Chapter 9- Unit 3 Flashcards Preview

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Flashcards in Chapter 9- Unit 3 Deck (11):
1

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

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2. What is an ABC assessment?

Identifying the antecedents and consequences of a behaviour hour( antecedents, behaviour and consequences)

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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)

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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.

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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

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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.

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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

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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

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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

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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.

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Give an example of how ignorance of stimulus discrimination training may lead parents or other caregivers to develop undesirable behaviour in s child or adult in their care.

A child banging his head on hard surfaces unless an adult held his hand. When the adult let go of his hand and moved away, the child started to hand his head again. The head banging only occurred when standing on a hard surface because an adult would quickly provide attention, which reinforced the behaviour