"LLMs for Python Engineers: Advanced Data Analysis and Semantic Kernel",Oleks...
Vocab Flash Cards - BATS
1. 1 1
General Rule: General Rule:
behavior be concrete
1 1
Concept: Concept:
behavior analysis reinforcer
(positive reinforcer)
1 1
Concept: General Rule:
repertoire dead-man test
1 2
General Rule: Concept:
check the presumed baseline
reinforcer first
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
2 2
Concept: General Rule:
the error of reification reinforce behavior
3 3
Concept: Concept:
escape contingency aversive stimulus
(negative reinforcer)
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, • The response-contingent
don't say, • presentation
• expects,
• knows, • of a reinforcer
• thinks,
• figures out, • resulting in an increased
• in order to (or so that he,
she, or it could ...), frequency of that response.
• trying to,
• makes the connection,
• associates,
• learns that,
• imagines,
• or understands.
• 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
3 3
Concept: Principle:
functional assessment parsimony
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
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.
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
• 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
5 6
Principle: Principle:
the law of effect recovery from punishment
6 6
Principle: Concept:
spontaneous recovery forgetting procedure
6 6
Principle: General Rule:
extinction Forget Forgetting
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
• 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
7 7
Concept: Concept:
response topography Latency
7 7
Concept: Concept:
task analysis duration
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.
• The physical properties of a • Sometimes you need to
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
research design
7 7
Procedure: Concept:
the differential- group research design
reinforcement
procedure
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 • Reinforcing one set of
with at least two groups of responses and
subjects. • withholding reinforcement
• And the data are usually for another set of
presented in terms of the responses.
mean (average)
• of the performance of all
subjects
• 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.
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.
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.
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.
22. • The occurrence of a • A stimulus in the presence
response more frequently in of which
the 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
13 13
Concept: Concept:
stimulus class concept training
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 • Is the S∆ contingency always
contingencies extinction or recovery?
• in the presence of one
stimulus
• affect the frequency of the
response
• in the presence of another
stimulus.
• Reinforcing or punishing a • A set of stimuli,
response • all of which have some
• in the presence of one common physical property.
stimulus class
• and extinguishing it
• or allowing it to recover
• in the presence of another
stimulus class.
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
often in the presence of measurement are
one stimulus class completely specified in
• and less often in the physical terms
presence of another • and the event being
stimulus class measured is public and
• because of concept therefore observable by
training. more than one 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,
• until the SD and S∆ differ
along only the relevant
dimension.
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.
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
has not occurred during that learned 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 A reinforcer follows the
reinforced, response
• no responding occurs for a only once in a while.
period of time,
• 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
reinforcement
18 18
Concept: Principle:
fixed-interval scallop variable-interval
responding
18 18
Concept: Concept:
fixed-time schedule resistnce to extinction
of reinforcer delivery
32. • Variable-ratio schedules • The way reinforcement
produce occurs
• a high rate of responding, • because of the number of
• with almost no responses,
postreinforcement pausing. • time between responses,
and
• 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
• Variable-interval schedules often produces a scallop:
produce • a gradual increase in the
• a moderate rate of rate of responding,
responding, • with responding occurring at
• with almost no a high rate,
postreinforcement pausing. • just before reinforcement is
available.
• 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
and intermittent
reinforcement
18 19
Concept: Concept:
variable-interval (VI) concurrent contingencies
schedule of
reinforcement
19 19
Concept: Erroneous Principle:
differential reinforcement symptom substitution
of incompatible behavior (DRI)
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 behavior
problem behavior
(“symptom”),
• another will take its place,
• until you get rid of the
• The addition or change of • When two different
several independent responses are each
variables reinforced with a different
• at the same time schedule of reinforcement,
• to achieve a desired result, • the relative frequency of the
• without testing the effect of two responses
each variable individually. • equals the relative value of
reinforcement on the two
schedules of reinforcement.
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.
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
• of an unconditioned stimulus frequency; 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 • Establishing a conditioned
an SD or CS, stimulus
• look at its history of • by pairing a neutral stimulus
conditioning: • with an already established
• look for a plausible US -- UR conditioned stimulus.
relation;
• and alternatively, look for a
plausible SD -- R -- SR
contingency.
• Combining relaxation with • Present the conditioned
• a hierarchy of fear-producing stimulus
stimuli, • without pairing it
• arranged from the least to • with the unconditioned
the most frightening. stimulus,
• or with an already
established conditioned
stimulus,
39. 22 22
Concept: Concept:
direct-acting rule
contingency
22 22
Concept: Concept:
rule-governed analog to rule control
a behavioral contingency
22 22
Concept: Concept:
ineffective contingency rule-governed behavior
22 22
Concept: Concept:
contingency control indirect-acting
contingency
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
23 23
Concept: Review Concept:
process vs. product Covert behavior
23 23
Concept Review: Principle:
task analysis shifting from rule-control
to contingency control
42. • Either an indirect-acting • The effect of the
contingency or reinforcement procedure
• an ineffective contingency. decreases
• as the delay between the
response and the outcome
increases.
• Reinforcers delayed more
than 60 seconds
• 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
to the outside observer). make 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 • into their component
describing a direct-acting responses.
contingency
• 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
24 24
Model: Principle:
the three-contingency model the real cause of
of performance-management poor self-management
24 25
Principle: Principle:
rules that are hard to follow the deadline principle
44. • A written rule statement • An experimental design
describing • in which the replications
• the desired or undesired involve baselines
behavior, • of differing durations and
• the occasion when the • interventions of differing
behavior should or should starting times.
not occur, and
• the added outcome for that
• 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 • The three crucial
results from contingencies are:
• poor control by rules • the ineffective natural
describing contingency,
• outcomes that are either • the effective, indirect-acting
• too small (though often of performance-management
cumulative significance) contingency, and
• or too improbable. • the effective, direct-acting
• 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 General Rule:
Concept: The it-is-probably-rule-control rule
pay for performance
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
46. • It is probably rule control, • Pay is contingent on specific
if achievements
• the person knows the rule,
• 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 • People don’t think.
the 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 • in terms of the principles of
the 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
28 29
Concept: Review Principle:
transfer of training the law of effect
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
• 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,
• The effects of our actions • Performance established
• determine whether we will • 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
• 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
• and results of an involve
intervention • presenting the different
• are socially acceptable to values of the independent
the variable
• client, • in an alternating sequence
• the behavior analyst, • under the same general
• The behavior being • 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.
