Chap 18 & 19 Imitation and Shaping

Question 1

Imitation

Answer 1

Must immediately follow the presentation of the model; the model and the behavior must have formal similarity; the model must be the controlling variable for an imitative behavior

Question 2

Model

Answer 2

Any physical movement that precedes (and evokes) imitative behavior

Question 3

Planned model

Answer 3

Pre-arranged or contrived antecedent stimuli that help learners acquire new skills, or shape up existing skills.

Question 4

Formal similarity

Answer 4

model and the behavior physically resemble each other and are in the same sense mode

Question 5

Prerequisite skills for imitation training

Answer 5

Staying seated; looking at teacher; keeping hands in lap; looking at objects

Question 6

Components of imitation training

Answer 6

Preassessment: present 3 models 3 times in random order to determine which one needs to be taught
Training: repeated presentation of one model; when learner responses to the model without prompting for 5 consecutive trials, post assessment
Post assessment: present 3 times each, 5 previously learned models and 5 models still in imitation training

Question 7

Guidelines for imitation training

Answer 7

1. Keep sessions active and brief
2. Reinforce prompted and imitative responses
3. Pair verbal praise and attention with tangible reinforcers
4. If progress breaks down, back up and move ahead slowly
5. Measure and record learner’s performance and review data
6. Fade out verbal response prompts and physical guidance

Question 8

Shaping

Answer 8

differentially reinforcing successive approximations toward a terminal behavior

Question 9

Terminal behavior

Answer 9

The end product of shaping

Question 10

Differential reinforcement

Answer 10

a procedure in which reinforcement is provided for responses that share a predetermined dimension or quality, and in which reinforcement is withheld for responses that do not demonstrate that quality

Question 11

If after the parent reinforced, “Pasta, please.” All of the following requests contained polite words, we could say that a new response class of “asking using polite words” had emerged. This emergence of a new response class is called

Answer 11

Response differentiation

Question 12

Successive approximations

Answer 12

gradually changing criterion for reinforcement during shaping results in a succession of new response classes

Question 13

Shaping teaches ____ behavior

Answer 13

New

Question 14

Limitations of shaping

Answer 14

1. Time-consuming
2. Progression toward terminal behavior is not always linear
3. Consistent monitoring of the learner is required
4. Shaping can be misapplied
5. Harmful behavior can be shaped

Question 15

Enhancing shaping

Answer 15

1. Pair with a discriminative stimulus
2. Physical guidance
3. Use an imitative prompt

Question 16

Steps in shaping

Answer 16

1. Select and define the terminal behavior
2. Determine the criterion for success
3. Analyze the response class to identify the approximations that might be emitted in the shaping sequence
4. Identify the first behavior to reinforce (behavior should already occur at some minimum frequency and should be a member of the targeted response class)
5. Eliminate interfering or extraneous stimuli
6. Proceed in gradual stages
7. Limit the number of approximations at each level
8. Continue to reinforce when terminal behavior is achieved