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.
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 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 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.
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.
This document provides an assignment guide for an introductory psychology course covering important dates, assigned readings, homework due dates, quizzes, and other events. It includes:
1) A schedule of assigned readings from the textbook and other sources, corresponding homework assignments, and quizzes covering the reading material for each class date.
2) Reminders about course policies including purchasing the required course pack, procedures for the course, and warnings to study enrichment sections to earn an A.
3) Details of supplemental materials available on the instructor's CD and information on special lectures, presentations, and review quizzes to be given throughout the course.
Stimulus and Response Worksheet 2 with Answers zfhh01
This worksheet clearly covers all aspects of coordination and control . Go through this video before solving it.
https://www.youtube.com/watch?v=fRYvDbY-2E8
Hope this is helpful!!
Plants exhibit various tropisms in response to external stimuli. Phototropism is the growth of plants in response to light, with shoots growing towards light and roots away from it. Geotropism is the growth of plants in response to gravity, with roots growing downward and shoots upward. Hydrotropism is the growth of plants in response to water, with roots growing towards water and shoots away from it. Thigmotropism is the response of climbing plants to touch, allowing them to grow upwards for sunlight. Nastic movements do not depend on the direction of stimuli, with plants responding to external stimuli from any direction.
This document discusses experimental and quasi-experimental designs. It outlines the key components of classical experimental designs, including independent and dependent variables, experimental and control groups, pretesting and posttesting. It also discusses threats to internal and external validity and variations like quasi-experimental designs that use nonequivalent groups or time series when randomization is not possible. Quasi-experiments aim to make groups as comparable as possible through matching or using natural cohorts.
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 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 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.
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.
This document provides an assignment guide for an introductory psychology course covering important dates, assigned readings, homework due dates, quizzes, and other events. It includes:
1) A schedule of assigned readings from the textbook and other sources, corresponding homework assignments, and quizzes covering the reading material for each class date.
2) Reminders about course policies including purchasing the required course pack, procedures for the course, and warnings to study enrichment sections to earn an A.
3) Details of supplemental materials available on the instructor's CD and information on special lectures, presentations, and review quizzes to be given throughout the course.
Stimulus and Response Worksheet 2 with Answers zfhh01
This worksheet clearly covers all aspects of coordination and control . Go through this video before solving it.
https://www.youtube.com/watch?v=fRYvDbY-2E8
Hope this is helpful!!
Plants exhibit various tropisms in response to external stimuli. Phototropism is the growth of plants in response to light, with shoots growing towards light and roots away from it. Geotropism is the growth of plants in response to gravity, with roots growing downward and shoots upward. Hydrotropism is the growth of plants in response to water, with roots growing towards water and shoots away from it. Thigmotropism is the response of climbing plants to touch, allowing them to grow upwards for sunlight. Nastic movements do not depend on the direction of stimuli, with plants responding to external stimuli from any direction.
This document discusses experimental and quasi-experimental designs. It outlines the key components of classical experimental designs, including independent and dependent variables, experimental and control groups, pretesting and posttesting. It also discusses threats to internal and external validity and variations like quasi-experimental designs that use nonequivalent groups or time series when randomization is not possible. Quasi-experiments aim to make groups as comparable as possible through matching or using natural cohorts.
Experimental and quasi-experimental designs involve manipulating an independent variable and observing its effects on a dependent variable. Key aspects include establishing experimental and control groups, pretesting and posttesting to measure the dependent variable both before and after exposure to the independent variable, and using random assignment or matching to make the groups as equivalent as possible. Threats to internal and external validity must be considered, and variations can be created by manipulating the number of groups, stimuli, measurements, and subject selection/assignment procedures.
Psychologists use a variety of scientific research methods to draw reasonable conclusions about human behavior and mental processes. These include quantitative and qualitative methods as well as experimental and non-experimental designs. Psychologists are bound by ethical guidelines regarding informed consent, protection from harm, privacy, and deception when conducting research with human participants. The scientific method involves forming a hypothesis and using systematic empirical observation, experimentation, and data analysis to test the hypothesis. Common research methods include experiments, surveys, case studies, and naturalistic observation. Statistical analysis of data includes measures of central tendency, variability, and correlation to help psychologists interpret results.
Unit 2 ap power point methods and statisticsMrTimBradley
This document outlines a psychology unit on research methods, including describing the scientific method, comparing quantitative and qualitative research designs, and identifying ethical standards in human participant research. It provides an overview of key concepts and lessons to be covered, such as the different steps of the scientific method, types of variables, and common biases in psychological studies. Students are expected to understand how to apply concepts like experimental design, control groups, random assignment, and potential confounding variables when evaluating psychological research.
Learning involves relatively permanent changes in behavior or knowledge that result from experience. There are several theories of learning, including classical conditioning where a stimulus produces an associated response, operant conditioning where behaviors are reinforced or punished to increase or decrease future occurrences, and social learning where observation of others influences our own behaviors. Learning principles like reinforcement, shaping behavior through successive steps, and different schedules of intermittent reinforcement can be used to modify behaviors.
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.
This document discusses the definition and process of research. It defines research as a systematic investigation to establish facts and reach new conclusions through scientific study. The key aspects of research discussed are:
1. Formulating a research question or problem to investigate.
2. Developing a hypothesis about how to answer the question and designing an experiment to test the hypothesis. This involves considering how others have approached the problem and establishing measurable variables.
3. Conducting the experiment to either support or refute the hypothesis and continuing in a test and revision cycle to build knowledge scientifically rather than relying on intuition alone.
This document defines and discusses research. It states that research involves systematically investigating materials or sources to establish new facts and reach conclusions. Research addresses questions or problems by subjecting them to rigorous scientific scrutiny. Good research formulates a question, determines how to answer it based on prior work, establishes how the answer will be known, then presents the answer. It involves making hypotheses, testing them experimentally by manipulating variables and observing outcomes, and using statistics to assess support for hypotheses. The goal is refuting null hypotheses rather than proving hypotheses true. Well-planned research includes defining the problem, reviewing literature, choosing a method, designing a study, collecting and analyzing data, and reporting results.
This document discusses the definition and process of research. It defines research as a systematic investigation to establish facts and reach new conclusions through scientific study. The key aspects of research discussed are:
1. Formulating a question or problem to study.
2. Developing a hypothesis to explain or answer the question, which can then be tested through experimentation or study.
3. Designing experiments or studies to test the hypothesis by manipulating variables and measuring outcomes to evaluate if the hypothesis is supported or needs revision.
4. The goal of research is not to prove hypotheses definitively but to increase knowledge by refining or replacing hypotheses based on the evidence.
The document discusses key aspects of the scientific research process in psychology and related fields. It covers experimentation, which involves developing a testable hypothesis, conducting experiments to test the hypothesis, analyzing results, and iterating the process. Random assignment of participants to conditions is described as important for controlling for confounding variables. Other topics include reliability, validity, independent and dependent variables, sampling techniques, and research designs like correlational, experimental, and quasi-experimental.
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.
The systematic investigation into and study of materials, sources, etc, in order to establish facts and reach new conclusions, an endeavor to discover new or collate old facts etc by the scientific study of a subject or by a course of critical investigation
Research is what we do when we have a question or a problem we want to resolve. We may already think we know the answer to our question already. We may think the answer is obvious, common sense even but until we have subjected our problem to rigorous scientific scrutiny, our 'knowledge' remains little more than guesswork or at best, intuition.
Research involves systematically investigating a topic through a scientific process to establish new facts or conclusions. It begins with formulating a question and hypothesis, then designing a study to test the hypothesis, such as an experiment that manipulates variables and controls for extraneous factors. The results either support the hypothesis or refute it, advancing knowledge. Well-designed research allows hypotheses to be rigorously scrutinized and probabilistically supported or invalidated.
Operant conditioning is a type of learning where behavior is strengthened through reinforcement or diminished through punishment. It involves voluntary behaviors that operate on the environment. Key aspects include:
1) Reinforcement strengthens behaviors by presenting a desirable stimulus or removing an undesirable one after the behavior occurs. Positive reinforcement adds a stimulus, while negative reinforcement removes one.
2) Behaviors are acquired through continuous reinforcement at first, then shaped using partial reinforcement to build resistance to extinction.
3) Reinforcement schedules like fixed ratio and variable interval impact how often behaviors are performed.
4) Complex behaviors can be learned through successive approximations using shaping principles like differential reinforcement.
This document provides an overview of scientific research methods used in psychology, including descriptive research methods like surveys, naturalistic observation, and case studies as well as experimental research. It discusses advantages and disadvantages of these methods and provides examples. The document also summarizes controversies in attention-deficit/hyperactivity disorder (ADHD) diagnosis and treatment, and reviews ethics considerations for research involving human and animal subjects.
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.
True experimental studies aim to establish cause and effect through the manipulation of an independent variable. They require a control group, experimental group(s), random assignment, and a researcher-manipulated variable. The control group receives no treatment while the experimental group receives the treatment. Outcomes are then compared between groups. There are three main true experimental designs: post-test only, pre-test post-test, and Solomon four-group, which combines elements of the first two designs to reduce errors. An example true experiment tests whether Drug X reduces anxiety levels through random assignment of participants to control and experimental groups receiving different doses or a placebo.
True experimental studies aim to establish cause and effect through the manipulation of an independent variable. They require a control group, experimental group(s), random assignment, and a researcher-manipulated variable. The control group receives no treatment, while the experimental group receives the treatment whose effect is being tested. Participants must be randomly assigned to control for other factors. There are several true experimental designs, including post-test only, pre-test post-test, and Solomon four-group, which differ in whether and how groups are pre-tested before experimental manipulation and measurement of outcomes.
Operant extinction occurs when a response no longer produces a reinforcer, causing the behavior to decrease over time in a negatively accelerated pattern. An extinction burst may occur initially as responding increases before decreasing. Extinguished behaviors can spontaneously recover over time. Punishment involves adding an aversive stimulus to reduce a behavior. For punishment to be effective, it must overcome existing reinforcement, be delivered consistently and immediately after undesired behavior occurs, while providing an alternative desired behavior. Both extinction and punishment have disadvantages, so behavior analysts often employ differential reinforcement techniques instead.
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.
"Frontline Battles with DDoS: Best practices and Lessons Learned", Igor IvaniukFwdays
At this talk we will discuss DDoS protection tools and best practices, discuss network architectures and what AWS has to offer. Also, we will look into one of the largest DDoS attacks on Ukrainian infrastructure that happened in February 2022. We'll see, what techniques helped to keep the web resources available for Ukrainians and how AWS improved DDoS protection for all customers based on Ukraine experience
Experimental and quasi-experimental designs involve manipulating an independent variable and observing its effects on a dependent variable. Key aspects include establishing experimental and control groups, pretesting and posttesting to measure the dependent variable both before and after exposure to the independent variable, and using random assignment or matching to make the groups as equivalent as possible. Threats to internal and external validity must be considered, and variations can be created by manipulating the number of groups, stimuli, measurements, and subject selection/assignment procedures.
Psychologists use a variety of scientific research methods to draw reasonable conclusions about human behavior and mental processes. These include quantitative and qualitative methods as well as experimental and non-experimental designs. Psychologists are bound by ethical guidelines regarding informed consent, protection from harm, privacy, and deception when conducting research with human participants. The scientific method involves forming a hypothesis and using systematic empirical observation, experimentation, and data analysis to test the hypothesis. Common research methods include experiments, surveys, case studies, and naturalistic observation. Statistical analysis of data includes measures of central tendency, variability, and correlation to help psychologists interpret results.
Unit 2 ap power point methods and statisticsMrTimBradley
This document outlines a psychology unit on research methods, including describing the scientific method, comparing quantitative and qualitative research designs, and identifying ethical standards in human participant research. It provides an overview of key concepts and lessons to be covered, such as the different steps of the scientific method, types of variables, and common biases in psychological studies. Students are expected to understand how to apply concepts like experimental design, control groups, random assignment, and potential confounding variables when evaluating psychological research.
Learning involves relatively permanent changes in behavior or knowledge that result from experience. There are several theories of learning, including classical conditioning where a stimulus produces an associated response, operant conditioning where behaviors are reinforced or punished to increase or decrease future occurrences, and social learning where observation of others influences our own behaviors. Learning principles like reinforcement, shaping behavior through successive steps, and different schedules of intermittent reinforcement can be used to modify behaviors.
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.
This document discusses the definition and process of research. It defines research as a systematic investigation to establish facts and reach new conclusions through scientific study. The key aspects of research discussed are:
1. Formulating a research question or problem to investigate.
2. Developing a hypothesis about how to answer the question and designing an experiment to test the hypothesis. This involves considering how others have approached the problem and establishing measurable variables.
3. Conducting the experiment to either support or refute the hypothesis and continuing in a test and revision cycle to build knowledge scientifically rather than relying on intuition alone.
This document defines and discusses research. It states that research involves systematically investigating materials or sources to establish new facts and reach conclusions. Research addresses questions or problems by subjecting them to rigorous scientific scrutiny. Good research formulates a question, determines how to answer it based on prior work, establishes how the answer will be known, then presents the answer. It involves making hypotheses, testing them experimentally by manipulating variables and observing outcomes, and using statistics to assess support for hypotheses. The goal is refuting null hypotheses rather than proving hypotheses true. Well-planned research includes defining the problem, reviewing literature, choosing a method, designing a study, collecting and analyzing data, and reporting results.
This document discusses the definition and process of research. It defines research as a systematic investigation to establish facts and reach new conclusions through scientific study. The key aspects of research discussed are:
1. Formulating a question or problem to study.
2. Developing a hypothesis to explain or answer the question, which can then be tested through experimentation or study.
3. Designing experiments or studies to test the hypothesis by manipulating variables and measuring outcomes to evaluate if the hypothesis is supported or needs revision.
4. The goal of research is not to prove hypotheses definitively but to increase knowledge by refining or replacing hypotheses based on the evidence.
The document discusses key aspects of the scientific research process in psychology and related fields. It covers experimentation, which involves developing a testable hypothesis, conducting experiments to test the hypothesis, analyzing results, and iterating the process. Random assignment of participants to conditions is described as important for controlling for confounding variables. Other topics include reliability, validity, independent and dependent variables, sampling techniques, and research designs like correlational, experimental, and quasi-experimental.
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.
The systematic investigation into and study of materials, sources, etc, in order to establish facts and reach new conclusions, an endeavor to discover new or collate old facts etc by the scientific study of a subject or by a course of critical investigation
Research is what we do when we have a question or a problem we want to resolve. We may already think we know the answer to our question already. We may think the answer is obvious, common sense even but until we have subjected our problem to rigorous scientific scrutiny, our 'knowledge' remains little more than guesswork or at best, intuition.
Research involves systematically investigating a topic through a scientific process to establish new facts or conclusions. It begins with formulating a question and hypothesis, then designing a study to test the hypothesis, such as an experiment that manipulates variables and controls for extraneous factors. The results either support the hypothesis or refute it, advancing knowledge. Well-designed research allows hypotheses to be rigorously scrutinized and probabilistically supported or invalidated.
Operant conditioning is a type of learning where behavior is strengthened through reinforcement or diminished through punishment. It involves voluntary behaviors that operate on the environment. Key aspects include:
1) Reinforcement strengthens behaviors by presenting a desirable stimulus or removing an undesirable one after the behavior occurs. Positive reinforcement adds a stimulus, while negative reinforcement removes one.
2) Behaviors are acquired through continuous reinforcement at first, then shaped using partial reinforcement to build resistance to extinction.
3) Reinforcement schedules like fixed ratio and variable interval impact how often behaviors are performed.
4) Complex behaviors can be learned through successive approximations using shaping principles like differential reinforcement.
This document provides an overview of scientific research methods used in psychology, including descriptive research methods like surveys, naturalistic observation, and case studies as well as experimental research. It discusses advantages and disadvantages of these methods and provides examples. The document also summarizes controversies in attention-deficit/hyperactivity disorder (ADHD) diagnosis and treatment, and reviews ethics considerations for research involving human and animal subjects.
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.
True experimental studies aim to establish cause and effect through the manipulation of an independent variable. They require a control group, experimental group(s), random assignment, and a researcher-manipulated variable. The control group receives no treatment while the experimental group receives the treatment. Outcomes are then compared between groups. There are three main true experimental designs: post-test only, pre-test post-test, and Solomon four-group, which combines elements of the first two designs to reduce errors. An example true experiment tests whether Drug X reduces anxiety levels through random assignment of participants to control and experimental groups receiving different doses or a placebo.
True experimental studies aim to establish cause and effect through the manipulation of an independent variable. They require a control group, experimental group(s), random assignment, and a researcher-manipulated variable. The control group receives no treatment, while the experimental group receives the treatment whose effect is being tested. Participants must be randomly assigned to control for other factors. There are several true experimental designs, including post-test only, pre-test post-test, and Solomon four-group, which differ in whether and how groups are pre-tested before experimental manipulation and measurement of outcomes.
Operant extinction occurs when a response no longer produces a reinforcer, causing the behavior to decrease over time in a negatively accelerated pattern. An extinction burst may occur initially as responding increases before decreasing. Extinguished behaviors can spontaneously recover over time. Punishment involves adding an aversive stimulus to reduce a behavior. For punishment to be effective, it must overcome existing reinforcement, be delivered consistently and immediately after undesired behavior occurs, while providing an alternative desired behavior. Both extinction and punishment have disadvantages, so behavior analysts often employ differential reinforcement techniques instead.
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.
"Frontline Battles with DDoS: Best practices and Lessons Learned", Igor IvaniukFwdays
At this talk we will discuss DDoS protection tools and best practices, discuss network architectures and what AWS has to offer. Also, we will look into one of the largest DDoS attacks on Ukrainian infrastructure that happened in February 2022. We'll see, what techniques helped to keep the web resources available for Ukrainians and how AWS improved DDoS protection for all customers based on Ukraine experience
High performance Serverless Java on AWS- GoTo Amsterdam 2024Vadym Kazulkin
Java is for many years one of the most popular programming languages, but it used to have hard times in the Serverless community. Java is known for its high cold start times and high memory footprint, comparing to other programming languages like Node.js and Python. In this talk I'll look at the general best practices and techniques we can use to decrease memory consumption, cold start times for Java Serverless development on AWS including GraalVM (Native Image) and AWS own offering SnapStart based on Firecracker microVM snapshot and restore and CRaC (Coordinated Restore at Checkpoint) runtime hooks. I'll also provide a lot of benchmarking on Lambda functions trying out various deployment package sizes, Lambda memory settings, Java compilation options and HTTP (a)synchronous clients and measure their impact on cold and warm start times.
AppSec PNW: Android and iOS Application Security with MobSFAjin Abraham
Mobile Security Framework - MobSF is a free and open source automated mobile application security testing environment designed to help security engineers, researchers, developers, and penetration testers to identify security vulnerabilities, malicious behaviours and privacy concerns in mobile applications using static and dynamic analysis. It supports all the popular mobile application binaries and source code formats built for Android and iOS devices. In addition to automated security assessment, it also offers an interactive testing environment to build and execute scenario based test/fuzz cases against the application.
This talk covers:
Using MobSF for static analysis of mobile applications.
Interactive dynamic security assessment of Android and iOS applications.
Solving Mobile app CTF challenges.
Reverse engineering and runtime analysis of Mobile malware.
How to shift left and integrate MobSF/mobsfscan SAST and DAST in your build pipeline.
Connector Corner: Seamlessly power UiPath Apps, GenAI with prebuilt connectorsDianaGray10
Join us to learn how UiPath Apps can directly and easily interact with prebuilt connectors via Integration Service--including Salesforce, ServiceNow, Open GenAI, and more.
The best part is you can achieve this without building a custom workflow! Say goodbye to the hassle of using separate automations to call APIs. By seamlessly integrating within App Studio, you can now easily streamline your workflow, while gaining direct access to our Connector Catalog of popular applications.
We’ll discuss and demo the benefits of UiPath Apps and connectors including:
Creating a compelling user experience for any software, without the limitations of APIs.
Accelerating the app creation process, saving time and effort
Enjoying high-performance CRUD (create, read, update, delete) operations, for
seamless data management.
Speakers:
Russell Alfeche, Technology Leader, RPA at qBotic and UiPath MVP
Charlie Greenberg, host
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?
Dandelion Hashtable: beyond billion requests per second on a commodity serverAntonios Katsarakis
This slide deck presents DLHT, a concurrent in-memory hashtable. Despite efforts to optimize hashtables, that go as far as sacrificing core functionality, state-of-the-art designs still incur multiple memory accesses per request and block request processing in three cases. First, most hashtables block while waiting for data to be retrieved from memory. Second, open-addressing designs, which represent the current state-of-the-art, either cannot free index slots on deletes or must block all requests to do so. Third, index resizes block every request until all objects are copied to the new index. Defying folklore wisdom, DLHT forgoes open-addressing and adopts a fully-featured and memory-aware closed-addressing design based on bounded cache-line-chaining. This design offers lock-free index operations and deletes that free slots instantly, (2) completes most requests with a single memory access, (3) utilizes software prefetching to hide memory latencies, and (4) employs a novel non-blocking and parallel resizing. In a commodity server and a memory-resident workload, DLHT surpasses 1.6B requests per second and provides 3.5x (12x) the throughput of the state-of-the-art closed-addressing (open-addressing) resizable hashtable on Gets (Deletes).
How to Interpret Trends in the Kalyan Rajdhani Mix Chart.pdfChart Kalyan
A Mix Chart displays historical data of numbers in a graphical or tabular form. The Kalyan Rajdhani Mix Chart specifically shows the results of a sequence of numbers over different periods.
Introduction of Cybersecurity with OSS at Code Europe 2024Hiroshi SHIBATA
I develop the Ruby programming language, RubyGems, and Bundler, which are package managers for Ruby. Today, I will introduce how to enhance the security of your application using open-source software (OSS) examples from Ruby and RubyGems.
The first topic is CVE (Common Vulnerabilities and Exposures). I have published CVEs many times. But what exactly is a CVE? I'll provide a basic understanding of CVEs and explain how to detect and handle vulnerabilities in OSS.
Next, let's discuss package managers. Package managers play a critical role in the OSS ecosystem. I'll explain how to manage library dependencies in your application.
I'll share insights into how the Ruby and RubyGems core team works to keep our ecosystem safe. By the end of this talk, you'll have a better understanding of how to safeguard your code.
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.
Northern Engraving | Nameplate Manufacturing Process - 2024Northern Engraving
Manufacturing custom quality metal nameplates and badges involves several standard operations. Processes include sheet prep, lithography, screening, coating, punch press and inspection. All decoration is completed in the flat sheet with adhesive and tooling operations following. The possibilities for creating unique durable nameplates are endless. How will you create your brand identity? We can help!
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.
Monitoring and Managing Anomaly Detection on OpenShift.pdfTosin Akinosho
Monitoring and Managing Anomaly Detection on OpenShift
Overview
Dive into the world of anomaly detection on edge devices with our comprehensive hands-on tutorial. This SlideShare presentation will guide you through the entire process, from data collection and model training to edge deployment and real-time monitoring. Perfect for those looking to implement robust anomaly detection systems on resource-constrained IoT/edge devices.
Key Topics Covered
1. Introduction to Anomaly Detection
- Understand the fundamentals of anomaly detection and its importance in identifying unusual behavior or failures in systems.
2. Understanding Edge (IoT)
- Learn about edge computing and IoT, and how they enable real-time data processing and decision-making at the source.
3. What is ArgoCD?
- Discover ArgoCD, a declarative, GitOps continuous delivery tool for Kubernetes, and its role in deploying applications on edge devices.
4. Deployment Using ArgoCD for Edge Devices
- Step-by-step guide on deploying anomaly detection models on edge devices using ArgoCD.
5. Introduction to Apache Kafka and S3
- Explore Apache Kafka for real-time data streaming and Amazon S3 for scalable storage solutions.
6. Viewing Kafka Messages in the Data Lake
- Learn how to view and analyze Kafka messages stored in a data lake for better insights.
7. What is Prometheus?
- Get to know Prometheus, an open-source monitoring and alerting toolkit, and its application in monitoring edge devices.
8. Monitoring Application Metrics with Prometheus
- Detailed instructions on setting up Prometheus to monitor the performance and health of your anomaly detection system.
9. What is Camel K?
- Introduction to Camel K, a lightweight integration framework built on Apache Camel, designed for Kubernetes.
10. Configuring Camel K Integrations for Data Pipelines
- Learn how to configure Camel K for seamless data pipeline integrations in your anomaly detection workflow.
11. What is a Jupyter Notebook?
- Overview of Jupyter Notebooks, an open-source web application for creating and sharing documents with live code, equations, visualizations, and narrative text.
12. Jupyter Notebooks with Code Examples
- Hands-on examples and code snippets in Jupyter Notebooks to help you implement and test anomaly detection models.
Fueling AI with Great Data with Airbyte WebinarZilliz
This talk will focus on how to collect data from a variety of sources, leveraging this data for RAG and other GenAI use cases, and finally charting your course to productionalization.
What is an RPA CoE? Session 1 – CoE VisionDianaGray10
In the first session, we will review the organization's vision and how this has an impact on the COE Structure.
Topics covered:
• The role of a steering committee
• How do the organization’s priorities determine CoE Structure?
Speaker:
Chris Bolin, Senior Intelligent Automation Architect Anika Systems
This talk will cover ScyllaDB Architecture from the cluster-level view and zoom in on data distribution and internal node architecture. In the process, we will learn the secret sauce used to get ScyllaDB's high availability and superior performance. We will also touch on the upcoming changes to ScyllaDB architecture, moving to strongly consistent metadata and tablets.
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 Microsoft 365 Migration Tutorial For Beginner.pptx
Vocab Flashcards
1. 1
General Rule:
behavior
• A muscle, glandular, or
neuro-electrical activity.
1
General Rule:
be concrete
• Always pinpoint specific
behaviors
• when you deal with a
behavioral (psychological)
problem.
1
Concept:
behavior analysis
• The study of the principles of
behavior.
1
Concept:
reinforcer
(positive reinforcer)
• A stimulus
• that increases the frequency
• of a response it follows.
2. 1
Concept:
repertoire
• A set of skills.
1
General Rule:
dead-man test
• If a dead man can do it, it
probably isn’t behavior.
1
General Rule:
check the assumed
reinforcer first
• Before spending much time
trying to reinforce behavior,
• make sure you have a true
reinforcer.
2
Concept:
baseline
• The phase of an experiment
or intervention
• where the behavior is
measured
• in the absence of an
intervention.
3. 2
Concept:
medical model myth
• An erroneous view of human
behavior
• that behavior is always a
mere symptom of
• an underlying psychological
condition.
2
Concept:
behavioral contingency
• The occasion for a response,
• the response, and
• the outcome of the response.
2
Concept:
reinforcement contingency
• The response-contingent
• presentation
• of a reinforcer
• resulting in an increased
frequency of that response.
2
General Rule:
the don't say rule
• With nonverbal organisms, don't say,
• expects,
• knows,
• thinks,
• figures out,
• in order to (or so that he, she, or it could ...),
• trying to,
• makes the connection,
• associates,
• learns that,
• imagines,
• or understands.
• With any organisms. don't say,
• wants.
4. 2
Concept:
the error of reification
• To call a behavior or
process a thing.
2
General Rule:
reinforce behavior
• Reinforce behavior,
• not people.
3
Concept:
escape contingency
• The response-contingent
• removal of
• an aversive stimulus
• resulting in an increased
frequency of that response.
3
Concept:
aversive stimulus
(negative reinforcer)
• A stimulus
• that increases the future
frequency of a response
• its removal (termination)
follows.
5. 3
Concept:
differential reinforcement
of alternative behavior (DRA)
• The replacement of an
inappropriate response
• with a specific appropriate
response
• that produces the same
reinforcing outcome.
3
False General Rule:
the toothpaste theory
of abnormal behavior
• Abnormal behavior flows
out of sick people
• like toothpaste squeezed
from a tube.
• The abnormal behavior
results from inner pressure.
3
Concept:
functional assessment
• An assessment
• of the contingencies
• responsible for behavioral
problems.
3
Principle:
parsimony
• The use of no unnecessary
concepts, principles, or
assumptions.
6. 3
General Rule:
the sick social cycle
(victim’s escape model)
• The perpetrator’s aversive
behavior punishes
• the victim’s appropriate
behavior.
• And the victim’s stopping the
appropriate behavior
• unintentionally reinforces that
aversive behavior.
4
General Rule:
the sick social cycle
(victim’s punishment model)
• In escaping
• the perpetrator’s aversive
behavior,
• the victim unintentionally
reinforces that aversive
behavior.
4
Concept:
punishment contingency
• Response-contingent
• presentation of
• an aversive condition
(negative reinforcer)
• resulting in a decreased
frequency of that response.
4
Concept:
overcorrection
• A contingency
• on inappropriate behavior
• requiring the person
• to engage in an effortful
response
• that more than corrects
• the effects of inappropriate
behavior.
7. 4
Concept:
dependent variable
• A measure of the subject's
behavior.
4
Concept:
informed consent
• Consent to intervene in a way
• that is experimental or risky.
• The participant or guardian
• is informed of the risks and
benefits
• and of the right to stop the
intervention
4
Concept:
independent variable
• The variable the experimenter
systematically manipulates
• to influence the dependent
variable.
4
Concept:
social validity
• The goals,
• procedures, and
• results of an intervention
• are socially acceptable to
• the client,
• the behavior analyst, and
• society.
8. 4
Concept:
multiple baseline design
• An experimental design
• in which the replications
involve
• baselines of differing
durations
• and interventions of differing
starting times.
4
Concept:
reliability measurement
• The comparison of
measurements
• of dependent variables and
• independent variables
• obtained by independent
observers.
5
Concept:
penalty contingency
• The response-contingent
• removal of
• a reinforcer (positive
reinforcer)
• resulting in a decreased
frequency of that response.
5
Concept:
response-cost contingency
• The response-contingent
• removal of
• a tangible reinforcer resulting
in a decreased frequency of
that response.
9. 5
Concept:
time-out contingency
• The response-contingent
• removal of
• access to a reinforcer
resulting in a decreased
frequency of that response.
5
Concept:
reversal design
• An experimental design
• in which we reverse
• between intervention and
baseline conditions
• to assess the effects of those
conditions.
5
Principle:
the law of effect
• The effects of our actions
• determine whether we will
repeat them
6
Principle:
recovery from punishment
• Stopping the punishment or
penalty contingency
• for a previously punished
response
• may cause the response
frequency to increase
• to its frequency before the
punishment or penalty
contingency.
10. 6
Principle:
spontaneous recovery
• A temporary recovery of the
extinguished behavior.
6
Concept:
forgetting procedure
• Preventing the opportunity
(or occasion) for a
response.
6
Principle:
extinction
• Stopping the reinforcement
or escape contingency
• for a previously reinforced
response
• causes the response
frequency to decrease
6
General Rule:
Forget Forgetting
• There’s no such thing.
11. 6
Concept:
to confound variables
• To change or allow to change
two or more independent
variables at the same time,
• so you cannot determine what
variables are responsible for
the change in the dependent
variable.
6
Concept:
control condition
• A condition not containing
the presumed crucial value
of the independent variable.
7
Concept:
response topography
• The sequence (path of
movement),
• form,
• or location
• of components of a response
• relative to the rest of the
body
7
Concept:
Latency
• The time between
• the signal or opportunity for
a response
• and the beginning of the
response.
12. 7
Concept:
task analysis
• An analysis of complex
behavior
• and sequences of behavior
• into their component
responses.
7
Concept:
duration
• The time from
• the beginning to the end
• of a response.
7
General Rule:
process vs. product
• Sometimes you need to
• make reinforcers and
feedback contingent on
• the component responses of
the process,
• not just the product
(outcome).
7
Concept:
response dimensions
• The physical properties of a
response.
13. 7
Concept:
response class
• A set of responses that either
• a) are similar on at least one
response dimension, or
• b) share the effects of
reinforcement and punishment,
or
• c) serve the same function
(produce the same outcome)
7
Concept:
single-subject
research design
• The entire experiment is
conducted with a single
subject,
• though it may be replicated
with several other subjects.
7
Procedure:
the differential-
reinforcement
procedure
• Reinforcing one set of
responses and
• not reinforcing another set of
responses.
7
Concept:
group research design
• The experiment is conducted with
at least two groups of subjects.
• And the data are usually
presented in terms of the mean
(average)
• of the performance of all subjects
• combined for each group.
14. 7
Concept:
the differential punishment
procedure
• Punishing one set of
responses
• and not punishing another
set of responses.
7
Concept:
control group
• A group of subjects
• not exposed to the presumed
crucial value of the
independent variable.
7
Concept:
experimental group
• A group of subjects
• exposed to the presumed
crucial value
• of the independent variable.
8
Concept:
fixed-outcome shaping
• Shaping that involves
• no change in the value of
• the reinforcer
• or aversive condition,
• as the performance criterion
more and more closely
resembles the terminal
behavior.
15. 8
Concept:
terminal behavior
• Behavior not in the
repertoire
• or not occurring at the
desired frequency;
• the goal of the intervention
8
Concept:
shaping
with reinforcement
• The differential
reinforcement of only that
behavior
• that more and more closely
resembles the terminal
behavior.
8
Concept:
operant level
• The frequency of
responding
• before reinforcement
8
Concept:
shaping
with punishment
• The differential punishment
of all behavior
• except that which more and
more closely resembles the
terminal behavior.
16. 8
Concept:
initial behavior
• Behavior that resembles
• the terminal behavior
• along some meaningful
dimension
• and occurs with at least a
minimal frequency.
8
Concept:
variable-outcome
shaping
• Shaping that involves
• a change in the value of
• the reinforcer
• or aversive condition,
• as performance more and
more closely resembles the
• terminal behavior.
8
Concept:
intermediate behavior
• Behavior that more closely
approximates the terminal
behavior.
9
Concept:
unlearned aversive
condition
• A stimulus that is aversive,
• though not as a result of
pairing with other aversive
stimuli.
17. 9
Concept:
unlearned reinforcer
• A stimulus that is a
reinforcer,
• though not as a result of
pairing with another
reinforcer.
9
Procedure:
motivating operation
• A procedure or condition
• that affects learning and
performance
• with respect to a particular
reinforcer or aversive
condition.
9
Principle:
Satiation
• Consuming a substantial
amount of a reinforcer
• temporarily decreases
• relevant learning and
performance.
9
Principle:
Deprivation
• Withholding a reinforcer
increases
• relevant learning and
performance.
18. 9
Principle:
Premack principle
• If one activity occurs more
often than another,
• the opportunity to do the
more frequent activity
• will reinforce the less
frequent activity.
10
Concept:
aggression reinforcer
• Stimuli resulting from acts of
aggression.
10
Concept:
addictive reinforcer
• A reinforcer for which
• repeated exposure
• is a motivating operation.
10
Principle:
the aggression principle
• Aversive stimuli and
extinction
• are motivating operations
• for aggression reinforcers.
19. 11
Concept:
conditional stimulus
• Elements of a stimulus
• have their value or function
• only when they are
combined;
• otherwise, the individual
elements may be relatively
neutral.
11
Concept:
generalized learned reinforcer
(generalized
secondary/conditioned reinforcer)
• A learned reinforcer that is a
reinforcer
• because it has been paired
with a variety of other
reinforcers.
11
Concept:
learned reinforcer
(secondary or conditioned
reinforcer)
• A stimulus that is a reinforcer
• because it has been paired
with another reinforcer.
11
Concept:
token economy
• A system of generalized
learned reinforcers
• in which the organism that
receives those generalized
reinforcers can save them
• and exchange them for a
variety of backup reinforcers
later.
20. 11
Procedure:
pairing procedure
• The pairing of a neutral
stimulus with
• a reinforcer or aversive
stimulus.
11
Concept:
learned aversive stimulus
• A stimulus
• that is aversive
• because it has been paired
with another aversive
stimulus.
11
Principle:
value-altering principle
• The pairing procedure
• converts a neutral stimulus
• into a learned reinforcer
• or learned aversive stimulus.
12
Concept:
verbal behavior
• The behavioral term for
language
21. 12
Concept:
discriminative stimulus (SD
)
• A stimulus in the presence of
which
• a particular response will be
reinforced or punished.
12
Concept:
stimulus discrimination
(stimulus control)
• The occurrence of a response
more frequently in the presence
of one stimulus
• than in the presence of
another,
• usually as a result of a
discrimination training
procedure.
12
Concept:
S-delta (S∆
)
• A stimulus in the presence of
which
• a particular response will not
be reinforced or punished.
12
Concept:
incidental teaching
• The planned use of
• behavioral contingencies,
• differential reinforcement,
• and discrimination training
• in the student’s everyday
environment.
22. 12
Concept:
Prompt
• A supplemental stimulus
• that raises the probability of a
correct response.
12
Concept:
operandum
• That part of the environment
• the organism operates
(manipulates).
12
Criteria for diagraming
Discriminated Contingencies:
S∆
contingency test
• Is there also an S∆
?
• (If not, then you also don’t
have an SD
).
12
Concept:
discrimination training
procedure
• Reinforcing or punishing a
response
• in the presence of one stimulus
• and extinguishing it
• or allowing it to recover
• in the presence of another
stimulus.
23. 12
Criteria for diagramming
discriminated contingencies:
same before condition test
• Is the before condition the
same for both the SD
and
the S∆
?
12
Criteria for diagramming
discriminated contingencies:
different before condition test
• Does the SD
differ from the
before condition?
12
Criteria for diagramming
discriminated contingencies:
response test
• Is the response the same
for both the SD
and the S∆
?
12
Criteria for diagramming
discriminated contingencies:
operandum test
• Does the SD
differ from the
operandum?
24. 12
Criteria for diagramming
discriminated contingencies:
extinction/recovery test
• Is the S∆
contingency
always extinction or
recovery?
13
Concept:
stimulus generalization
• The behavioral contingencies
• in the presence of one stimulus
• affect the frequency of the
response
• in the presence of another
stimulus.
13
Concept:
concept training
• Reinforcing or punishing a
response
• in the presence of one stimulus
class
• and extinguishing it or allowing
it to recover
• in the presence of another
stimulus class.
13
Concept:
stimulus class
• A set of stimuli,
• all of which have some
common physical property.
25. 13
Concept:
matching to sample
• Selecting a comparison
stimulus
• corresponding to a sample
stimulus.
13
Concept:
Subjective measure
• The criteria for
measurement
• are not completely specified
in physical terms
• or the event being
measured is a private, inner
experience.
13
Concept:
Objective measure
• The criteria for
measurement are completely
specified in physical terms
• and the event being
measured is public and
• therefore observable by
more than one person.
13
Concept:
conceptual stimulus control
(conceptual control)
• Responding occurs more
often
• in the presence of one
stimulus class
• and less often in the
presence of another stimulus
class
• because of concept training.
26. 13
Concept:
stimulus-generalization
gradient
• A gradient of responding
showing
• a decrease in responding
• as the test stimulus
becomes less similar to
the training stimulus.
13
Concept:
stimulus dimensions
• The physical properties of a
stimulus.
13
Concept:
fading procedure
• At first, the SD
and S∆
the differ
along at least one irrelevant
dimension,
• as well as the relevant dimension.
• Then the difference between the
SD
and the S∆
is reduced along all
but the relevant dimensions,
• until the SD
and S∆
differ along
only the relevant dimension.
13
Concept:
errorless
discrimination
procedure
• The use of a fading
procedure
• to establish a discrimination,
• with no errors during the
training.
27. 14
Concept:
Imitation
• The form of the behavior of
the imitator
• is controlled by
• similar behavior of the
model.
14
Concept:
physical prompt
(physical guidance)
• The trainer physically moves
the trainee's body
• in an approximation of the
desired response.
14
Concept:
generalized imitation
• Imitation of the response
• of a model
• without previous
reinforcement of
• imitation of that specific
response.
14
Concept:
verbal prompt
• A supplemental verbal
stimulus
• that raises the probability of a
correct response.
28. 14
Concept:
imitative reinforcers
• Stimuli arising from the
match between
• the behavior of the imitator
• and the behavior of the
model
• that function as reinforcers.
14
Theory:
the theory of
generalized imitation
• Generalized imitative
responses occur
• because they automatically
produce imitative reinforcers.
15
Concept:
avoidance contingency
• Response-contingent
• prevention of
• an aversive condition
• resulting in an increased
frequency of that response.
15
Concept:
Avoidance-of-loss contingency
• Response-contingent
• prevention of
• loss of a reinforcer
• resulting in an increased
frequency of that response.
29. 15
Concept:
warning stimulus
• A stimulus that precedes
• an aversive condition and
• thus becomes a learned
aversive stimulus.
16
Concept:
Differential reinforcement of other
behavior (DRO)
• A reinforcer is presented
• after a fixed interval of time
• if the response of interest has
NOT occurred during that
interval
16
Concept:
punishment-by-prevention-
of-a-reinforcer
contingency
• Response-contingent
• prevention of
• a reinforcer
• resulting in a decreased
frequency of that response.
16
Concept:
punishment-by-prevention-of-
removal contingency
• Response-contingent
• prevention of removal of
• an aversive condition
• resulting in a decreased
frequency of that response
30. 17
Concept:
Intermittent Reinforcement
• Reinforcement schedule in
which a reinforcer follows the
response only once in a
while.
17
Concept:
fixed-ratio responding
• After a response is reinforced,
• no responding occurs for a
period of time,
• then responding occurs at a
high, steady rate
• until the next reinforcer is
delivered.
17
Concept:
continuous reinforcement
(CRF)
• A reinforcer follows each
response.
17
Concept:
variable-ratio (VR)
schedule of
reinforcement
• A reinforcer is contingent on
• the last of a variable number
of responses.
31. 17
Concept:
schedule of reinforcement
• The way reinforcement
occurs
• because of the number of
responses
• time since reinforcement
• time between responses,
• and stimulus conditions.
17
Concept:
variable-ratio
responding
• Variable-ratio schedules
produce
• a high rate of responding,
• with almost no
postreinforcement pausing.
17
Concept:
fixed-ratio (FR)
schedule of reinforcement
• A reinforcer is contingent on
• the last of a fixed number of
responses.
18
Concept:
fixed-interval (FI)
schedule of
reinforcement
• A reinforcer is contingent on
• the first response
• after a fixed interval of time
• since the last opportunity for
reinforcement.
32. 18
Concept:
fixed-interval scallop
• A fixed-interval schedule often
produces a scallop:
• a gradual increase in the rate of
responding,
• with responding occurring at a
high rate,
• just before reinforcement is
available.
• No responding occurs for some
time after reinforcement.
18
Principle:
variable-interval
responding
• Variable-interval schedules
produce
• a moderate rate of
responding,
• with almost no
postreinforcement pausing.
18
Concept:
fixed-time schedule
of reinforcer delivery
• A reinforcer is delivered,
• after the passage of a fixed
period of time,
• independent of the response.
18
Concept:
resistnce to extinction
• The number of responses or
• the amount of time
• before a response
extinguishes.
33. 18
Concept:
superstitious behavior
• Behaving as if the response
causes
• some specific outcome,
• when it really does not.
18
Principle:
resistance to extinction
and intermittent
reinforcement
• Intermittent reinforcement
• makes the response
• more resistant to extinction
• than does continuous
reinforcement.
18
Concept:
variable-interval (VI)
schedule of
reinforcement
• A reinforcer is contingent on
• the first response,
• after a variable interval of
time,
• since the last opportunity for
reinforcement.
19
Concept:
concurrent contingencies
• More than one contingency
of reinforcement or
punishment
• is available at the same time.
34. 19
Concept:
differential reinforcement
of incompatible behavior (DRI)
• Reinforcement is contingent
on a behavior that is
• incompatible with another
behavior
19
Erroneous Principle:
symptom substitution
• Problem behaviors are
symptoms of an underlying
mental illness.
• So if you get rid of one problem
behavior (“symptom”),
• another will take its place,
• until you get rid of the
underlying mental illness.
19
Principle:
matching law
• When two different responses are
each reinforced with
• a different schedule of
reinforcement,
• the relative frequency of the two
responses
• equals the relative value of
reinforcement
• on the two schedules of
reinforcement.
19
Concept:
Intervention/treatment
package
• The addition or change of
several independent
variables
• at the same time
• to achieve a desired result,
• without testing the effect of
each variable individually.
35. 20
Concept:
total-task
presentation
• The simultaneous training of
• all links in a behavioral
chain.
20
Concept:
forward chaining
• The establishment of the first
link in a behavioral chain,
• with the addition of
successive links,
• until the final link is acquired
20
Principle:
dual-functioning
chained stimuli
• A stimulus in a behavioral
chain
• reinforces the response that
precedes it
• and is an SD
or operandum
for the following response.
20
Concept:
behavioral
chain
• A sequence of stimuli and
responses.
• Each response produces a
stimulus that
• reinforces the preceding
response
• and is an SD
or operandum
• for the following response.
36. 20
Concept:
backward chaining
• The establishment of the
final link in a behavioral
chain,
• with the addition of
preceding links,
• until the first link is acquired.
20
Concept:
differential reinforcement
of low rate (DRL)
• Reinforcement
• for each response following
the preceding response
• by at least some minimum
delay.
21
Concept:
conditioned stimulus
(CS)
• A stimulus that has acquired
its eliciting properties
• through previous pairing with
another stimulus.
21
Concept:
unconditioned response
(UR)
• An unlearned response
• elicited by the presentation
• of an unconditioned stimulus
37. 21
Concept:
unconditioned stimulus
(US)
• A stimulus that produces the
unconditioned response
• without previous pairing with
another stimulus.
21
Concept:
operant conditioning
• Reinforcing consequences
• following the response
• increase its future frequency;
• and aversive consequences
• following the response
• decrease its future frequency.
21
Concept:
conditioned response
(CR)
• A learned response
• elicited by the presentation
• of a conditioned stimulus.
21
Concept:
respondent conditioning
• A neutral stimulus
• acquires the eliciting
properties
• of an unconditioned stimulus
• through pairing the
unconditioned stimulus
• with a neutral stimulus.
38. 21
Concept:
higher-order conditioning
• Establishing a conditioned
stimulus
• by pairing a neutral stimulus
• with an already established
conditioned stimulus.
21
General Rule:
SD
/ CS test
• To determine if a stimulus is an
SD
or CS,
• look at its history of conditioning:
• look for a plausible US -- UR
relation;
• and alternatively, look for a
plausible SD
-- R -- SR
contingency.
21
Concept:
systematic desensitization
• Combining relaxation with
• a hierarchy of fear-producing
stimuli,
• arranged from the least to the
most frightening.
21
Concept:
respondent extinction
• Present the conditioned
stimulus
• without pairing it with the
unconditioned stimulus,
• or with an already established
conditioned stimulus,
• and the conditioned stimulus will
lose its eliciting power.
39. 22
Concept:
direct-acting
contingency
• A contingency in which
• the outcome of the
response
• reinforces or punishes that
response.
22
Concept:
rule
• A description of a behavioral
contingency.
22
Concept:
rule control
• The statement of a rule
• controls the response
• described by that rule.
22
Concept:
rule-governed analog to
a behavioral contingency
• A change in the frequency
of a response
• because of a rule describing
the contingency.
40. 22
Concept:
ineffective contingency
• A contingency that does not
control behavior.
22
Concept:
rule-governed behavior
• Behavior under the control
of a rule.
22
Concept:
contingency control
• Direct control of behavior
• by a contingency,
• without the involvement of
rules.
22
Concept:
indirect-acting
contingency
• A contingency that controls
the response,
• though the outcome of that
response
• does not reinforce or punish
that response.
41. 22
Principle:
(Optional-not on quiz)
Immediate reinforcement
• The effect of the reinforcement
procedure decreases
• as the delay between the
response and the outcome
increases.
• Reinforcers delayed more than
60 seconds
• have little or no reinforcing
effect.
22
Concept:
(Optional-not on quiz)
a contingency that is
not direct acting
• Either an indirect-acting
contingency or
• an ineffective contingency.
22
(Optional-not on quiz)
General Rule:
rule control
• Start looking for rule control,
• if behavior is controlled by
an outcome
• that follows the response by
more than 60 seconds.
23
Concept:
feedback
• Nonverbal stimuli
• or verbal statements
• contingent on past behavior
• that can guide future
behavior.
42. 23
Concept: Review
process vs. product
• Sometimes you need to make
reinforcers and feedback
• contingent on the component
responses of the process,
• not just the product (outcome).
23
Concept:
Covert behavior
• Private behavior (not visible
to the outside observer).
23
Concept Review:
task analysis
• An analysis of complex
behavior
• and sequences of behavior
• into their component
responses.
23
Principle:
shifting from rule-control
to contingency control
• With repetition of the
response,
• control often shifts from
control by the rule describing
a direct-acting contingency
• to control by the direct-acting
contingency itself.
43. 23
Concept:
multiple baseline
design
• An experimental design
• in which the replications
involve
• baselines of differing
durations and
• interventions of differing
starting times.
24
Concept:
performance contract
(behavioral contract or
contingency contract)
• A written rule statement
• describing the desired or
undesired behavior,
• the occasion when the
behavior should or should not
occur, and
• the added outcome for that
behavior.
24
False Principle:
the mythical cause of
poor self-management
• Poor self-management
occurs because
• immediate outcomes control
our behavior
• better than delayed
outcomes do.
24
Principle:
rules that are easy to follow
• Describe outcomes that are
• both sizable
• and probable.
• The delay isn't crucial.
44. 24
Model:
the three-contingency model
of performance-management
• The three crucial contingencies
are:
• the ineffective natural
contingency,
• the effective, indirect-acting
performance-management
contingency, and
• the effective, direct-acting
contingency.
24
Principle:
the real cause of
poor self-management
• Poor self-management results
from poor control by rules
• describing outcomes that are
either
• too small (though often of
cumulative significance)
• or too improbable.
• The delay isn't crucial.
24
Principle:
rules that are hard to follow
• Describe outcomes that are
either
• too small (though often of
cumulative significance)
• or too improbable.
• The delay isn't crucial.
25
Principle:
the deadline principle
• If an indirect-acting
contingency
• is to increase or maintain
performance,
• it should involve a deadline.
45. 25
Concept:
pay for performance
• Pay is contingent on specific
achievements
25
General Rule:
The it-is-probably-rule-control
rule
• It is probably rule control, if
• the person knows the rule,
• the outcome is delayed, or
• the performance changes as
soon as the person hears the
rule.
25
Principle:
the analog to avoidance
principle
• If an indirect-acting
contingency
• is to increase or maintain
performance,
• it should be an analog to
avoidance.
26
Concept:
spiritualistic mentalism
•The doctrine that the mind
is
•spiritual (nonphysical).
46. 26
Concept:
the simplistic biological-
determinist error
• Analogous behaviors are
• homologous behaviors.
26
Concept:
the simplistic cognitivist error
• Rats think
26
Concept:
methodological behaviorism
•An approach that restricts
the science of psychology
•to only those independent
and dependent variables
•that two independent
people can directly observe.
26
Concept:
the simplistic behaviorist error
• People don’t think.
47. 26
Concept:
mentalism
• The doctrine that the mind
causes behavior to occur.
26
Concept:
mind
• An entity or collection of
entities
• assumed to cause behavior to
occur.
• It may be either material or
nonmaterial,
• but it is not the behavior itself.
26
Concept:
materialism
• The doctrine that the
physical (material) world
• is the only reality.
26
Concept:
spiritualism
• The doctrine that the world is
divided into two parts,
• material and spiritual.
48. 26
Concept:
radical behaviorism
• An approach that
addresses all psychology
• in terms of the principles of
behavior.
26
Concept:
cognitive structure
• An entity
• assumed to cause action;
• the way the organism sees the
world,
• including the organism's beliefs
and expectations.
• It is material, but not behavior.
26
Concept:
cognitive behavior modification
• An approach that attempts
to modify behavior
• by modifying the cognitive
structure.
26
Concept:
materialistic mentalism
• The doctrine that the mind is
• physical, not spiritual.
49. 26
Concept:
Values
• Learned and unlearned
reinforcers
• and aversive conditions.
26
Concept:
goal-directed systems
design
• First you select the ultimate goal
of a system,
• then you select the various
levels of intermediate goals
needed to accomplish that
ultimate goal,
• and finally, you select the initial
goals needed to accomplish
those intermediate goals.
26
Concept:
legal rule control
• Control by rules specifying
added analogs to
behavioral contingencies
• and added direct-acting
behavioral contingencies
• based on material
outcomes.
26
Concept:
moral (ethical)
rule control
• Control by rules
• specifying added analogs
to behavioral
contingencies.
• Such rules specify social,
religious, or supernatural
outcomes.
50. 27
Concept:
performance maintenance
• The continuing of
performance
• after it was first
established
27
Principle:
behavior trap
• Use an added reinforcement
contingency
• to increase the rate of behavior.
• Then the behavior can be
reinforced by
• natural reinforcement
contingencies, and
• those natural contringencies
• can maintain that behavior.
28
Concept:
transfer of training
• Performance established
• at one time
• in one place
• now occurs in a different
time and place.
29
Review Principle:
the law of effect
• The effects of our actions
• determine whether we will
repeat them.
51. 29
Concept:
subjective evaluation
of experts
• Experts’ evaluation
• of the significance of
• the target behavior and
the outcome.
29
Concept:
external validity
• The extent to which the
conclusions of an
experiment
• apply to a wide variety of
conditions.
29
Concept:
obtrusive assessment
• Measuring performance
• when the clients or
subjects are aware
• of the ongoing
observation.
29
Concept:
duration
• The time from
• the beginning
• to the end
• of a response.
52. 29
Concept:
unobtrusive assessment
• Measuring performance
• when the clients or
subjects
• are not aware
• of the ongoing
observation.
29
Concept:
force
• Intensity of a response.
29
Concept:
products of behavior
• Record or evidence
• that the behavior has
occurred.
29
Concept:
interobserver agreement
• Agreement between
• observations of
• two or more independent
observers.
53. 29
Review Concept:
confounded variables
• Two or more possible
independent variables have
changed at the same time,
• so it is not possible to
determine which of those
variables
• caused the change in the
dependent variable.
29
Review Concept:
baseline
• The phase of an experiment
or intervention
• in which the behavior is
measured
• in the absence of an
intervention.
29
Concept:
case study
• The evaluation of the results
of
• an applied intervention or
• a naturally changing
condition
• that involves confounded
variables.
29
Concept:
simple baseline design
• An experimental design
• in which the baseline data
are collected
• before the intervention.
54. 29
Concept:
internal validity
• The extent to which a
research design
• eliminates confounding
variables.
29
Concept:
reversal design
• An experimental design
• in which the intervention
(experimental) and baseline
conditions
• are reversed
• to determine if the dependent
variable changes as
• those conditions (independent
variable) change.
29
Concept:
research design
• The arrangement of the
various conditions of an
experiment or intervention
• to reduce the confounding
of independent variables.
29
Review Concept:
multiple-baseline design
• An experimental design
• in which the replications
involve
• baselines of differing
durations
• and interventions of differing
starting times.
55. 29
Concept:
changing-criterion
design
• An experimental design
• in which the replications
involve
• interventions with criteria of
differing values.
29
Review Concept:
functional assessment
• An analysis
• of the contingencies
responsible for
• behavioral problems.
29
Concept:
alternating-treatments
design
• An experimental design
• in which the replications involve
• presenting the different values of
the independent variable
• in an alternating sequence
• under the same general conditions
• or in the same experimental phase,
while measuring the same
dependent variables.
29
Concept:
social validity
• The goals,
• procedures,
• and results of an intervention
• are socially acceptable to the
• client,
• the behavior analyst,
• and society
56. 29
Concept:
Experimental interaction
• One experimental
condition
• affects the results of
another.
29
Concept:
target behavior
• The behavior being
measured,
• the dependent variable.
29
Concept:
social comparison
• A comparison of the
performance of clients
• exposed to the
intervention
• with an equivalent or
"normal" group.