PSYA02H3 Lecture Notes - Stimulus Control, Insomnia, Concept Learning

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Published on 19 Apr 2013
School
UTSC
Department
Psychology
Course
PSYA02H3
Chapter 8 Antecedents: Stimulus Control
~Antecedents affect behaviour and vary in the degree to which they are effective
Setting the occasion for behavior
Antecedents-cues that precede and set the occasion for behaviour-they lead us to do,think,or feel
something eg. You are thirsty and see a water fountain set you for using the fountain to get the
drink
~we learn cues that tell us when and where to perform or not perform responses by lining the
cues with the behaviour and its consequences
Types of Antecedents
In a context that arouses behaviour is a stimulus; we can use any stimulus as an antecedent eg.
Teacher ask question sets occasion for students to raise their hands
~antecedents involve any of our sense and differ from one person to the next
Overt and covert antecedents
Overt antecedents-observable through our sense eg. Seeing a dog
Covert antecedents-internal eg. Feeling tired
Immediate and Distant antecedents
Immediate antecedents-present shortly before the behaviour occurs eg. Hear someone yell ‘fire’
and you exit away or immediately stopping on a red traffic light
~training can help people learn the cues they fail to learn on their own
~antecedents can be ongoing, not just discrete as the above examples eg. Elderly communicated
more frequently as staff rearranged the furniture
Distant antecedents-antecedents precede the behaviour over a time period; continue to affect
behavior for a long time after the occurrence of the actual antecedent because they have strong
emotional/covert components eg. Abused women influenced by the frequent thoughts about that
event
~analyzing to design an intervention need to seek behaviors existing antecedents
Overt and immediate antecedents are easy to identify because they are observable before the
target behavior occurs
Covert and distant antecedents are difficult to identify since not observable
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Document Summary

~antecedents affect behaviour and vary in the degree to which they are effective. Antecedents-cues that precede and set the occasion for behaviour-they lead us to do,think,or feel something eg. you are thirsty and see a water fountain set you for using the fountain to get the drink. ~we learn cues that tell us when and where to perform or not perform responses by lining the cues with the behaviour and its consequences. In a context that arouses behaviour is a stimulus; we can use any stimulus as an antecedent eg. teacher ask question sets occasion for students to raise their hands. ~antecedents involve any of our sense and differ from one person to the next. Overt antecedents-observable through our sense eg. seeing a dog. Immediate antecedents-present shortly before the behaviour occurs eg. hear someone yell fire" and you exit away or immediately stopping on a red traffic light.

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