Behavioral Interpretation of Memory

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Conditioning novel block design construction
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Conditioning Novel Behavior in Porpoises
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Behavioral Interpretation of Memory

• David C. Palmer

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Experimental analysis vs. Interpretation

• Experimental analysis
• Manipulation of independent variables and study
  effect on DV
• Interpretation
• Explaining a phenomenon using known principles
• Helpful in complex arrangements that may be
  impossible to analyze

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Memory?

• Storage metaphor
• Traditional theories of memory appeal to
  experiences stored in memory banks, etc.
• Then, we recall a memory by retrieving the
  experience from our memory
• Memories are sometimes stored as copies

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Memory?

• Behavioral view
• Memory is a behavioral phenomenon
• Memories are stimulus control relations that
  survive across time
• For example, child learns to name pencil is
  then able to name it the next day
• Forgetting therefore is the weakening of a
  behavioral relation over time

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Memory?

• Another angle The behavior of remembering
  may also be a result of problem solving
• Problem
• Responses are in the repertoire
• SDs are present that signal reinforcement is
  forthcoming and EO is present
• The response is not under direct control of
  current stimuli

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Memory?

• Example What did you have for breakfast
  yesterday?
• Pancakes is in the repertoire as a tact
• Reinforcement is scheduled for the answer
• But, pancakes has not been conditioned
  directly to What did you have for breakfast
  yesterday not an intraverbal
• To emit the response, two elements must obtain
  1) Person must get supplementary stimuli to evoke
  response, and 2) must recognize it as correct

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Memory?

• Exploratory VB self probes
• What did I do yesterday? Hmm got up, took a
  shower, and then oh yes, I made some cereal
• Conditioned seeing
• Assume that perceptual behavior (seeing) is
  conditioned as we emit it and can be evoked by
  accompanying stimuli
• That is, we may see ourselves coming out of the
  shower, going to the kitchen, and getting the
  cereal

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Memory?

• Conditioned seeing (contd)
• Note that conditioned seeing is evoked by current
  stimuli that may be associated with the seeing
  Now what did I do this AM ?Wesee the kitchen
  and some of the stimuli that were present
• How do we recognize that it is correct?
• We may respond to its strength I am sure that
  I had cereal
• The conditioned seeing may evoke other vivid
  conditioned seeing that is strong to confirm

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Memory?

• Main point to remember is to provide
  supplementary stimuli to yourself using
  exploratory VB and conditioned seeing

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End
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Comps (Faux)
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• You are discussing a case with a VE teacher who
  is taking her first course in the ABA sequence at
  FIT. The issue at hand is a kids tantrums. The
  teacher explains the tantrums in the following
  way He is having these tantrums because of
  frustration.
• What kind of faulty explanation is this?
• Please describe the feedback that you would
  provide to her.

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You decide to work on the case described above.
The descriptive analysis information suggests
that the tantrums occur because in the past, such
behavior has been followed by attention. Design
an FA that would test this hypothesis.
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Critique the followingThe data shows that the
behavior has improved quite dramatically.
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• You have a client who is taking Valium for
  anxiety. The mother has decided that the drug
  causes too much sedation, and immediately
  terminates the drug administration.
• What are the main effects of drug?
• Withdrawal syndrome?
• Possible risk events?
• How does Valium work?

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Uh Oh

• Personality trait
• I wanna be sedated
• ½ life of drug
• DOE
• FCN
• Extinction
• COD
• Self control (Lab)
• Conc superstition
• RTE
• Spontaneous recovery
• Functional equivalence
• Operant
• Most to least

• Memory
• EO
• Conditioned seeing
• Problem
• Emotion
• Meaning
• Anxiety
• Self control (Skinner)
• Rate
• Epigentics
• Punctuated equilibrium
• Pairwise FA
• Diphtheria
• 3 levels of selection

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Behaviorists Think That We Dont Have Emotion!
Bad Behaviorists!
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End of Faux Comps 1
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Comps (Faux) 2
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Behaviorists Dont Deal with Thinking!
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• You are working with a teacher who is teaching
  the letters of the alphabet. She is using cards
  with the letter and a picture of an item that if
  spelled out, would start with the letter in
  question. For example, the A card has an
  apple on it, the B card has a bat on it, etc.
  The kids are responding well to each card. The
  teacher asks you one day Hey I wonder if the
  kids are attending to the letter or the picture
  of each card?
• First, explain to her what attention means.
• Then, design an experiment that will answer her
  question.
• Finally, what EAB study provides the basis for
  your experiment?

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Behaviorists Dont Consider Feelings!
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• You are working with a 40 year old male who
  exhibits aggression and property destruction.
  There is a behavior program in place to address
  the behaviors, and there is a full complement of
  medications. One of the meds is Risperdol.
• What class is the drug?
• You are discussing the med with staff, and wish
  to alert them about possible side effects. What
  are these?
• What NT is involved?

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• You design a Tx package that involves a DRI
  schedule in which attention is delivered for
  staying on task for a period of time (e.g., 5
  minutes).
• How is the DRI interval set?
• Set up an experiment that would show the Tx is
  effective
• Set up an experiment that disentangles the
  attention from the contingency between staying on
  task and attention

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Uh Oh

• Emotional operations
• Taste aversion
• AO
• Tact private events
• Inductive reasoning
• Values
• Correlational study
• 4 humours
• Measure following directions
• Positive contrast
• IRT
• Constructional approach
• Resp extinction
• Time delay prompt fading

• PR 50
• Reversal design
• Projection
• Formal probe
• Dependent variable
• Verbal summator
• Punishment contrast
• Conditioned suppression
• Creativity source
• Projective tests
• Operant seeing
• Wit
• Exact count IOA
• Behavior momentum

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End Faux Comps 2
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Comps (Faux) 3
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IOA vs Accuracy
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Critique the following The criteria for the
experiment was changed, and it was modified by
the experimenter.
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Elements of program organized by function
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Critique the following The experimenter
re-designed the study quickly, and then began
anew.
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Case 1 There is a case on which you are
consulting. The client is a 25 year old female
who frequently throws items in the house. The
have been many functional analyses of the
behavior over the years, but there are no
conclusive results. However, one hypothesis is
that the behavior produces automatic
reinforcement in the form of the sight/sound of
the item hitting the floor. Design an FA to test
this hypothesis. Do not try and separate the
effects of the sight vs the sound of the item
hitting the floor. Only test whether or not that
event, the sight/sound of the item hitting the
floor, is maintaining the behavior.
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Explanations You are working on a case with
another graduate student in ABA. A particularly
difficult situation is being discussed, and the
behavior involves some elopement. Your friend
explains the behavior with statements such as
this She is running away to get some PVC pipes
that her neighbor has in his garage. Critique
this explanation of behavior, and offer an
alternative explanation.
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Critique the following The data were graphed by
the behavior analyst very precisely.
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Factors that influence RTE
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Yikes

• Rights
• Reinforcement trap
• Brief FA
• Drug as AO
• Behavioral view of drug abuse
• Conc FR 50 VI 1
• Pairwise FA
• Resurgence
• 3 characteristics of graphed data
• Relationship
• Multiple probe
• Endorphin theory of SIB
• Siegel morphine tolerance
• We feel free when

• Pattern in FR 50
• FI 1
• Holz Azrin view of pun
• Conditioned suppression
• Hold responsible
• Drug as EO
• 3 levels of selection
• When we give credit
• 4 facts about drugs
• Draw negative contrast
• Im in need of some restraint
• Mean count per interval IOA
• Drug as a positive reinf

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The End
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Comps (Faux) 4
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Case 1 You are working in a vocational training
center with several staff who are charged with
implementing a behavior program. You are
interested in treatment fidelity (or integrity).
You have a procedure that you think will improve
fidelity that involves feedback and incentives.
Design an experiment that will test the efficacy
of the treatment on Tx fidelity.
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Real life respondent conditioning Diagram an
example of respondent conditioning using the
relevant terms.
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Why do people get depressed?
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Case 2 There is a case on which you are
consulting. The client is a 25 year old female
who frequently throws items in the house. The
have been many functional analyses of the
behavior over the years, but there are no
conclusive results. However, one hypothesis is
that the behavior produces automatic
reinforcement in the form of the sight/sound of
the item hitting the floor. Design an FA to test
this hypothesis. Do not try and separate the
effects of the sight vs the sound of the item
hitting the floor. Only test whether or not that
event, the sight/sound of the item hitting the
floor, is maintaining the behavior.
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Behavior analysts dont believe in freedom
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I knew this would happen

• Intrinsic motivation
• Anger
• Repression
• Encourage maintenance
• Back chaining
• MSWO
• PSI
• Momentary DRO
• Interdependent group
• DRL x 2
• Reactivity
• Systematic replication
• Trigger analysis
• Nominal fallacy
• Divided attention

• NCR mechanism of effect
• Diff between neg pun ext
• Diff between EO and SD
• 2 repertoires in problem
• Program generalization
• DRH x 2
• Concept formation
• Adjusting ratio
• Escape/avoid hierarchy
• 3 characteristics of behavior
• Sequence analysis
• Independent group
• Behavioral analyst
• SDP
• Reification

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Design a reinforcer assessment of attention from
parent
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• One of the key concepts in behavior analysis is
  the operant. Do the following
• Give an example of an operant using all 4 terms.
• Give an example of a given response that belongs
  to more than one operant.

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Sensory defensiveness
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Behavior analysts deny the existence of the
mind
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Behavior analysts cant explain creative
achievements
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The End
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Comps (Faux) 5
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You are collecting rate data on a problem
behavior (e.g., aggression), and a 2nd observer
is also collecting data. Demonstrate (draw the
bins, etc) the mean count-per-interval method to
compute the IOA. You dont have to use a large
number of intervals, as 5 will suffice.
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You are in a discussion of reinforcement. The
discussant informs you that the use of artificial
reinforcers is ill-advised. Indeed, he argues
that reinforcers devalue intrinsic motivation.
Your response to this is
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Behaviorists are all wrong. Their data and
procedures are based on studying rats and
pigeons, for goodness sake!
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Mand training Therapist holds up a food item and
asks What do you want?
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Ready, set, go

• Mix FR 50 FI 2
• Pyramid model of training
• Staff training Procedures
• Counter control
• 2 targets of monitoring
• How to get maintenance
• VT
• Between subject yoking
• Reflexivity
• Metaphor
• Stimulus generalization
• Simultaneous prompts
• Shadowing
• Schedule induced behavior
• Ratio strain

• Relationship
• Coercion
• Tan FT 3 DRO 1
• Celeration
• Latency
• Competency based training
• Within subject yoking
• Transitivity
• Task interspersal
• Superstitious behavior
• Spatial fading
• Delayed prompts
• Lab example of self control
• Response differentiation
• Modeling

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The End
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Comps (Faux) 6
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Social Validity
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Group contingencies
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Ready, set, go

• Chain FR 50 FR 100
• Agonist
• General case analysis
• MDRO
• DRH x2
• Direct instruction
• Contingent effort
• Informed consent
• Fair pair
• Celeration computation
• PIR IOA
• Permanent product
• Analysis vs interpretation
• Conditioned seeing

• Incidental teaching
• Atypical anti-pychotics
• W/D from alcohol
• Pattern of FI
• Teach point to A vs B errorlessly
• Differential reinforcement
• Behavioral momentum
• Functional goals
• WIR
• Response class co-variation
• Intermingle of contingencies of reinf and
  survival
• Operant seeing

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Treatment of self stimulatory behavior
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Behavioral interpretation of memory
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Assessment of high intensity problem behavior
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Techniques of governmental control
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The End
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Chapter 19 Thinking

• Advantages of VB
• Extends senses of listener
• Extends action possibilities of speaker

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Chapter 19 Thinking

• A full account of VB must include covert verbal
  behavior
• Covert VB is involved in problem solving,
  thinking, etc.
• Why is VB sometimes covert?
• May avoid punishment
• Less effort
• Controlling variables may be weak

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Chapter 19 Thinking

• Thinking
• Is behavior!
• Can be overt or covert
• Involves speaking and listening by the same
  person
• Is behavior that produces its own reinforcement

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Chapter 19 Thinking

• Example
• Someone tells you that your client is having some
  major tantrums. You observe the tantrums and
  engage in some thinking.

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Chapter 19 Thinking

• Visualize the tantrums, the antecedents, and
  consequences that you just saw.
• Tacts of what you are seeing hmm, the kid was
  in taskand the therapist put him in timeout

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Chapter 19 Thinking

• Intraverbals arise from tacts Now if he is in
  timeout, maybe that is reinforcing tantrums
• The intraverbals evoke visualizations of previous
  cases of tantrums in task in which escape
  extinction was used

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Chapter 19 Thinking

• You ask yourself out loud Hey, is there any
  other evidence of tantrums that escape tasks with
  this kid?
• You respond with Yep, I saw a couple in his
  classroom
• These behaviors end with These tantrums produce
  escape!

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Chapter 19 Thinking

• Main point Thinking is behavior and has NO
  special properties that set it apart from other
  behavior.