavior.
• that is experimental or
• risky.
• The participant or guardian
• is informed of the risks and
benefits
• and of the right to stop the
intervention.
• The goals, • The variable the
• procedures, and experimenter systematically
• results of an intervention manipulates
• are socially acceptable to • to influence the dependent
• the client, variable.
• the behavior analyst, and
• society.
• The comparison of • An experimental design
measurements • in which the replications
• of dependent variables and involve
• independent variables • baselines of differing
• obtained by independent durations
observers. • and interventions of differing
starting times.
• The response-contingent • The
• removal of • response-contingent
• a tangible reinforcer. • removal of
• a reinforcer (positive
reinforcer)
• resulting in a decreased
frequency of that response.
9. 5 5
Concept: Concept:
time-out contingency reversal design
write-out/review term
5 6
Principle: Principle:
the law of effect recovery from punishment
write-out/review term write-out/review term
6 6
Principle: Concept:
spontaneous recovery forgetting procedure
write-out/review term
6 6
Principle: General Rule:
extinction Forget Forgetting
write-out/review term
10. • An experimental design • The response-contingent
• in which we reverse • removal of
• between intervention and • access to a reinforcer.
baseline conditions
• to assess the effects of those
conditions.
• Stopping the punishment or • The effects of our actions
penalty contingency • determine whether we will
• for a previously punished repeat them.
response
• may cause the response
frequency to increase
• to its frequency before the
punishment or penalty
contingency.
• Preventing the opportunity • A temporary recovery of the
(or occasion) for a response. extinguished behavior
• during the first part of each
of the extinction sessions
• that follow the first extinction
session.
• There’s no such thing. • Stopping the reinforcement
or escape contingency
• for a previously reinforced
response
• causes the response
frequency to decrease.
11. 6 6
Concept: Concept:
to confound variables control condition
write-out/review term
7 7
Concept: Concept:
response topography Latency
write-out/review term write-out/review term
7 7
Concept: Concept:
task analysis duration
write-out/review term
7 7
General Rule: Concept:
process vs. product response dimensions
12. • A condition not containing • To change or allow to
the presumed crucial value change two or more
of the independent variable. independent variables at the
same time,
• so you cannot determine
what variables are
responsible for the change
in the dependent variable.
• The time between • The sequence (path of
• the signal or opportunity for movement),
a response • form,
• and the beginning of the • or location
response. • of components of a
response
• relative to the rest of the
body
• An analysis of complex
• The time from behavior
• the beginning • and sequences of behavior
• to the end • into their component
• of a response. responses.
• Sometimes you need to
• The physical properties of a
response. • make reinforcers and
feedback contingent on
• the component responses of
the process,
• not just the product
(outcome).
13. 7 7
Concept: Concept:
response class single-subject
write-out/review term research design
write-out/review term
7 7
Procedure: Concept:
the differential- group research design
reinforcement
procedure
write-out/review term
7 7
Concept: Concept:
the differential punishment control group
procedure
7 8
Concept: Concept:
experimental group fixed-outcome shaping
14. • The entire experiment is • A set of responses that
conducted with a single either
subject, • a) are similar on at least one
• though it may be replicated response dimension, or
with several other subjects. • b) share the effects of
reinforcement and
punishment, or
• c) serve the same function
(produce the same
• The experiment is conducted with • outcome). one set of
Reinforcing
at least two groups of subjects. responses and
• And the data are usually
• withholding reinforcement
presented in terms of the mean
(average) for another set of
• of the performance of all subjects responses.
• combined for each group.
• A group of subjects • Punishing one set of
• not exposed to the presumed responses
crucial value of the • and withholding punishment
independent variable. of another set of responses.
• Shaping that involves • A group of subjects
• no change in the value of • exposed to the presumed
• the reinforcer crucial value
• or aversive condition, • of the independent variable.
• as the performance criterion
more and more closely
resembles the terminal
behavior.
15. 8 8
Concept: Concept:
terminal behavior shaping
write-out/review term with reinforcement
write-out/review term
8 8
Concept: Concept:
operant level shaping
with punishment
8 8
Concept: Concept:
initial behavior variable-outcome
shaping
write-out/review term
8 9
Concept: Concept:
intermediate behavior unlearned aversive
condition
16. • The differential • Behavior not in the
reinforcement of only that repertoire
behavior • or not occurring at the
• that more and more closely desired frequency;
resembles the terminal • the goal of the intervention
behavior.
• The differential punishment • The frequency of
of all behavior responding
• except that which more and • before reinforcement
more closely resembles the
terminal behavior.
• Shaping that involves • Behavior that resembles
• a change in the value of • the terminal behavior
• the reinforcer • along some meaningful
• or aversive condition, dimension
• as performance more and • and occurs with at least a
more closely resembles the minimal frequency.
• terminal behavior.
• A stimulus that is aversive, • Behavior that more closely
• though not as a result of approximates the terminal
pairing with other aversive behavior.
stimuli.
17. 9 9
Concept: Procedure:
unlearned reinforcer motivating operation
write-out/review term write-out/review term
9 9
Principle: Principle:
Satiation Premack principle
write-out/review term write-out/review term
9 10
Principle: Concept:
Deprivation addictive reinforcer
write-out/review term
10 10
Concept: Principle:
aggression reinforcer the aggression principle
18. • A stimulus that is a
• A procedure or condition reinforcer,
• that affects learning and • though not as a result of
performance pairing with another
• with respect to a particular reinforcer.
reinforcer or aversive
condition.
• If one activity occurs more • Consuming a substantial
often than another, amount of a reinforcer
• the opportunity to do the • temporarily decreases
more frequent activity relevant learning and
• will reinforce the less performance.
frequent activity.
• A reinforcer for which • Withholding a reinforcer
• repeated exposure • increases relevant learning
• is an motivating operation. and performance.
• Aversive stimuli and • Stimuli resulting from acts of
extinction are motivating aggression.
operations
• for aggression reinforcers.
19. 11
11 Concept:
Concept: generalized learned reinforcer
conditional stimulus (generalized
secondary/conditioned
reinforcer)
write-out/review term
11 11
Concept: Concept:
learned reinforcer token economy
(secondary or conditioned write-out/review term
reinforcer)
write-out/review term
11 11
Procedure: Concept:
pairing procedure learned aversive stimulus
11 12
Principle: Concept:
value-altering principle verbal behavior
write-out/review term
20. • A learned reinforcer that is a • Elements of a stimulus
reinforcer • have their value or function
• because it has been paired • only when they are
with a variety of other combined;
reinforcers. • otherwise, the individual
elements may be relatively
neutral.
• A system of generalized • A stimulus that is a
learned reinforcers reinforcer
• in which the organism that • because it has been paired
receives those generalized with another reinforcer.
reinforcers can save them
• and exchange them for a
variety of backup reinforcers
later.
• A stimulus • The pairing of a neutral
• that is aversive stimulus with
• because it has been paired • a reinforcer or aversive
with another aversive stimulus.
stimulus.
• The behavioral term for • The pairing procedure
language • converts a neutral stimulus
into
• a learned reinforcer
• or learned aversive
stimulus.
21. 12 12
Concept: Concept:
discriminative stimulus (SD) stimulus discrimination
write-out/review term (stimulus control)
12 12
Concept: Concept:
S-delta (S∆) incidental teaching
write-out/review term
12 12
Criteria for diagraming Concept:
Discriminated Contingencies: Prompt
S∆ contingency test write-out/review term
12 12
Concept: Concept:
discrimination training operandum (manipulandum)
procedure write-out/review term
write-out/review term
22. • The occurrence of a response • A stimulus in the presence
more frequently in the of which
presence of one stimulus • a particular response will be
• than in the presence of reinforced or punished.
another,
• usually as a result of a
discrimination training
procedure.
• The planned use of • A stimulus in the presence
• behavioral contingencies, of which
• differential reinforcement, • a particular response will not
and be reinforced or punished.
• discrimination training
• in the student’s everyday
environment.
• A supplemental stimulus • Is there also an S∆?
• that raises the probability of • (If not, then you also don’t
a correct response. have an SD).
• That part of the environment • Reinforcing or punishing a
• the organism operates response
(manipulates). • in the presence of one
stimulus
• and extinguishing it
• or allowing it to recover
• in the presence of another
stimulus.
23. 12 12
Criteria for diagramming Criteria for diagramming
discriminated contingencies: discriminated contingencies:
same before condition test different before condition test
12 12
Criteria for diagramming Criteria for diagramming
discriminated contingencies discriminated contingencies:
response test operandum test
12 13
Criteria for diagramming Concept:
discriminated contingencies: stimulus generalization
extinction/recovery test write-out/review term
13 13
Concept: Concept:
stimulus class concept training
write-out/review term write-out/review term
24. • Does the SD differ from the • Is the before condition the
before condition? same for both the SD and
the S∆?
• Does the SD differ from the • Is the response the same for
operandum? both the SD and the S∆?
• The behavioral contingencies • Is the S∆ contingency
• in the presence of one stimulus always extinction or
• affect the frequency of the recovery?
response
• in the presence of another
stimulus.
• Reinforcing or punishing a
response • A set of stimuli,
• in the presence of one stimulus • all of which have some
class common physical property.
• and extinguishing it
• or allowing it to recover
• in the presence of another
stimulus class.
25. 13 13
Concept: Concept:
matching to sample Subjective measure
write-out/review term
13
13 Concept:
Concept: conceptual stimulus control
Objective measure (conceptual control)
write-out/review term
13 13
Concept: Concept:
stimulus-generalization stimulus dimensions
gradient
13 13
Concept: Concept:
fading procedure errorless
write-out/review term discrimination
procedure
26. • The criteria for • Selecting a comparison
measurement are not stimulus
completely specified in • corresponding to a sample
physical terms stimulus.
• or the event being
measured is a private, inner
experience.
• Responding occurs more • The criteria for measurement
often in the presence of one are completely specified in
stimulus class physical terms
• and less often in the • and the event being measured
presence of another stimulus is public and therefore
class observable by more than one
• because of concept training. person.
• The physical properties of • A gradient of responding
a stimulus. showing
• a decrease in responding
• as the test stimulus
• becomes less similar to the
training stimulus.
• The use of a fading • At first, the S∆ and the SD
procedure differ along at least two
• to establish a stimulus dimensions.
discrimination, • Then the difference between
• with no errors during the the S∆ and the SD is reduced
training. along all but one dimension,
D ∆
• until the S and S differ along
only the relevant dimension.
27. 14 14
Concept: Concept:
Imitation physical prompt
write-out/review term (physical guidance)
14 14
Concept: Concept:
generalized imitation verbal prompt
write-out/review term
14 14
Concept: Theory:
imitative reinforcers the theory of
write-out/review term generalized imitation
15 15
Concept: Concept:
avoidance contingency avoidance-of-loss contingency
write-out/review term write-out/review term
28. • The form of the behavior of
• The trainer physically moves the imitator
the trainee's body • is controlled by
• in an approximation of the • similar behavior of the
desired response. model.
• A supplemental verbal • Imitation of the response
stimulus • of a model
• that raises the probability of • without previous
a correct response. reinforcement of
• imitation of that specific
response.
• Generalized imitative • Stimuli arising from the
responses occur match between
• because they automatically • the behavior of the imitator
produce imitative reinforcers. • and the behavior of the
model.
• Response-contingent • Response-contingent
• prevention of • prevention of
• loss of a reinforcer • an aversive condition
• resulting in an increased • resulting in an increased
frequency of that response. frequency of that response.
29. 15 16
Concept: Concept:
warning stimulus Differential reinforcement of
write-out/review term other behavior (DRO)
write-out/review term
16 16
Concept: Concept:
punishment-by-prevention- punishment-by-prevention-of-
of-a-reinforcer removal contingency
contingency write-out/review term
17 17
Concept: Concept:
Intermittent Reinforcement fixed-ratio responding
write-out/review term write-out/review term
17 17
Concept: Concept:
continuous reinforcement variable-ratio (VR)
(CRF) schedule of
reinforcement
write-out/review term
30. • A reinforcer is presented • A stimulus that precedes
• after a fixed interval of time • an aversive condition
• if the response of interest and thus becomes a learned
has not occurred during that aversive stimulus.
interval
• Response-contingent • Response-contingent
• prevention of removal of • prevention of
• an aversive condition • a reinforcer
• resulting in a decreased • resulting in a decreased
frequency of that response frequency of that response.
• After a response is reinforced, § A reinforcer follows the
• no responding occurs for a response
period of time, § only once in a while.
• then responding occurs at a
high, steady rate
• until the next reinforcer is
delivered.
• A reinforcer follows • A reinforcer follows each
• after a variable number of response.
responses.
31. 17 17
Concept: Concept:
schedule of reinforcement variable-ratio
responding
17 18
Concept: Concept:
fixed-ratio (FR) fixed-interval (FI)
schedule of reinforcement schedule of
write-out/review term reinforcement
write-out/review term
18 18
Concept: Principle:
fixed-interval scallop variable-interval
write-out/review term responding
write-out/review term
18 18
Concept: Concept:
fixed-time schedule resistnce to extinction
of reinforcer delivery write-out/review term
write-out/review term
32. • Variable-ratio schedules • The way reinforcement occurs
produce • because of the number of
• a high rate of responding, responses,
• with almost no • time between responses, and
postreinforcement pausing. • stimulus conditions.
• A reinforcer is contingent on • A reinforcer follows
• the first response, • a fixed number of
• after a fixed interval of time, responses.
• since the last opportunity for
reinforcement.
• A fixed-interval schedule often
produces a scallop:
• Variable-interval schedules • a gradual increase in the rate of
produce responding,
• a moderate rate of • with responding occurring at a high
responding, rate,
• just before reinforcement is
• with almost no available.
postreinforcement pausing. • No responding occurs for some
time after reinforcement.
• The number of responses or • A reinforcer is delivered,
• the amount of time • after the passage of a fixed
• before a response period of time,
extinguishes. • independently of the
response.
33. 18 18
Concept: Principle:
superstitious behavior resistance to extinction
write-out/review term and intermittent
reinforcement
write-out/review term
18 19
Concept: Concept:
variable-interval (VI) concurrent contingencies
schedule of write-out/review term
reinforcement
write-out/review term
19 19
Concept: Erroneous Principle:
differential reinforcement symptom substitution
of incompatible behavior (DRI)
write-out/review term
19 19
Principle: Concept:
matching law Intervention/treatment
package
34. • Intermittent reinforcement • Behaving as if the response
• makes the response causes
• more resistant to extinction • some specific outcome,
• than does continuous • when it really does not.
reinforcement.
• More than one contingency • A reinforcer is contingent on
of reinforcement or • the first response,
punishment • after a variable interval of
• is available at the same time. time,
• since the last opportunity for
reinforcement.
• Problem behaviors are • Reinforcement is contingent
symptoms of an underlying on a behavior that is
mental illness. • incompatible with another
• So if you get rid of one problem behavior
behavior (“symptom”),
• another will take its place,
• until you get rid of the
underlying mental illness.
• The addition or change of • When two different responses
several independent are each reinforced with a
different schedule of
variables
reinforcement,
• at the same time • the relative frequency of the two
• to achieve a desired result, responses
• without testing the effect of • equals the relative value of
each variable individually. reinforcement on the two
schedules of reinforcement.
35. 20 20
Concept: Concept:
total-task forward chaining
presentation
20 20
Principle: Concept:
dual-functioning behavioral
chained stimuli chain
write-out/review term write-out/review term
20 20
Concept: Concept:
backward chaining differential reinforcement
write-out/review term of low rate (DRL)
write-out/review term
21 21
Concept: Concept:
unconditioned response conditioned stimulus
(UR) (CS)
write-out/review term write-out/review term
36. • The establishment of the • The simultaneous training of
first link in a behavioral • all links in a behavioral
chain, chain.
• with the addition of
successive links,
• until the final link is acquired
• A sequence of stimuli and • A stimulus in a behavioral
responses. chain
• Each response produces a • reinforces the response that
stimulus that precedes it
• reinforces the preceding • and is an SD or operandum
response for the following response.
• and is an SD or operandum
• for the following response.
• Reinforcement • The establishment of the
• for each response following final link in a behavioral
the preceding response chain,
• by at least some minimum • with the addition of
delay. preceding links,
• until the first link is acquired.
• A stimulus that has acquired • An unlearned response
its eliciting properties • elicited by the presentation
• through previous pairing with • of an unconditioned stimulus
another stimulus.
37. 21 21
Concept: Concept:
unconditioned stimulus conditioned response
(US) (CR)
write-out/review term write-out/review term
21 21
Concept: Concept:
operant conditioning respondent conditioning
write-out/review term write-out/review term
21 21
Concept: General Rule:
higher-order conditioning SD / CS test
write-out/review term
21 21
Concept: Concept:
respondent extinction systematic desensitization
write-out/review term write-out/review term
38. • A learned response • A stimulus that produces the
• elicited by the presentation unconditioned response
• of a conditioned stimulus. • without previous pairing with
another stimulus.
• A neutral stimulus • Reinforcing consequences
• acquires the eliciting • following the response
properties • increase its future frequency;
• of an unconditioned stimulus and
• through pairing the • aversive consequences
unconditioned stimulus • following the response
• with a neutral stimulus. • decrease its future frequency.
• To determine if a stimulus is an • Establishing a conditioned
SD or CS, stimulus
• look at its history of conditioning:
• by pairing a neutral stimulus
• look for a plausible US -- UR
relation; • with an already established
• and alternatively, look for a conditioned stimulus.
plausible SD -- R -- SR
contingency.
• Combining relaxation with • Present the conditioned
• a hierarchy of fear-producing stimulus
• without pairing it
stimuli,
• with the unconditioned
• arranged from the least to stimulus,
the most frightening. • or with an already established
conditioned stimulus,
• and the conditioned stimulus
will lose its eliciting power.
39. 22 22
Concept: Concept:
direct-acting rule
contingency write-out/review term
22 22
Concept: Concept:
rule-governed analog to rule control
a behavioral contingency
write-out/review term
22 22
Concept: Concept:
ineffective contingency rule-governed behavior
write-out/review term
22 22
Concept: Concept:
contingency control indirect-acting
write-out/review term contingency
write-out/review term
40. • A description of a • A contingency in which
behavioral contingency. • the outcome of the
response
• reinforces or punishes that
response.
• The statement of a rule • A change in the frequency
• controls the response of a response
• described by that rule. • because of a rule
describing the contingency.
• Behavior under the control • A contingency that does not
of a rule. control behavior.
• A contingency that controls • Direct control of behavior
the response, • by a contingency,
• though the outcome of that • without the involvement of
response rules.
• does not reinforce or punish
that response.
41. 22 22
Principle: Concept:
(Optional-not on quiz) (Optional-not on quiz)
Immediate reinforcement a contingency that is
not direct acting
22 23
(Optional-not on quiz) General Concept:
Rule: feedback
rule control write-out/review term
23 23
Concept: Review Concept:
process vs. product Covert behavior
write-out/review term
23 23
Concept Review: Principle:
task analysis shifting from rule-control
write-out/review term to contingency control
42. • Either an indirect-acting • The effect of the reinforcement
contingency or procedure decreases
• as the delay between the
• an ineffective contingency.
response and the outcome
increases.
• Reinforcers delayed more than
60 seconds
• have little or no reinforcing
effect.
• Nonverbal stimuli • Start looking for rule
• or verbal statements control,
• contingent on past behavior • if behavior is controlled by
• that can guide future an outcome
behavior. • that follows the response by
more than 60 seconds.
• Private behavior (not visible • Sometimes you need to make
to the outside observer). reinforcers and feedback
• contingent on the component
responses of the process,
• not just the product
(outcome).
• With repetition of the • An analysis of complex
response, behavior
• control often shifts from • and sequences of behavior
control by the rule describing • into their component
a direct-acting contingency responses.
• to control by the direct-acting
contingency itself.
43. 23 24
Concept: Concept:
multiple baseline performance contract
design (behavioral contract or
contingency contract)
24 24
False Principle: Principle:
the mythical cause of rules that are easy to follow
poor self-management write-out/review term
24 24
Model: Principle:
the three-contingency model the real cause of
of performance-management poor self-management
write-out/review term
24 25
Principle: Principle:
rules that are hard to follow the deadline principle
write-out/review term
44. • A written rule statement • An experimental design
describing • in which the replications
• the desired or undesired
involve baselines
behavior,
• the occasion when the behavior • of differing durations and
should or should not occur, and • interventions of differing
• the added outcome for that starting times.
behavior.
• Describe outcomes that are • Poor self-management
• both sizable occurs
• and probable. • because immediate
• The delay isn't crucial. outcomes control our
behavior
• better than delayed
outcomes do.
• Poor self-management results • The three crucial contingencies
from are:
• poor control by rules describing • the ineffective natural
• outcomes that are either contingency,
• too small (though often of • the effective, indirect-acting
cumulative significance) performance-management
• or too improbable. contingency, and
• The delay isn't crucial. • the effective, direct-acting
contingency.
• If an indirect-acting • Describe outcomes that are
contingency either
• is to increase or maintain • too small (though often of
performance, cumulative significance)
• it should involve a deadline. • or too improbable.
• The delay isn't crucial.
45. 25 25
Concept: General Rule:
pay for performance The it-is-probably-rule-control
write-out/review term rule
25 26
Principle: Concept:
the analog to avoidance spiritualistic mentalism
principle
26 26
Concept: Concept:
the simplistic biological- the simplistic cognitivist error
determinist error
26 26
Concept: Concept:
the simplistic behaviorist error methodological behaviorism
write-out/review term
46. • It is probably rule control, if • Pay is contingent on specific
• the person knows the rule, achievements
• the outcome is delayed, or
• the performance changes
as soon as the person
hears the rule.
• The doctrine that the mind • If an indirect-acting
is contingency
• spiritual (nonphysical). • is to increase or maintain
performance,
• it should be an analog to
avoidance.
• Rats think • Analogous behaviors are
• homologous behaviors.
• An approach that restricts the • People don’t think.
science of psychology to
• only those independent and
dependent variables
• that two independent people
can directly observe.
48. • An entity or collection of • The doctrine that the mind
entities causes behavior to occur.
• assumed to cause behavior to
occur.
• It may be either material or
nonmaterial,
• but it is not the behavior itself.
• The doctrine that the world is • The doctrine that physical
divided into two parts, (material) world
• material and spiritual. • is the only reality.
• An entity • An approach that
• assumed to cause action; addresses all psychology
• the way the organism sees the • in terms of the principles of
world, behavior.
• including the organism's beliefs
and expectations.
• It is material, but not behavior.
• The doctrine that the mind is • An approach that attempts
• physical, not spiritual. to modify behavior
• by modifying the cognitive
structure.
49. 26 26
Concept: Concept:
Values goal-directed systems
design
26 26
Concept: Concept:
legal rule control moral (ethical)
rule control
27 27
Concept: Principle:
performance maintenance behavior trap
write-out/review term write-out/review term
28 29
Concept: Review Principle:
transfer of training the law of effect
write-out/review term
50. • First you select the ultimate • Learned and unlearned
goal of a system, reinforcers
• then you select the various
• and aversive conditions.
levels of intermediate goals
needed to accomplish that
ultimate goal,
• and finally, you select the initial
goals needed to accomplish
those intermediate goals.
• Control by rules specifying • Control by rules specifying
added analogs to added analogs to behavioral
behavioral contingencies. contingencies
• Such rules specify social, • and added direct-acting
religious, or supernatural behavioral contingencies
outcomes. • based on material
outcomes.
• Add a reinforcement • The continuing of
contingency performance
• to increase the rate of • after it was first established
behavior.
• Then the behavior will
frequently contact
• built-in reinforcement
contingencies,
• and those built-in
• contingencies our actions
The effects of • Performance established
determine whether we will
• will maintain that behavior. • at one time
repeat them. • in one place
• now occurs in a different
time and place.
52. • The extent to which the • Experts’ evaluation
conclusions of an experiment • of the significance of
• apply to a wide variety of • the target behavior and the
conditions. outcome.
• The time from • Measuring performance
• the beginning • when the clients or subjects
• to the end are aware
• of a response. • of the ongoing observation.
• Intensity of a response. • Measuring performance
• when the clients or subjects
• are not aware
• of the ongoing observation.
• Agreement between • Record or evidence
• observations of • that the behavior has
• two or more independent occurred.
observers.
54. • The phase of an • Two or more possible
experiment or intervention independent variables have
• in which the behavior is changed at the same time,
measured • so it is not possible to
• in the absence of an determine which of those
intervention. variables caused the
change in the dependent
variable.
• An experimental design • The evaluation of the results
• in which the baseline data of
are collected • an applied intervention or
• before the intervention. • a naturally changing
condition
• that involves confounded
variables.
• An experimental design • The extent to which a
• in which the intervention research design
(experimental) and baseline • eliminates confounding
conditions
variables.
• are reversed
• to determine if the dependent
variable changes as
• those conditions (independent
variable) change.
• An experimental design • The arrangement of the
• in which the replications various conditions of an
involve experiment or intervention
• baselines of differing • to reduce the confounding of
durations independent variables.
• and interventions of
differing starting times.
56. • An analysis • An experimental design
• of the contingencies • in which the replications
responsible for involve
• behavioral problems. • interventions with criteria of
differing values.
• The goals, • An experimental design
• procedures, • in which the replications involve
• presenting the different values of
• and results of an
the independent variable
intervention • in an alternating sequence
• are socially acceptable to • under the same general
the conditions
• client, • or in the same experimental
• the behavior analyst, phase,
• and society. • while measuring the same
• The behavior being • dependent variables.
One experimental condition
measured, • affects the results of
• the dependent variable. another.
• A comparison of the
performance of clients
• exposed to the intervention
• with an equivalent or
"normal" group.