1) reinforcement: must be present in order to get stimulus control
2) pre-attending skills: need individual to pay attention long enough
3) stimulus presentation: (a) specificity of directions - should be concise but have adequate detail, (b) opportunity to respond - the more the better, (c) pacing of response opportunities - want rapid rate for better attention span
4) attention: (a) salience, (b) masking, (c) overshadowing
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Terms in this set (29)
What is a stimulus? Give two examples that are not from the text.
people, objects, and events currently present in one's immediate surroundings that impinge on one's sense receptors and that can affect behaviour.
e.g. books, clothing, furniture, trees, and people
What is an ABC assessment?
An ABC assessment identifies the antecedents and consequences of a behaviour.
Antecedent stimuli, Behaviour, Consequences are the ABCs.
Define stimulus control
The degree of correlation between the occurrence of an antecedent stimulus and the occurrence of a subsequent response
What is good stimulus control? Describe an example that is not in this chapter
A strong correlation between the occurrence of a particular stimulus and a particular response
e.g. A child who loves ice cream hears the music from an icecream truck. It's highly likely he will ask his parents if he can go and get ice cream
Define Sd and give an example that is not in this chapter. Identify the Sd and the response in an example
A discriminative stimulus (Sd) is a stimulus in the presence of which an operant response will be reinforced.
e.g. it's snowing outside, so grabbing a coat to wear outside will be reinforced by keeping you warm from the cold.
Define S^ and give an example that is not in this chapter. Identify the S^ and the response in an example
An extinction stimulus (S^) is a stimulus in the presence of which an operant response will not be reinforced.
e.g. It's snowing outside, so going outside wearing only a tank top will not be reinforced.
What is the difference between a stimulus and a discriminative stimulus
a stimulus is anything in an environment that can impact one's receptors and have a possible effect on behaviour, whereas a discriminative stimulus is reinforced by an operant response when presented.
like the diagram of the swearing example, diagram the Sd, S^, response and consequences for Darcy's case
DOUBLE CHECK
Sd= ringing phone.
Response = picking up phone
Reinforcer= talking to grandma
S^= seeing phone (not ringing)
Response = picking up phone
No Reinforcer = no talking with grandma
Describe an example (not from this chapter) of a stimulus that is an Sd for one behaviour and an S^ for s different behaviour
Cold weather
Sd for wearing an extra layer of clothing
S^ for turning off the heat
Describe the operant stimulus discrimination training procedure. Give an example that is not in this chapter
The procedure of reinforcing a response of an Sd and extinguishing that response in the presence of an S^
A student goes to the band room at lunch. She practices her drumming part in a song for the concert. The band teacher praises the student for coming in and practicing.
The student then goes to biology class, she practices her drumming part. The biology teacher tells her to stop banging on the desks
State the two effects of operant stimulus discrimination training
1. Good Stimulus control (Strong correlation between a stimulus and a response)
2. Stimulus discrimination (response occurs to an Sd, not an S^)
Define operant stimulus generalization. Give an example that is not in this chapter.
When a response becomes more probable in the presence of a stimulus as a result of having been reinforced in the presence of another stimulus.
Calling all vehicles on the road cars (trucks, SUVs, semi-trucks, and buses)
In a sentence, state the difference between an instance of operant stimulus discrimination and an instance of operant stimulus generalization
Operant discrimination is when you learn to respond differently to different stimuli, whereas operant stimulus generalization is when you respond to a stimulus the same way you have been reinforced to respond to a similar stimulus
What do we mean by common-element stimulus class? By conceptual behavior? Describe an example of each that is not in this chapter
Common-element stimulus class - set of stimuli all w/ one or more physical characteristics in common
e.g. toothbrush - a small stick with bristles on the end
Conceptual behaviour - when an individual emits an appropriate response to all members of a common
element stimulus class, and not to those that do not belong in that class
e.g. discriminating between flowers, and non-flower plants when a child is asked to identify flowers
Describe how you might teach the concept of honest to a child. Would your program teach a child to be honest? why or why not/
DOUBLE CHECK
Break the concept down into specific behaviors, for example, saying the truth, not
withholding something from someone, giving somebody their dollar bill back if they dropped in on the ground.
What do we mean by stimulus equivalence class? Describe an example that is not in this chapter.
Stimulus equivalence class - a set of completely dissimilar stimuli, which an individual has learned to group, or respond to in the same way
e.g. toys. do not share a distinct physical appearance, but have a defined purpose
What is a primary distinction between stimulus generalization involving common-element stimulus classes and stimulus generalization involving stimulus equivalence classes
The main difference between common element stimulus class and stimulus equivalence class is that common element stimulus classes share a common physical feature, whereas stimulus equivalence classes share no distinct physical features.
Describe a stimulus you would like to establish as an Sd for a behaviour of yourself or a friend. Describe the behaviour. Then, for that stimulus, answer the four questions as listed on p. 126
DOUBLE CHECK
I would like to establish sitting at my desk as an Sd for studying.
1. yes
2. yes
3. yes
4. no
see p.126
what do we mean by an error in operant stimulus discrimination training?
A response to an S^ or a failure to respond to an Sd
In general, what is a contingency? Describe an example that is not in this chapter.
A contingency is an if-then arrangement.
e.g. if you flip the light switch, then the light will turn on
the light is contingent upon the switch-flipping
response.
What is the three term contingency of reinforcement? Describe an example that is not in this chapter
Describes the antecedent of behavior, the behavior and the consequences of the behavior (antecedent-behaviour-consequence). Behaviour must occur following antecedent for reinforcement to occur.Example: When the bell rings after school (antecedent), students can leave the classroom (behavior), and chat with their friends (reinforcement)
From a behavioural perspective, what is a rule?
A situation in which behaviour will lead to a consequence
With examples that are not in this chapter, distinguish between rule-governed and contingency-shaped behaviour.
Rule governed behaviour- behaviour that is controlled by the statement of a
rule
e.g. a parent pays a child allowance if she makes her bed each morning and cleans her room after dinner everyday.
Contingency shaped behaviour - behaviour that develops because of its immediate consequences through trial error
e.g. when your mom scolds you for telling a dirty joke
Following Darcy's training for answering the phone, was her phone answering behaviour likely rule governed or contingency shaped? Justify your choice.
Darcy's answering behaviour was rule-governed behaviour, because her mom had told her that when a phone rings, she must answer it.
Describe an example of how ignorance of operant stimulus discrimination training may lead parents or other caregivers to develop an undesirable behaviour in a child or adult in their care
DOUBLE CHECK
A child is playing with the
TV remote. her mother asks her to stop twice but she ignores her both times. then the mother threatens the child to stop or else, she child stops and the mother praises her for stopping.
Using examples, what is meant by reflexivity, symmetry, and transitivity
Reflexivity- recognizing a stimulus e.g. knowing that A is A
Symmetry- recognizing equality of two stimuli e.g. A=B, so B=A
Transitivity - As a
result of learning A=B and B=C and individual can match C to A without specific training.
How have studies of stimulus equivalence provided support for a behavioural view of language development?
Infants are able to emit vocal behaviours that haven't been directly reinforced. Through stimulus equivalence training children learn that physically different sounds that are members of the same stimulus equivalence class mean the same thing as other sounds.
What is meant by the term contextual control? Illustrate with an example.
contextual control - a general setting or context may alter than manner in which an individual responds to particular stimuli
e.g. a highway divider when you are in Canada vs when you are in Britain. The country you are in is the context that determines how a particular stimuli controls your
behaviour i.e. which side of the road you drive on
Just before starting to cross a street, a pedestrian from England visiting Canada observed that the street was clear to the right, stepped into the street and was struck by a car, Explain how lack of contextual control was involved in this accident.
The context (country the pedestrian was visiting) had too little control over how the stimuli (the street) was affecting the pedestrians behaviour (crossing the street)
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