Atferdsanalyse


Atferdsanalytiske ord og begreper

En liten, forhåpentlig kortfattet og konsis (men jeg advarer, ikke alltid min sterke side :D) oversikt over sentrale ord og begreper innen atferdsanalysen. Oversikten er på ingen måte uttømmende, og vil i stor grad basere seg på notater og pensumlitteratur fra Bachelor i Læringspsykologi ved HiOA samt Masterprogrammet Læring i Komplekse Systemer samme sted. Jeg beklager manglende linjeskift innad i oppføringene. Er på utkikk etter funksjonell programvare som tillater dette.

Om du savner noe eller ikke finner det du leter etter – send meg en mail, eller kom tilbake en annen dag. Siden blir fortløpende oppdatert.

En aldri så liten disclaimer er på sin plass: Det kan ha gått fort i svingene til tider. Må innrømme at det hender rett som det er…. Så stusser du over definisjoner eller forklaringer; konferer med annen litteratur eller et orakel nær deg. Finner du regelrette feil, upresise opplysninger eller mangler setter jeg stor pris på tilbakemeldinger (jada, fra deg også Rasmi 😉 ). Enjoy!

 

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Jeg linker gjerne til siden din, eller du kan få publisere her. Send en mail til karoline@operant.no
Psst! Sjekk også ut andres ordbøker ved å ta en titt på Ordbøker under Ressurser.

 

 

 

All | # A B C D E F G H I J K L M N O P Q R S T U V W X Y Z
There are 4 names in this directory beginning with the letter B.
Baseline
«Baseline: a steady and usually recoverable performance on which effects of experimental variables are superimposed. For example, a drug effect may be expressed as the change produced in baseline response rate by a dosage of the drug. The term is also used occasionally to refer to the horizontal starting position of a cumulative recorder pen. Sometimes what the baseline should be is ambiguous; for example if pecks occur at higher rates when they produce shock than when they don’t because shocks are correlated with reinforcers, should the baseline be a no-shock condition with reinforcers or a shock condition without them? Cf. STEADY STATE” (Catania, 2013, p. 430) «Baseline (A): experimental condition in which data are collected prior to introducing an intervention (B) for the purpose of evaluating the effectiveness of your intervention” (Daniels, 2006, p. 301) “Baseline. The term refers to the base rate of behavior against which an experimental manipulation is measured. An uncontrolled baseline is the rate of an operant before any known conditioning; a controlled baseline (e.g., the rate of response on a variable-interval 60s schedule) may be established to assess the effects of an experimental manipulation (e.g., presentation of intermittent shocks)” (Pierce & Cheney, 2008, p. 340).

Behaviorisme
«Behaviorism is not the science of human behavior; it is the philosophy of that science” (Skinner, 1976, p. 3) “Behaviorism. A term that refers to the scientific philosophy of behavior analysis” (Pierce & Cheney, 2008, p. 341). Skinner om behaviorismens rolle I dagens (1976) samfunn: «The major problems facing the world today can be solved only if we improve our understanding of human behavior. Traditional views have been around for centuries, and I think it is fair to say that they have proved to be inadequate. They are largely responsible for the situation in which we now find ourselves. Behaviorism offers a promising alternative, and I have written this book in an effort to make its position clear” (Skinner, 1976, pp. 8-9)

Bias
“Bias: a systematic error in measurement. For example, if a device cannot record all responses when they follow each other rapidly, data recorded with the device will be biased toward low response rates. For other usages see MATCHING LAW, PREFERENCE, SIGNAL DETECTION ANALYSIS” (Catania, 2013, p. 430) “Bias. For the generalized matching equation, bias is indicated by variation in the value of k from 1. Generally, bias is produced by some unknown asymmetry between the alternatives on a concurrent schedule that affects preference over and above the relative rates of reinforcement” (Pierce & Cheney, 2008, p. 341).

Bribes
«Bribes: statements of contingencies that substitute for a parent’s differential reinforcement of a child’s behavior, so that compliance with requests come to depend upon the statements as discriminative stimuli. The child who is frequently bribed learns to discriminate between conditions in which bribes are in effect and those in which they are not. The parent that often bribes will probably find that the child complies only when bribes are offered” (Catania, 2013, p. 430) “Bribery: where the reinforcer produces the behavior rather than the behavior producing the reinforcer (contingent). Usually this means the reinforcer comes before the behavior” (Daniels, 2006, p. 302).