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Evolution, Natural Selection, and Behavior
Published in Gail S. Anderson, Biological Influences on Criminal Behavior, 2019
Classical conditioning was made famous by Pavlov’s experiment with dogs in 1900. He sprayed powdered meat into their mouths, which made them salivate. Just before he sprayed them, he rang a bell. Finally, the dogs salivated whenever he rang the bell. They were conditioned to expect the meat spray.4
Integrative Attachment Informed Cognitive Behavioral Play Therapy (IAI-CBPT) for Children With Medical Trauma
Published in Lawrence C. Rubin, Handbook of Medical Play Therapy and Child Life, 2017
Cognitive Behavioral Therapy (CBT) developed from the integration of play therapy and cognitive behavioral therapies. Aaron Beck developed Cognitive Therapy (1963, 1964, 1972, 1976) based on the concept that cognition impacts emotion and by changing cognitions, emotions can be changed. Beck proposed that irrational thoughts were related to negative affect, and that helping patients develop more rational thought could lead to decreased pathology. Within Cognitive Therapy, it is not the situation one finds himself in but rather his cognitive assessment of the situation. Therapy can involve identifying and changing cognitions and actively replacing them with positive self-statements. Behavioral therapies are based on operant or classical conditioning and social learning theories. Operant conditioning explains how reinforcement and punishment can change the frequency of a behavior. Classical conditioning is based on associations between two stimuli, which results in a neutral stimulus developing the reaction of the stimuli with which it is linked. Modeling of behaviors and learning by the observer is described by Social Learning Theory. Susan Knell (1993, 2000a, 2000b, 2009) and Knell and Dasari (2009, 2010) developed Cognitive Behavioral Play Therapy (CBPT) to extend CBT to young children in a developmentally appropriate manner. CBPT is brief, instructional, and goal directed. As with other cognitive behavioral strategies, CBPT playfully and through the use of expressive/creative media allows the child to consider how thoughts impact feelings and behaviors.
Using Brain–Computer Interfaces for Motor Rehabilitation
Published in Stefano Federici, Marcia J. Scherer, Assistive Technology Assessment Handbook, 2017
Giulia Liberati, Stefano Federici, Emanuele Pasqualotto
The restoration of communication with persons in CLIS remains one of the greatest challenges in the development of BCIs. Birbaumer (Birbaumer, 2006) suggested that a paradigm shift from operant learning—which requires users to voluntarily modify a behavior—to classical conditioning, is necessary to overcome the failure of persons in CLIS to achieve BCI control. To obtain classical conditioning, a stimulus that does not normally elicit an evident response (“neutral stimulus”) is associated with a “significant” stimulus, defined as unconditioned stimulus (US), which is able to evoke a response. If the neutral stimulus is presented repeatedly with the US, it can become a conditioned stimulus, producing a conditioned response. In the last years, several classical conditioning BCI paradigms have been developed, in which affirmative (“yes”) and negative (“no”) responses are associated with unconditioned stimuli (e.g., electrical stimuli, pink vs. white noise, pleasant vs. unpleasant sounds, etc.) to facilitate their recognition (Furdea et al., 2012; van der Heiden et al., 2014; Liberati et al., 2012, 2013; De Massari et al., 2013; Ruf et al. 2013a,b). Because BCI paradigms based on classical conditioning do not require extensive training or an intact cognitive system, they could be suitable also for persons with cognitive impairment or dementia (Liberati et al., 2012, 2013).
Future projection therapy: Techniques and case examples
Published in American Journal of Clinical Hypnosis, 2022
Joseph Tramontana, Anna Sharkey, Savannah Hays
In the 1960s, behavioral therapies such as Behavior Modification became popular. Behavior therapy was based on the concepts of learning theory. The tenet is that there is the acquisition of a functional connection between an environmental stimulus and a subject’s response. In classical conditioning (Pavlovian or respondent) a stimulus elicits a response, and the subject emitting the response to the situation alters its frequency of occurrence in the future by congruity. In operant conditioning, reinforcement of the emitted response leads to learning desired responses. Skinner’s book About Behaviorism (1974) gave a good description of what was called the science of behavior. Eysenck (1960) gives a comprehensive review of behavioral approaches in treating neuroses, and Ullmann and Krasner (1966) edited a book titled Case studies in behavior modification which shows how behavioral approaches can be used to change behaviors with many other clinical issues.
Brain injury, behaviour support, and family involvement: putting the pieces together and looking forward
Published in Disability and Rehabilitation, 2020
Alinka Fisher, Michelle Bellon, Sharon Lawn, Sheila Lennon
In particular, the aforementioned reviews have highlighted the success of management approaches that are based on ABA. In simple terms, ABA refers to the application of behavioural principles from learning theory (i.e., classical [or respondent] conditioning and operant [or instrumental] conditioning) that asserts behaviour as operating on the environment and maintained by its consequences [114]. Put simply, classical conditioning refers to reflexive (unlearned) behaviours, whereas operant conditioning focuses on learned or voluntary behaviours [115]. The principles of classical conditioning has therefore informed an operant model for analysing behaviour to help identify the function it serves for the individual, and how environmental factors contribute to the development and maintenance of the behaviour [102,113]; thus, ABA interventions are based on procedures emphasising (but not restricted to) the management of BOC by manipulating antecedents (events prior to the occurrence of problem behaviour) or consequences (the response to the behaviour) [94,100].
Enhanced Interrogation: Inside the Minds and Motives of the Islamic Terrorists Trying to Destroy America
Published in Psychiatry, 2018
Mitchell reports that once the CIA “wanted me to conduct the interrogations using EITs myself … I would never again be able to work as a psychologist” (pp. 44–45). It is important to know what rationalizations he used to understand the psychological pressures that led to this tragic episode in public policy. Mitchell reminded himself that he had the skills to do enhanced interrogation techniques, and he reminded himself that the CIA was “going to get rough with Abu Zubaydah whether I helped or not” (p. 45). Mitchell used one more strategy to overcome his conscience: [M]y question concerned my ability to put together a psychologically based interrogation program that would condition Abu Zubaydah to cooperate and my ability to interrogate him using it. I knew it would have to be based on what is called Pavlovian classical conditioning …, and I was very familiar with that because my early training was as a behavioral psychologist. (p. 46)