EPPP Learning

Question 1

Behavioral Model/Lewinsohn

Answer 1

Lewinsohn’s behavioral model attributes depression to a low rate of response-contingent reinforcement due to inadequate reinforcing stimuli in the environment and/or the individual’s lack of skill in obtaining reinforcement.

Question 2

Overcorrection

Answer 2

Overcorrection is an operant technique that is used to eliminate an undesirable behavior. It involves having the individual correct the consequences of their behavior (restitution) and/or practice corrective behaviors (positive practice). It may also require constant supervision and/or physical guidance.

Question 3

Stimulus Control

Answer 3

In operant conditioning, stimulus control is the process by which a behavior does or does not occur due to the presence of discriminative stimuli. Positive discriminative stimuli signal that the behavior will be reinforced, while negative discriminative stimuli (S-delta stimuli) signal that the behavior will not be reinforced.

Question 4

Yerkes-Dodson Law

Answer 4

The Yerkes-Dodson law predicts that moderate levels of arousal are associated with optimal learning and performance so that the relationship between arousal and learning takes the shape of an inverted-U.

Question 5

Prospective Memory

Answer 5

Prospective memory is considered by some researchers to be an aspect of long-term memory and is responsible for the ability to “remember to remember” (e.g., to remember a future appointment).

Question 6

Punishment

Answer 6

Punishment occurs when the application or withdrawal of a stimulus following a behavior decreases the occurrence of that behavior. A major disadvantage of punishment is that it suppresses (rather than eliminates) a behavior. Punishment is usually most effective when it is initially applied in moderation.

Question 7

Habituation

Answer 7

Initially administering punishment in a weak form and then gradually increasing its intensity increases the likelihood of habituation, which occurs when a punishment loses its effectiveness.

Question 8

Premack Principle

Answer 8

The Premack Principle is an application of positive reinforcement that involves using a high-frequency behavior as a positive reinforcer for a low-frequency behavior.

Question 9

Time-Out

Answer 9

Time-out is a form of negative punishment in which the individual is removed from all opportunities for reinforcement for a prespecified period of time following a misbehavior in order to decrease the occurrence of that behavior.

Question 10

Shaping Vs. Chaining

Answer 10

Shaping and chaining are both used to establish complex voluntary behaviors.

Shaping (successive approximation training) involves teaching a new behavior through prompting and reinforcing behaviors that come closer and closer to the target behavior

Chaining involves establishing a sequence of responses (a “behavior chain”).

With shaping, only the final behavior is of concern; but with chaining, the entire sequence of responses is important.

Question 11

Positive reinforcement

Answer 11

Positive reinforcement occurs when the application of a stimulus following a behavior increases the occurrence of the behavior. The establishment of a new behavior is usually most rapid when positive reinforcement is applied on a continuous schedule, while maintenance of the behavior (resistance to extinction) is maximized when the behavior is reinforced on an intermittent schedule. Consequently, the best procedure is to begin with a continuous schedule of reinforcement and to change to an intermittent schedule once the behavior is well-established.

Question 12

Thinning

Answer 12

The process of reducing the proportion of reinforcements

Question 13

Satiation

Answer 13

Reinforcer has lost its reinforcing value

More likely to occur with primary reinforcers (ex. food)

Question 14

Latent Learning/Tolman

Answer 14

Tolman’s model of latent learning proposes that learning can occur without reinforcement and without being manifested in performance improvement. Tolman’s research showed that rats formed “cognitive maps” of mazes without being reinforced for doing so.

Question 15

Classical Conditioning

Answer 15

In classical conditioning, a neutral (conditioned) stimulus is repeatedly paired with an unconditioned stimulus so that the neutral stimulus alone eventually elicits the response that is naturally elicited by the unconditioned stimulus.

Question 16

Stress Inoculation

Answer 16

Stress inoculation is a cognitive-behavioral technique that is used to help individuals cope with stressful and other aversive states by enhancing their coping skills.

It consists of three overlapping phases: cognitive preparation (conceptualization), skills acquisition and rehearsal, and application and follow-through.

Question 17

Prompt

Answer 17

verbal or physical cues that facilitate the acquisition of a new behavior

Question 18

Fading

Answer 18

Gradual removal of a prompt

Question 19

Rational Emotive Behavior Therapy (REBT)/Ellis

Answer 19

Rational Emotive Behavior Therapy (REBT) regards emotions and behaviors as the consequence of a chain of events - A-B-C - where A is the external event to which the individual is exposed; B is the belief the individual has about A; and C is the emotion or behavior that results from B.

An emotional or behavioral response to an external event is due to beliefs about that event rather than to the event itself.

According to Ellis (1985), the primary cause of neurosis is the continual repetition of certain common irrational beliefs which are the targets of therapy.

Question 20

EMDR

Answer 20

It combines rapid lateral eye movements with exposure and other techniques drawn from cognitive, behavioral, and psychodynamic approaches.

Some research suggests that its effectiveness is not due to rapid eye movements but, instead, to exposure to the feared event (i.e., to extinction).

Question 21

Operant Conditioning/Skinner

Answer 21

According to Skinner, most complex behaviors are voluntarily emitted or not emitted as the result of the way they “operate” on the environment (i.e., as the result of the consequences that follow them).

Question 22

Differential Reinforcement

Answer 22

Operant technique that combines positive reinforcement and extinction. During a specified period of time, the individual is reinforced when they engage in behaviors other than the target behavior.

Question 23

Systematic Desensitization

Answer 23

developed by Wolpe as an application of counterconditioning (reciprocal inhibition) for eliminating anxiety responses and involves pairing hierarchically arranged anxiety-evoking stimuli with relaxation.

Question 24

Cognitive Therapy/Beck

Answer 24

attributes depression and other psychopathology to certain cognitive phenomena including dysfunctional cognitive schemas (underlying cognitive structures), automatic thoughts (surface level cognitions), and cognitive distortions (systematic errors in information processing).

“collaborative empiricism” because of its emphasis on a collaborative relationship.

use Socratic dialogue (questioning) to help clients reach logical conclusions about problems and their consequences.

Question 25

In Vivo Exposure with Response Prevention

Answer 25

classical extinction technique that involves exposing the individual in "real life" (in vivo) to anxiety-arousing stimuli (the CS) without the original US while preventing the individual from making their usual avoidance response.

Question 26

Learned Helplessness Model

Answer 26

some forms of depression are due to the tendency to attribute negative events to internal, stable, and global factors A subsequent revision acknowledged the role of attributions but proposed that they're important only to the extent that they contribute to a sense of hopelessness

Question 27

Observational Learning

Answer 27

behaviors can be acquired simply by observing someone else (a model) perform those behaviors involves four processes: attention, retention, production, and motivation. self-efficacy is primary source of motivation

Question 28

participant modeling

Answer 28

combines modeling with guided participation most effective type of observational learning

Question 29

self-efficacy

Answer 29

beliefs about one's ability to perform a behavior or achieve a goal

Question 30

Operant Extinction

Answer 30

elimination of a previously reinforced response through the consistent withholding of reinforcement following that response usually associated with a temporary increase in the response (an "extinction burst")

Question 31

Serial Position Effect

Answer 31

when asked to immediately recall "primacy effect" occurs because items in the beginning of the list have already been rehearsed and stored in long-term memory "recency effect" occurs because items at the end of the list are still in short-term memory.

Question 32

Information Processing Model

Answer 32

consisting of three separate, but interacting, stores: sensory memory (sensory register), short-term memory, and long-term memory SM - large capacity, few seconds STM - limited capacity, 30 sec LTM - infinite capacity SM > STM with attention STM > LTM with encoding

Question 33

Self-Instructional Training

Answer 33

cognitive-behavioral technique in which the individual learns to modify maladaptive thoughts and behaviors through the use of covert self-statements originally used to help ADHD kids

Question 34

Higher-Order Conditioning

Answer 34

previously established CS serves as a US to establish a conditioned response for a new conditioned (neutral) stimulus

Question 35

Matching Law

Answer 35

an organism will match its relative frequency of responding to the relative frequency of reinforcement for each response.

Question 36

Insight Learning/Kohler

Answer 36

Insight learning (the "aha" experience) refers to the apparent sudden understanding of the relationship between elements in a problem-solving situation. originally described by Kohler as a result of his research with chimpanzees.

Question 37

Levels of Processing Model

Answer 37

proposes that differences in memory are not due to different stores or stages but to different levels of processing. three levels - structural, phonemic, and semantic semantic level is the deepest level of processing and leads to the best retention.

Question 38

Classical Extinction

Answer 38

elimination of a classically conditioned response by repeatedly presenting the conditioned stimulus without the unconditioned stimulus often spontaneous recovery - it recurs in response to the CS following extinction without additional pairing of the CS and US.

Question 39

Response Cost

Answer 39

Response cost is a form of negative punishment that involves removing a reinforcer (e.g., a specific number of tokens or points) following a behavior in order to reduce or eliminate that behavior.

Question 40

Reciprocal Inhibition

Answer 40

form of counterconditioning developed by Wolpe to alleviate anxiety reactions pairing a stimulus (CS) that produces anxiety with a stimulus (US) that produces relaxation or other response that is incompatible with anxiety.

Question 41

Stimulus Generalization

Answer 41

responding with a particular response to similar stimuli

Question 42

Law Of Effect/Thorndike

Answer 42

when behaviors are followed by "satisfying consequences," they are more likely to increase or occur again.

Question 43

Multi-Component Model/Badeley And Hitch

Answer 43

working memory consists of a central executive and three subsystems the phonological loop, the visuo-spatial sketchpad, and the episodic buffer central executive - attention control system

Question 44

Procedural memory

Answer 44

Component of LTM information about how to do things

Question 45

Declarative memory

Answer 45

Component of LTM mediates the acquisition of facts and other information divided into semantic (general knowledge) and episodic (personal experiences)

Question 46

Method of loci

Answer 46

memory palace

Question 47

Keyword method

Answer 47

Memory technqiue for when two words linked create imagery

Question 48

State Dependent Learning

Answer 48

recall of information tends to be better when the learner is in the same emotional state during learning and recall.

Question 49

Interference Theory

Answer 49

proposes that the inability to learn or recall information is due to the disruptive effects of previously or subsequently learned information Retroactive - newly learned information interferes with the recall of previously learned information Proactive - prior learning interferes with the learning or recall of subsequent information.

Question 50

Functional Behavioral Assessment

Answer 50

used to clarify the characteristics of a target behavior and determine its antecedents and consequences in order to identify an alternative behavior that serves the same functions and function-based interventions that can be used to substitute the alternative behavior for the target behavior.

Question 51

Escape Conditioning

Answer 51

negative reinforcement target behavior is an escape behavior - i.e., the organism engages in the behavior in order to escape the aversive stimulus aversive stimulus acts as a negative reinforcer because its termination increases likelihood of target behavior

Question 52

Avoidance conditioning

Answer 52

Combines classical conditioning with negative reinforcement a cue (positive discriminative stimulus) signals that the negative reinforcer is about to be applied so that the organism can avoid the negative reinforcer by performing the target behavior in the presence of the cue.

Question 53

Stimulus Discrimination

Answer 53

used to reduce stimulus generalization by teaching the organism to respond with a CR only in the presence of the original CS when discriminations are difficult, can lead to experimental neuroses

Question 54

Biofeedback

Answer 54

provides the individual with immediate and continuous feedback about an ongoing physiological process with the goal of enabling the individual to exercise voluntary control over that process. treatment-of-choice for Raynaud's

Question 55

Schedules of Reinforcement

Answer 55

Continuous - rapid but subject to satiation and extinction Intermittent - FR, VR, FI, VI variable ratio schedule yields high, stable response rates and the greatest resistance to extinction.

Question 56

Blocking

Answer 56

when an association has already been established between a CS and US and, as a result, the CS blocks an association between a second neutral stimulus and the US when the CS and the second neutral stimulus are presented together prior to the US.

Question 57

Self-Control Therapy/REHM

Answer 57

Brief form of therapy that is based on the assumption that deficits in three aspects of self-control increase a person's vulnerability to depression and make it difficult to deal effectively with depressive symptoms. self-monitoring, self-evaluation, and self-reinforcement.

Question 58

Trace Decay Theory

Answer 58

proposes that loss of memory (forgetting) is due to the gradual decay of memory traces (engrams) over time as the result of disuse.

Question 59

In Vivo Aversion Therapy

Answer 59

counterconditioning to reduce the attractiveness of a stimulus or behavior by repeatedly pairing that stimulus or behavior in "real life" (in vivo) with a stimulus that produces an undesirable or unpleasant response

Question 60

Covert Sensitization

Answer 60

similar to in vivo aversion therapy except that the CS and US are presented in imagination.

Question 61

Arbitrary inference

Answer 61

Cognitive distortion Drawing conclusions without corroborative evidence

Question 62

selective abstraction

Answer 62

Cognitive distortion attending to detail while ignoring the total context

Question 63

Personalization

Answer 63

Cognitive distortion erroneously attributing external events to oneself