Flashcards in Chapter 9- Unit 3 Deck (11):
What is a stimulus? Give two examples that are no from the text?
A stimulus are people, objects, and events currently present in ones immediate surrounding that impinge in ones sense receptors and that can affect behaviour
- ex. Dog and chair
2. What is an ABC assessment?
Identifying the antecedents and consequences of a behaviour hour( antecedents, behaviour and consequences)
6. Define S^triangle and ice an example that isn’t in this chapter. Identify both the S delta and be response in the example.
A cue that a particular response won’t be reinforced, it won’t pay off.
- ex. Janice wants a cupcake, but reads a sign that says “cupcakes sold out” (S^trinagle), she will not wait in the bakery line, but leave (response)
8. Give an example ( not from this chapter) of a stimulus that is an S^D for one behaviour and an S delta for a different behaviour.
Seeing a “we floor” sign is a S^D for walking slowly and an S delta for running.
9. Describe the stimulus discrimination training procedure and give an example that isn’t in this chapter
The procedure of reinforcing a r Sponsering in the presence of an S ^ D and extinguishing that response in the presence of an S^ triangle.
Ex. A child learning language may speak Spanish when he sees a Hispanic person but not speak I. English when he sees a non Hispanic person
13. What do we mean by common- element stimulus class? By conceptual behaviour? Give an example of each that is not in this chapter.
CES: a set of stimuli, all of which have one or more physical characteristics in common
- ex. A bike- have 2 wheels, handle bars, a front. Take abs a rear brake fears
CB: when an organism makes the same response to a group of discriminably different label different objects
- ex. A child who responds to dot to different examples of dogs.
15. What do we mean by stimulus equivalence class? Give an example not in this chapter.
A see if completely dissimilar stimuli that an individual learned to group or match together Or respond to in the same way.
-ex. Cat: chat, Garfield, a picture id a car
16. What is primary distinction between the stimulus generalization involving common-element stimulus classes and stimulus generalization involving stimulus equivalence classes?
Stimulus generalization with stimulus common-element class:
- involves a set of stimuli that have some physical characteristic in common
- ex. House with green shutters and a girl with green socks
Stimulus generalization with equivalence class:
- occurs when we have learned that the stimulus are members of an equivalence class
- a set of completely dissimilar stimuli that an individual had. Even trained to match together
- ex. The words “mutt”, “pooch” and even a picture of a dog
- functionally equivalent in sense the control the same response
20. What is contingency? Give an example not in the text.
An arrangement of reinforcement or punishment to occur when a specific response occurs on a given schedule in a given situation
- ex. If you push a button in a drink machine a drink comes out
23. Distinguish between rule governed and contingency shaped behaviour: give examples not in the text.
RGB: behaviour that is controlled by the statement of a rule
- parent tells child that you are allowed to go out on a Saturday night if you vacuum your room every Friday
CBS: behaviour that develops because of its immediate consequences through trial an error
- ex. Mikes farting in front of his friends vs parents.