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Lecture 8

Lecture 8 Notes.docx

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Department
Psychology
Course
PSY100H1
Professor
Michael Inzlicht
Semester
Winter

Description
Lecture 8: Increasing a Whole New Behv Cont’d Antecedents • Particularly important in respondent condition (US, CS, etc) • Overt = observable through the 5 senses by self and others • Covert = not observable • Timing is also important o Those that occur closest in time generally matter most o However, distant antecedents can still trigger behvs • Two types of antecedents: • 1) SD= Discriminative Stimulus o Direct antecedent that makes it more likely to do behv A as opposed to behv B o A cue that sets the occasion for a particular behv and consequence o Other stimuli serve as an antecedent for not doing a behv ()a o For both operant and respondent o Only leads to the one behaviour, not a stimulus that could lead to a multitude of behvs • 2) Motivating Operations o Just sets the stage and makes the consequence more effective o So it changes your enviro/mood to make the stimulus-behv association stronger o Ex. Being hungry and then smelling baked goods  Being hungry = MO, smelling = DS o MOs and DSs often work together = optimal effectiveness for the antecedent o Motives can cause you to choose certain behvs over other ones o Increases the effectiveness of a particular consequence, which enhances the fxn of the antecedent o *Order: MO  Behv  Consequence* o SO, rrm that the MO has to come before!!! o 2 main subtypes: o 1)Establishing Operations:  Things that happen in this motivational context that make the behv more likely to occur. Sort of sets the stage.  Ex. If you know you might get an award/praise, more motivated to study closer to the test because the consequence is more extreme if you don’t have more time to eventually study, feeling hungry makes you more likely to want food as a reward o 2)Abolishing Operations:  Makes it less likely that you’d do a certain behv  Ex. Having a test tomorrow makes it less likely you’ll slack off, feeling satiated makes you less likely to want food as a reward o Another way to classify MOs, that can be for both establishing or abolishing: o 1) Value-altering Effect:  Summer break lowers the value placed on doing readings o 2) Behv-altering Effect:  Summer break, therefore you study less, behv goes done. So, these two
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