Concepts and Principles Flashcards
1
Q
Behavior can be exhibited by…
A
Living single-celled and complex organisms
2
Q
Most behavior can be classified…
A
o As overt vs. covert
o As operant vs. respondent
o By response class
3
Q
Definitions of behavior…
A
o Exclude states such as happy or sad
o Sometimes exclude covert behavior
o Often include only measurable and detectable behaviors
4
Q
Generally a response…
A
is a single behavior
5
Q
The definition of overt behaviors includes…
A
o A measurable change in the environment
o Movement of some part of the organism
o Displacement in space through time
6
Q
Stimulus events may be described by…
A
Where they occur temporally relative to the target behavior
7
Q
Stimuli
A
o Don’t necessarily influence behavior
o Affect the receptor systems of organisms
8
Q
Behavior
A
Involves the movement of muscles and glands
9
Q
A student had been reading for 20 minutes. They wear headphones and their favorite song comes on. What was the stimulus change associated with their change in behavior?
A
favorite song
10
Q
From a behavior analytic perspective, the environment consists of..
A
Stimulus conditions or events
11
Q
A man has been driving with his daughter in a car seat. In 20 minutes her starts a movie and hands her a juice box. The road winds and the daughter spits up. What was the stimulus change?
A
the change in terrain
12
Q
To get attention, an individual bites their own have on some occasions and hits people on others. Both behaviors…
A
o Are part of the same response class
o Probably strengthened by the same consequences
13
Q
Behaviors that may differ in topography bit are collectively strengthen or weakened by the same consequence form…
A
response class
14
Q
What are examples of behavior?
A
o Salivating in the presence of food
o Lifting a finger
o Winking
o Pupils constricting
o Sleep walking
15
Q
A set of behaviors that are strengthened or weakened as a result of the same consequence are called
A
response class
16
Q
What is an example of a stimulus?
A
o A movement by the organism itself
o A gradual change in temperature
o A response exhibited by another person
o Light that one could see, but too dim
o Pressure on right hand caused by left
17
Q
All stimuli in a class could exert control over behavior…
A
Due to a single common feature
18
Q
Which stimuli might be members of the same stimulus class?
A
o Stop sign, policeman controlling traffic, red traffic light
o Skittle, M&M, and correct
o Blue bat, airplane, and box
19
Q
A stimulus class is sometimes defined as …
A
A group of stimuli with one or more common properties, including temporal and formal properties
20
Q
Select the most objective description of an event
A
The forest sounds were too loud to speak at a conversational level.
21
Q
A stimulus is…
A
Any condition, event, or change in the physical world
22
Q
A stimulus class is generally defined as a group of stimuli that…
A
Have a common effect on a response class
23
Q
Generally, to have a neutral stimulus (NS) become a conditioned stimulus when
A
o The NS is paired with an unconditioned stimulus/response (US/
UR) or conditioned stimulus/response (CS/CR)
24
Q
Which are examples of respondent behavior?
A
o Blushing
o Increased heart rate
o Digesting food
25
What is an example of an unconditioned stimulus?
o A bright light in your eye
o Hot coffee on your tongue
o The sound of fingernails on a chalkboard
o The aroma of food
26
Respondent behavior
o Is under control of an antecedent
o Can sometimes be brought under operant control
o Is not amenable to shaping
27
Which of the following describes a respondent relationship?
Stimulus-Response (S-R)
28
The respondent conditioning process requires…
o An US that elicits an UR
o Pairing a NS with a US
o Absence of the NS when the US also is absent
29
A previously NS that elicits a behavior by being correlated with an US is…
a conditioned stimulus
30
Someone regularly arrives in a noisy truck bringing fresh donuts. You salivate when you hear the truck. The noise is…
a conditioned stimulus
31
What is an example of an unconditioned response?
o Shivering
o Increased heart rate
o A startle response
32
The presentation of a stimulus which elicits a response without prior conditioning is…
an unconditioned stimulus
33
A stimulus that has no effect on behavior is…
a neutral stimulus
34
An unconditioned response is elicited by…
an unconditioned stimulus
35
An unconditioned stimulus elicits
an unconditioned response
36
What is synonymous with respondent conditioning?
Pavlovian conditioning
37
When Lou, a young child, is denied access to tricycle because its being used by Parker, Lou cries and is aggressive to Parker. Lou’s crying is likely…
Both respondent and operant
38
A reflex is...
A response and its associated controlling stimulus
39
In operant conditioning, stimulus control is a function of…
Antecedent and consequent events
40
Escape...
o Occurs in a negative reinforcement procedure
o From and aversive setting can be avoided
o Increases the future probability of it recurring
o Results in the termination of an aversive stimulus
41
Operant relations are represented as…
Stimulus-Response-Stimulus (S-R-S)
42
Avoidance
Results in the aversive stimulus not being experienced
43
With negative reinforcement,
the individual escapes or avoids the aversive stimulation
44
A stimulus presented contingent upon a behavior that increases the future probability of the behavior is…
a positive reinforcer
45
A stimulus or event that is reinforcing without having to be conditioned is….
a primary reinforcer
46
For reinforcement to occur...
o The consequence must increase the future probability of the behavior
o There is an increase the future probability of the behavior
o A behavior must produce a consequence
o Increases in behavior are due to the consequence it produces
47
Operant behaviors are defined
Functionally by their effects on the environment
48
With positive reinforcement, a stimulus is…
Presented after a behavior and increases the future probability of the behavior
49
With negative reinforcement,
a stimulus is removed after a behavior and increases the future probability of the behavior
50
In operant conditioning, there is…
a correlation between a behavior and a consequence
51
Primary reinforcers
are not learned.
52
Arguing siblings are quieted (and remain quiet) by a parents reprimand. The reprimand serves as...
o For the siblings, Punishment
o For the parent, Negative reinforcement
53
Operant selection means that…
o Responses that produce reinforcing consequences become part of an individual's behavioral repertoire
54
What are examples of secondary reinforcers?
o Religion, fashion, jokes
o Money, words, voice
55
What are examples of primary reinforcers?
o Warmth, oxygen, sex
56
When a BTs graphing was corrected, the BT became upset. Regarding this episode, we can say from a behavioral perspective,
o Emotional outbursts may have been reinforced in the past
o Past criticism may have been paired with aversive consequences
o Its evidence of operant and respondent conditioning in the BTs history
o Putting on an emotional display may have been reinforced in the past
57
Clients at a group home stop talking and appear distressed when a particular staff enters. The clients responses to this person can be conceptualized as…
o Operant, because talking was punished
o Respondent because the staff is a conditioned aversive stimulus
58
A priority with a new client with an impaired social repertoire is to play with the client while providing unconditioned reinforcers such as bits of preferred food. Pairing smiles and positive comments with delivery of primary reinforcers is…
a respondent conditioning procedure
59
Teasing increases after the teacher begins reprimanding a student for each occurrence. This exemplifies…
positive reinforcement
60
Jay frequently plays with a particular toy. The toy is contingent upon chore completion. Jay says he doesn’t care for the toy. The contingency is removed. The toy…
may still be a reinforcement
61
Nonverbal students may put their hand over mouth or shake head No when offered non-preferred food. The person offering food takes it away. The student’s behavior is maintained by…
negative reinforcement
62
You find that moving in your seat can temporarily relieve back pain. Relief from pain serves as….
negative reinforcement
63
An US elicits an UR, but the UR may be transformed into an operant…
by following it with a reinforcing stimulus
64
A child requests a carrot from their mother and they get one. The keep requesting carrots. This exemplifies..
positive reinforcement
65
The quality of a reinforcer...
o refers to preference
o is independent of the magnitude
66
With respect to conditioning, a dependent relationship between 2 or more stimuli is
o A necessary condition for respondent conditioning
o A respondent contingency
o A relationship between antecedent stimuli
67
When 2 or more events are functionally related to each other they can be said to have a….
contingent relationship
68
When 2 or more events occur simultaneously, they can be said to have a…
contiguous relationship
69
Generalized reinforcer are minimally affected by satiation, and therefore can be delivered…
Frequently without compromising their potency
70
The preference for a reinforcer and the amount of a reinforcer are referred to respectively as the reinforcer’s…
quality and magnitude
71
An individual engages in escape maintained self injury. His teacher plans to teach him a functionally equivalent behavior of walking to a bulletin board, selecting an object that represents break and returning to the workstation with and then taking a break. You…
Maintain that is might not work due to the response effort required
72
A teacher takes away a point each time a student speaks out in class. This is an
operant contingency
73
The magnitude of a reinforcer pertains to...
o The duration of time for access
o Reinforcer rate
o The intensity of the reinforcer
74
A child is allowed to play with a ball when they repeat the word ball after a parent says the word. This is an
operant contingency
75
A dependent relationship between a response class and one ore more stimulus classes is a...
contingency
76
A dependent relationship between a response class and one ore more stimulus classes or between 2 or more stimulus is a...
contingency
77
A respondent contingency includes…
The probability of a stimulus given a stimulus
78
To maintain potent establishing operations (EO) for reinforcers, you may..
o Use generalized reinforcers
o Vary the properties of the reinforcer
79
Initial criteria for reinforcement should be set
So that the first responses are likely to contact reinforcement
80
The performance of learner with limited behavioral repertoires may be enhanced when target behaviors…
Produce direct access to reinforcers
81
Superstitious behavior is established by…
A contiguous relationship between the behavior and coincidental consequent events
82
To shift from contrived to naturally occurring reinforcers…
o Pair contrived with naturally occurring reinforcers
o Instructional programming should teach skill that are likely to produce naturally occurring reinforcers
83
The quantity of a reinforcer or frequency of delivery can reduce reinforcer effectiveness due to..
Satiation
84
Responding with a response to reinforcement delay can be taught by providing…
o An activity that will bridge the gap
o Providing verbal assurance during the delay
85
Specific praise often…
o Provides a rule for future behavior
o Places emphasis on the behavior
86
An empirically validated method of teaching with a response to reinforcement delay is to provide…
A short delay and then gradually increasing it
87
Labeled praise and descriptive praise
o Provide a reason for praising the behavior
o Specify the target behavior
o Are synonymous to specific praise
88
To maintain potent establishing operations (EO) for reinforcers, you may...
Give choice or allow natural deprivation
89
The EOs for generalize reinforcers can remain strong because…
Satiation on all reinforcers for which a generalized reinforcer could be exchanged is unlikely.
90
Naturally occurring reinforcement is…
Not delivered as part of a plan to change behavior
91
Reinforcers of lesser preference might be as effective as preferred reinforcers if they are…
Varied instead of constant
92
To maintain performance by not allowing a reinforcers establishing operation (EO) to diminish you could…
Include additional reinforcers and vary them
93
Satiation is associated with…
A reduction in responding because it is an abolishing operation (AO)
94
Contrived reinforcement is…
Delivered as part of a plan to change behavior
95
Generally, descriptive praise should be delivered...
with eye contact and enthusiasm
96
A token economy requirement of a classroom should include…
Contingent praise and attention for earning tokens
97
Descriptive praise often functions as a positive reinforcer for the behavior preceding it and as…
A rule for future behavior and reinforcement
98
Direct reinforcement contingencies yield...
immediate reinforcement
99
High-effort behavior requires more
Potent or frequent reinforcers
100
A student is off task and talks to peers in class. The student remains on-task when peers aren’t present. To improve classroom behavior, you should use…
A reinforcer with greater potency than peer attention
101
Allowing individual choice in academic tasks or other high-effort routines may have an effect on behavior similar to…
increasing reinforcer potency
102
For a person who does not have the verbal skills to formulate or follow rules…
Delayed delivery may not function as reinforcement
103
A behavior is likely the result of rule following if…
o Its frequency changes due to antecedents
o It occurs in the absence of an identifiable immediate consequence
o It increases substantially following a single instance of reinforcement
104
A benefit of using a generalized reinforcer is that it
o Minimally affected by satiation
o Not dependent on current MO
o Does not depend on deprivation
o Can be used to reinforce a wide range of behaviors
105
Allowing individual choice in academic tasks or routines generally
o Reduces disruptive behavior
o Increases appropriate behavior
106
What are examples of Premack Principle?
o Studying and then having ice cream
o Completing homework before social media
o Playing game when chores are completed
107
If Behavior B is used to reinforce Behavior A, then according to the response deprivation hypothesis, Behavior B must be…
A behavior that exists in the repertoire
108
*Behavior A is more probable than Behavior B during baseline. Restricting access to Behavior B, such that its rates relative top Behavior A are lower than in baseline, will make….
Contingent access to Behavior B an effective reinforcer for Behavior A
109
If an intervention is to use high-probability behavior to reinforce low probability behavior then the high-p behavior must occur at a rate…
Lower than it was in baseline
110
Completing activity A produces access to activity B. This contingency will only have a reinforcing effect on activity A when an individual is
Prevented from engaging in activity B
111
According to the Premack Principle, a
High probability behavior can be used to reinforce low probability behavior
112
The probability that a behavior will be reinforced
is determined according to the schedule of reinforcement
113
CRF is best for increasing or stabilizing behavior,
But intermittent is best for maintaining behavior change
114
For acquisition of new behaviors, during the early stages of training you should use which schedule of reinforcement?
Continuous Reinforcement (CRF)
115
Complex schedules of reinforcement include
o Conjunctive schedules
o Chain schedules
o Alternative schedules
116
Basic schedules of reinforcement include
o Fixed interval (FI)
o Fixed ratio (FR)
o Variable interval (VI)
o Variable ratio (VR)
117
A schedule in which reinforcement varies around a specific average number of responses is a
Variable ratio (VR)
118
Responding under which schedule of reinforcement is characterized by a high, steady rate, without a post reinforcement pause?
Variable ratio (VR)
119
Responding under which schedule of reinforcement is characterized by a constant, stable rate, without a post reinforcement pause?
Variable Interval (VI)
120
Reinforcement is provided following the first response after a period of time, where the duration of the time varies around a specific average is
Variable Interval (VI)
121
Responding under which schedule of reinforcement is characterized by a high, steady rate, with a post reinforcement pause?
Fixed Ratio (FR)
122
A schedule in which reinforcement is delivered after a set number of response is a
Fixed Ratio (FR)
123
Reinforcement provided following the first response after a set length of time is
Fixed Interval (FI)
124
Responding under which schedule of reinforcement is characterized by a post reinforcement pause and an increasing rate as the end of the interval approaches.
Fixed Interval (FI)
125
When a reinforcer is available for only a finite period of time at the end of a FI or VI schedule, the schedule has
a Limited Hold
126
Variable schedules of reinforcement are characterized by
Steady, continuous responding
127
In comparison to continuous reinforcement, behavior reinforced on an intermittent schedule generally
Is more resistant to extinction
128
To increase the rate of responding the fastest, use a
FR1
129
Which schedules of reinforcement is characterized by an increasing rate in responding as the end of the interval approaches?
Fixed Interval (FI)
130
For acquisition of new behaviors or strengthening weak behaviors, use a
FR1
131
Post reinforcement pauses occur with which schedules of reinforcement?
FR, FI
132
“Break and run” responding is characteristic of which schedule of reinforcement?
FR
133
A planned probability that a behavior will be reinforced
A schedule of reinforcement
134
Intermittent schedule of reinforcement means that
Some but not all responses are reinforced
135
Compound schedules of reinforcement include
o Sequences of simple schedules
o Simultaneous schedules
o FI combined with extinction
136
Continuous reinforcement (CRF) means that reinforcement is
Provided after each response
137
The matching law generally pertains to
VI, concurrent, and independent schedules
138
In behavior analysis, choice-making is
Demonstrated as the momentary distribution of responses to concurrent schedules of reinforcement
139
In behavior analysis, preference is
Demonstrated when an organism exhibits a pattern of responses
140
Under laboratory conditions, responses under concurrent VI schedules are characterized by
Occurrence in proportion to the respective rates of reinforcement
141
Under laboratory conditions, responses under concurrent Ratio schedules are characterized by
Almost exclusively to the richer schedule of reinforcement
142
Assuming all members of a response class require the same amount of effort, increasing the delay to reinforcement for a particular member of a response class will
Increase the frequency of other members of a response class for which reinforcement is not delayed
143
Assuming all members of a response class require the same amount of effort, increasing the rate of reinforcement for a particular response will
Decrease the frequency of other members of the response class
144
With respect to response allocation across concurrent schedules, choices are likely to be influenced by which aspect of reinforcement?
o Rate
o Immediacy of delivery
o Quality and quantity
145
The matching law predicts that for concurrent interval schedules, members of a response class will be exhibited…
in proportion to the relative rate of their consequences
146
When designing intervention to address problem behavior, the matching law can be helpful in understanding
Relative rate of problem vs. desired behavior
147
When behavior analysts cannot control the reinforcement that maintains a contingency-shaped problem behavior, they can set up a concurrent schedule for alternative behavior. The matching suggests the competing schedule should be…
o Interval based
o Variable
o Dense
148
Mom gives cookies 2x as much as dad
Mom will be asked almost all the time
149
Mom gives a cookie 3x per hour, dad gives a cookie 1x per hour.
Mom will be asked 3x more than dad
150
Punishment procedures may be clinically indicated when
o Treating sever/life threatening behavior
o Non-aversive intervention failed
o Reinforcers maintaining behavior cannot be controlled
151
Punishment has been shown to be more effective at reducing problem behavior when reinforcement is
o Provided for alternatives
o Withheld for problem behavior
o similar to the maintaining function
152
Reprimands should only be used if
The child normally receives attention for other behavior
153
Punishment should be administered
Immediately and consistently
154
Negative punishment involves
Contingent removal of reinforcement
155
Positive punishment should be administered
At highest intensity planned
156
Positive punishment involves
Contingent presentation of aversive stimuli
157
To make the application of punishment procedures more effective, a behavior analyst should
o Select functionally effective consequences
o Conduct a FBA to identify function
o Consistently reinforce acceptable alternatives
158
Just as reinforcers can lose their effect (satiation), punishers can lose their effect as the individual habituates to aversive stimulation. This effect can be overcome by
Varying the aversive stimuli
159
Especially at first, punishment should be administered on a
FR1
160
To improve the effectiveness of a timeout procedure, you can
o Role-play contingency
o Review the rules of conduct regularly
o Clearly communicate
161
Ethical considerations and procedural safeguards for using timeout include
o Obtaining approval and informed consent
o The procedure being supervised and closely monitored
o Informed consent from client/guardian
o Protecting individual/others from harm
o Individual right to be free from unnecessary/restrictive isolation
162
Timeout is probably not appropriate if
o Implementing it causes significant risk/harm
o Behavior is maintained by negative reinforcement
o Behavior is maintained by automatic reinforcement
163
When delivering a negative punishment, the authority figure should
be calm
164
Guidelines for the effective implementation of timeout include
o Consistency
o Requiring appropriate behavior before ending timeout
o Avoidance of explanations
165
Before using timeout,
o Define the problem behaviors
o Ensure an enriched environment
o Minimize reinforcement for problem behavior
166
For response cost and timeout procedures
Use the minimum time/cost found to be effective
167
Some research in applied settings shows that for timeout, overcorrection, and restraint
Shorter durations are as effective
168
When a child took cookies w/o permission, the mother sent child to timeout. This is an example of
Social mediated punishment
169
The child managed to open the cookie jar and obtain cookies. This is an example of
Automatic reinforcement
170
A child takes cookies w/o permission and the lid snaps their fingers. This is an example of
Automatic punishment
171
Reinforcement/punishment contingencies can be
o Automatic
o Social mediated
o Direct/indirect
172
Techniques to increase cooperation with the response cost procedure include
o Returning part of the fine for appropriate behavior
o Ignoring emotional outbursts
o Indicating the response cost fine
173
Indirect contingencies are those that are
Socially mediated through the effort of another person
174
Research in applied setting show that for the magnitude of response cost fines
Minimal fines are as effective as harsh fines
175
Guidelines for effective use of response cost include
o Avoid a zero balance of reinforcers
o Do not increase the fine
o Clearly communicate rules
176
Direct contingencies are those that are
Automatic and the result of the performers behavior
177
Practices that may contribute to the effectiveness of punishment procedures include
o Reducing the EO for the problem behavior
o Maintaining the overall level of reinforcement
o Using a variety of punishers
o Delivery of punisher early in the behavior chain
o Establishing a clear SD
178
A student is talking loudly during study time. The teacher yells at the student. The stimulus (yelling) could have multiple effects of…
o Reinforcing talking, functioning as a MO for escape/avoidance and eliciting emotional behavior
o Punishing studying, punishing loud talking, and evoking escape behavior
o Punishing talking, evoking escape/avoidance, and eliciting respondent behavior.
179
Behavior changes that result from the presentation or removal of an antecedent stimulus in the presence of which the behavior has produced functional consequences demonstrates…
Stimulus Control
180
Access to a reinforcing stimulus generally…
Decreases the EO for the stimulus and increases the future rate of the behavior.
181
A motivating operation...
That has an abative effect on one behavior may have an evocative effect on another behavior.
182
A simple discrimination is exemplified with…
o An SD, a behavior, and a reinforcer
o A three term contingency
o An SD for punishment, a behavior, and punisher
183
In a conditional discrimination, a response is reinforced….
In the presence of the SD only when other condition are met or other stimuli are present.
184
In a simple discrimination, a response is reinforced…
In the presence of an SD regardless of other stimuli.
185
A conditional discrimination may consist of…
o A conditional stimulus and a three term contingency
o A conditional stimulus, an SD for punishment, a behavior, and punisher
o A conditional stimulus, an SD, a behavior, and a reinforcer
186
To establish discrimination …
o Withhold reinforcement in the presence of S∆
o Deliver reinforcement in the presence of SD
o Withhold reinforcement in the absence of an SD
187
Stimulus Class
A group of stimuli that are similar in one or more dimensions (for example, they look or sound similar, they have a common effect on behavior, or they occur at similar times relative to the response).
188
Concept formation requires…
o Stimulus discrimination between stimulus classes
o A stimulus class whose members should all occasion the same response
o Stimulus generalization within a stimulus class
189
Teaching concepts is accomplished by…
o Differentially reinforcing responses to example of the concept
o Extinguishing responses to non-examples that are similar
o Selecting examples and non-examples that prevent extraneous features
o Teaching a set of rules that define features
190
When developing multiple-choice items to teach fine discriminations, make…
All incorrect options almost correct
191
In a match-to-sample format where discrimination is being taught, the sample stimulus
will share 1 common feature with a stimulus in the array.
192
Teaching a simple discrimination includes the necessary element or elements of…
o One behavior and 2 or more stimuli
o Reinforcement of a single response topography under particular stimulus conditions
o Extinction of a single response topography under particular stimulus conditions
193
Establishing precise discrimination control involves…
o Reinforcing responses to stimuli that have the critical features of the natural SD
o Withholding reinforcement for response to noncritical properties of the stimulus
o Withholding reinforcement for response to stimuli that do not have the critical features of the SD
194
A limited set of critical stimulus features. Stimulus discrimination procedures in practice usually involve reinforcing responses to stimuli that have …
The critical features of the natural SD
195
When cookies are cooling on the counter, taking one will be reinforced. If the child’s grandmother is in the kitchen, taking a cookie may be punished. The presence of the child’s grandmother is…
A conditional stimulus that signals the consequences
196
Discrimination is evident when…
o A particular behavior is more likely to occur in the presence of a SD and in the absence of S∆.
o A particular behavior occurs in the presence, but not in the absence of a particular stimulus or stimulus property
197
Stimulus generalization occurs when…
An established behavior occurs in a new situation.
198
Stimulus discrimination occurs when…
An established behavior occurs in one situation but not another
199
Stimulus discrimination can be broadly "described" as…
tighter stimulus control
200
Stimulus discrimination can be broadly "defined" as…
Restricting the range of stimuli that evoke a particular behavior
201
Response generalization occur when…
A new behavior produces the same effect as an established behavior
202
The power of discriminative stimuli derives from
o A learner’s history of reinforcement, punishment, and/or extinction when those stimuli have been presented.
o Differential reinforcement
o The consequences associated with those stimuli
203
A conditional discrimination is a discrimination in which reinforcement of a response to a stimulus is…
Conditional on the presence of one or more additional discriminative/antecedent stimuli
204
A conditional discrimination is…
4-term contingency
205
Stimulus generalization refers to responding…
o Under different conditions
o To critical stimulus properties while non-critical properties vary
o Under loose stimulus control
206
On a generalization gradient, the lowest response rates are associated with…
Stimuli that are several degrees different from the original stimulus
207
Generalization gradient is most similar to…
Stimulus change decrement
208
On a generalization gradient, the highest response rates are associated with…
the original stimulus (identical)
209
Response generalization refers to the occurrence of…
o Untrained topographical variations of a trained response
o Formal variations in behavior that contribute to shaping new behaviors
o Variations in behavior as a result of extinction
210
In a group therapy session held in the office, a child attained a rate of 8 interactions per hour, but this decreases to 3 per hour when the session is held elsewhere
There is a stimulus change decrement of 5
211
If discrimination exists with respect to a stimulus, this would be indicated on a generalization gradient by…
High response rates to the original stimulus and low response rates to dissimilar stimuli.
212
A stimulus change decrement occurs when a decrease in responding is due to…
a change in the SD
213
A slightly different behavior than the one that was taught is needed to achieve a task. If the new behavior occurs we call this…
Response Generalization
214
Rate of responding as a function of the variation of a property of a controlling stimulus describes a…
Generalization Gradient
215
Stimulus generalization occurs when a behavior is evoked by stimuli that are similar to an SD because they share similar…
physical properties
216
A stimulus generalization gradient refers to…
o A graphical display of a change in responding as a function of varying a property of the SD
o A reduction in responding as a function of responding in the presence of stimuli that are increasingly dissimilar to the SD.
o The spread of the functional effect of an SD to other stimuli
217
The x-axis of a stimulus generalization gradient represents…
The range of values over which a parameter of an SD changes
218
The y-axis of a stimulus generalization gradient represents…
The rate or amount of the target behavior
219
When a learner improving her performance under conditions different from those in which he original training occurred is called…
Stimulus Generalization
220
When an established behavior occurs in a new situation, this is most likely to indicate…
Stimulus Generalization
221
A child learns to write their name on a chalkboard. Later that child writes their name in the sandbox using their finger. This is an example of…
o Response generalization
o Stimulus generalization
o Setting/situation generalization
222
With respect to a particular behavior at a given time, the behavior-altering effect of an MO has…
o An evocative or abative effect
223
The value-altering effect of an MO
Could refer to an increase/decrease in the value of the reinforcer
224
MOs can be classified as
unconditioned (UMOs) or conditioned (CMOs)
225
An MOs value-altering effect influences the potency of a reinforcer and can be either an
establishing or abolishing effect; evocative or abative effect
226
When a new behavior produces the same effect as an established behavior, this is most likely to be …
Response Generalization
227
UMOs...
Increase/decrease the value of a primary reinforcement
228
“Value-altering” refers to the value of the…
reinforcer
229
An MOs behavior-altering effect could result in an increase/decrease in the…
Current frequency/duration/latency of behavior
230
An MO for punishment...
o Alters the effectiveness of something as a punisher
o Is an object, event, or stimulus
o Is an environment variable
231
Which of the following is a UMO for pain as a punisher?
an increase in pain
232
An MOs behavior-altering effect could result in an increase/decrease in the
Current frequency of behavior
233
A value-altering effect that decreases the value of a stimulus, object, or event as a reinforcer
is an abolishing operation
234
A value-altering effect that increases the value of a stimulus, object, or event as a reinforcer
is an establishing operation
235
The CMO-R is analogous to the
Discriminated avoidance procedure
236
When the speech therapist enters the room, the student with whom they would be working begins to tantrum, effectively delaying the onset of the therapy session. The speech therapist walking into the room…
CMO-R
237
CMOs...
o Result from a learning history
o Have value-altering effects
o Have behavior-altering effects
238
Which kind of CMO acquires its properties by altering the value of another stimulus?
transitive
239
Which kind of CMO acquires its properties by being paired with another MO?
surrogate
240
Which kind of CMO acquires its properties by systematically preceding worsening/improvement?
reflexive
241
A surrogate CMO would depend on what kind of relationship with an MO?
temporal
242
A discriminative stimulus
o Indicates the availability of reinforcement
o If absent, indicates that reinforcement is not available
o Informs the organism whether or not a response will result in reinforcement
243
A CMO-R associated with worsening…
is a stimulus, the removal of which is a conditioned reinforcer
244
Motivating operations
Alter the reinforcing value of an object, event, or stimulus
245
When there is an MO for a reinforcer, the evocative effect of the MO causes a behavior to be emitted. The form or topography of the behavior that is emitted must be…
A function of reinforcement history
246
MOs and SDs
o Evocative and abative effects
o Behavior-altering effects
247
The reinforcing effectiveness of a stimulus is determined by
the MO
248
The behavior-altering effects of the MO…
are evident by rate of responding
249
Consequences may have
Repertoire-altering effects
250
A rule...
o Establishes rule-breaking as an aversive motivating condition
o Is an EO
251
If behavior is controlled by the long-delayed outcomes it produces, those outcomes are likely to be...
o Probable and sizable
o Highly likely to occur
252
All behavior that repeats and is controlled by the outcomes it procures can be classified as…
Contingency-shaped and rule-governed behavior
253
Rule-governed behavior is primarily a function of the...
history of reinforcement with the rule-giver
254
Following a procedure step by step to successfully complete the task.
Rule-governed behavior
255
Performing a task fluently.
Contingency-shaped behavior
256
A type of long-delayed outcome that interferes with behavior control is that which is
o Small
o cumulative
o improbable
257
Behavior with a response to consequence delay of 30 seconds or more is likely
rule-governed behavior
258
Verbal behavior is defined by…
o The functional relation between the behavior and its controlling variables.
o The reinforcement through the mediation of another person
259
An echoic...
o Has point-to-point correspondence and formal similarity with the SD
260
Mands…
o are reinforced by a specified consequence
o may be influenced by the SD
o are under the control of the MO
o are maintained by acquiring the object/event manded
261
An intraverbal is a verbal operant…
o Where the stimulus is verbal
o Where the response does not have point to point correspondence
o That is reinforced by generalized reinforcement
o that is controlled by the SD
262
Tacting…
o is under the control of the features of an object/event, relation, or property
o makes references to the environment regardless of MO
o Is primarily controlled by a nonverbal object, event, relation, or property
263
Derived relations are relations between 2 or more stimuli that…
o Emerge without direct training
o Do not depend on physical similarities
o Affect behavior similarly
264
Which terms refer to a condition in which one stimulus could be substituted for a physically distinct stimulus and evoke similar responses?
o Stimulus-stimulus relation
o Derived relation
o Equivalence class
265
Stimulus-stimulus relations…
can be trained/derived
266
All stimuli within an equivalence class
evoke functionally similar responses
267
An equivalence class is a stimulus class that includes among its member stimuli…
all trained/derived relations
268
Matching an item to itself or an item to an identical item, is referred to as…
reflexivity
269
Which of the following are characteristics of equivalence class?
o When one member of the class through training, becomes discriminative for an operant response, other members of the class will also evoke that response
o When one member of the class is conditioned to elicit an emotional response, that function will transfer to other members of the class
270
When a learner, without training, can treat any 2 stimuli as equivalent because each of them is equivalent to a 3rd stimulus, this is called…
Transitivity
271
A symmetrical response occurs when a learner…
Reverses the direction of matching
272
Stimulus equivalence is evident when the learner demonstrates…
reflexivity, symmetry, and transitivity
273
A reflexive response occurs when the learner
matches identical stimuli
274
When a learner can reverse the direction of matching of originally trained non-identical pairs, this is called…
symmetry
275
A transitive response occurs when a learner…
matches 2 stimuli based on their relationship to a 3rd stimulus
276
A = A exemplifies...
Reflexivity
277
If A=B, then B=A. This relation exemplifies...
Symmetry
278
If A=B and B=C, then A=C. This relation exemplifies...
Transitivity
