03 Principles, Processes, and Concepts / 03.06 Establishing Operations Flashcards
The value-altering effect of water deprivation is
evidenced by a search for water.
an enhanced value of water as a reinforcer.
evidenced by a request for water.
an enhanced value of water as an EO.
an enhanced value in water as a reinforcer
EOs have evocative and value-altering effects. Value-altering effects increase the value of a reinforcer. (Note that until the value-altering effect is confirmed by making the reinforcer contingent upon the behavior, its value-altering status remains tentative.) (Catania, 1998, pp. 25-26, 57-58, 388-389; Michael, 1993, pp. 57-64)
An EO
can only increase reinforcer effectiveness.
can only increase the evocative effect and reinforcer effectiveness.
can increase or decrease reinforcer effectiveness.
can increase or decrease reinforcer effectiveness, but only increase the evocative effect.
can increase or decrease reinforcer effectiveness.
EOs can have either an appetitive or abating value-altering or evocative effect. That is, value-altering means to enhance or diminish the effectiveness of the reinforcer or punisher. Evocative means either to promote or inhibit responding. (Catania, 1998, pp. 25-26, 57-58, 388-389; Cooper, Heron, & Heward, 2007, pp. 375-376; Michael, 1993, pp. 57-64)
Staff know to implement programs when a supervisor walks in with a clipboard. With respect to the program materials staff use, the supervisors are a/an potential negative reinforcer. potential punisher. SD. EO.
EO
The supervisor walking in increases the value of the program materials. (cf. Catania, 1998, pp. 25-26, 57-58, 388-389; Cooper, Heron, & Heward, 2007, pp. 357-377; Michael, 1993, pp. 57-64)
A teacher mistakenly only reinforces signing during training sessions. The training sessions are what with regard to signing? an S-Delta have a value-altering effect an SD an EO
an SD
DISCRIMINATIVE STIMULUS (SD) = a stimulus in the presence of which a behavior has been reinforced and in the absences of which it has not been reinforced. In this item, reinforcement is only available in training sessions.
(Catania, 1998, pp. 25-26, 57-58, 388-389; Cooper, Heron, & Heward, 2007, pp. 375-377; Michael, 1993, pp. 57-64)
Given 20-trial teaching sessions with reinforcement provided after each trial, what is being demonstrated if performance deteriorates as trials progress? value-altering effect of a reinforcer value-diminishing effect of an EO abolishing effect of an EO evocative effect of an EO
abolishing effect of an EO
Due to satiation from multiple presentations of the reinforcer, the value of the reinforcer is diminishing because the EO is diminishing; hence, we have an abolishing effect. (Catania, 1998, pp. 25-26, 57-58, 388-389; Cooper, Heron, & Heward, 2007, pp. 375-377; Michael, 1993, pp. 57-64)
An addict daily taking drugs to end symptoms of withdrawal exemplifies
the evocative effect of a reinforcer.
the value-altering effect of an SD.
the evocative and value-altering effect of an EO.
the evocative effect of the SD.
the evocative and value-altering effect of an EO.
People addicted to drugs are reinforced by taking these substances. Symptoms of withdrawal is the EO. Seeking/taking drugs is the evocative effect and relief of the symptoms of withdrawal is the value-altering effect. (Catania, 1998, pp. 25-26, 57-58, 388-389; Cooper, Heron, & Heward, 2007, pp. 375-377; Michael, 1993, pp. 57-64)
(EO --> resp. --> reinf.) vs. (EO --> resp. --> no reinf.) enables an evaluation of the evocative effect of an SD. value-altering effect of a consequence. evocative effect of an EO. value-altering effect of an EO.
value-altering effect of an EO.
To demonstrate an alteration in reinforcing effectiveness (i.e., value-altering effect), there has to be change in the frequency of the behavior in the presence versus the absence of the reinforcer. This will enable evaluation of reinforcing effectiveness given the EO. (Catania, 1998, pp. 25-26, 57-58, 388-389; Cooper, Heron, & Heward, 2007, pp. 376-377Michael, 1993, pp. 57-64)
A young child is placed at a table to work for praise. However, toys are in the room, so he begins to play with them. With respect to work, the toys are a/an SD. UEO. negative reinforcer. EO.
EO
Toys decrease the value of praise. Therefore, they are an EO. (Catania, 1998, pp. 25-26, 57-58, 388-389; Cooper, Heron, & Heward, 2007, pp. 375-377; Michael, 1993, pp. 57-64)
Given a 20-trial teaching session and the same reinforcement provided after each trial, reinforcement is
having a diminishing effect on the EO.
momentarily increasing the frequency of the behavior.
having no effect on the EO.
having an enhancing effect on the EO.
having a diminishing effect on the EO.
Reinforcement diminishes the EO. Frequent presentations of the same reinforcer results in that reinforcer losing value due to satiation (i.e., the EO is diminished). (Catania, 1998, pp. 25-26, 57-58, 388-389; Michael, 1993, pp. 57-64)
When the lights go off, play stops and children go to their seats and begin working, which then gets reinforced with praise. The lights going off is a/an SD. potential punisher. potential negative reinforcer. EO.
SD
The lights going off doesn’t change the reinforcing value of play time, but it does indicate that another behavior-sitting and working-will get reinforced. In other words, the availability of reinforcement for sitting quietly is “signaled” by the lights going off. More precisely, sitting quietly has been reinforced in the past in the presence of lights going off and it has not been reinforced in its absence. Therefore, it is a discriminative stimulus (SD).
To demonstrate an evocative effect of an EO,
similar rates must occur in the presence and absence of the EO.
differential rates must occur in the presence and absence of the EO.
the reinforcer must be made contingent upon the behavior and differential rates must occur in the presence and absence of the EO.
an SD must be present.
differential rates must occur in the presence and absence of the EO.
An EO is defined by its (a) alteration in reinforcing effectiveness, and (b) evocative properties. To show an EVOCATIVE EFFECT, there has to be a behavior change differential from when the EO is in effect to when it is not in effect. (Catania, 1998, pp. 25-26, 57-58, 388-389; Michael, 1993, pp. 57-64)
Alteration in reinforcing effectiveness is
evidenced by a change in rate between reinforcement and non-reinforcement conditions.
evidenced by a change in current frequency of the behavior as the reinforcer is systematically altered.
not one of the defining features of an EO.
evidenced by a change in current frequency alone.
evidenced by a change in frequency in a reinforcement condition vs. a non-reinforcement condition.
To demonstrate an alteration in reinforcing effectiveness (i.e., value-altering effect), there has to be change in the frequency of the behavior in the presence versus the absence of the EO, when a reinforcer is made contingent upon that behavior. This will enable evaluation of reinforcing effectiveness given the EO. Note that it is almost always the case that when you have an evocative effect, you also get a value-altering effect. (Catania, 1998, pp. 25-26, 57-58, 388-389; Cooper, Heron, & Heward, 2007, pp. 264-265; Michael, 1993, pp. 57-64)
In planning instruction, a teacher should consider the EO, SD, and reinforcer. SD, reinforcer, and S-Delta. SD and reinforcer. EO and SD.
EO, SD, and reinforcer.
It is important to identify the EO so that you know when the reinforcer will have value (i.e., be motivating). The SD lets the learner know when the behavior will be reinforced-i.e., under what stimulus conditions. Reinforcement is necessary to strengthen behavior. An S-Delta indicates when reinforcement is NOT available. (Catania, 1998, pp. 25-26, 57-58, 388-389; Cooper, Heron, & Heward, 2007, p. 377; Michael, 1993, pp. 57-64)
high rate of responding in the presence of an EO relative to its absence describes
the evocative effect of an EO.
the value-altering effect of a consequence.
the value-altering effect of an EO.
the evocative effect of an SD.
the evocative effect of an EO.
The evocative effect of an EO is demonstrated when the EO is in place and the behavior occurs at a higher rate compared to when the EO is not in place. (Catania, 1998, pp. 25-26, 57-58, 388-389; Michael, 1993, pp. 57-64)
In sessions of 20-trials each, where the student is praised for each correct response, the teacher finds that the child performs better at the beginning than at the end of the session. Which is likely correct?
Access to the EO has diminished the reinforcer.
The SD is no longer an EO.
The EO is no longer a reinforcer.
Access to the reinforcer has diminished the EO.
Access to the reinforcer has diminished the EO.
EOs aren’t reinforcers. They alter the reinforcing value of stimuli or events. One gains access to the reinforcer-not the EO. SDs only indicate availability of reinforcement. However, access to the reinforcer can diminish the EO. For example, eating reduces food deprivation as an EO. In this item, it is likely that praise diminished attention as a reinforcer. (Catania, 1998, pp. 25-26, 57-58, 388-389; Michael, 1993, pp. 57-64)