section 3

Question 1

GENERALIZATION VS. DISCRIMINATION

Answer 1

Generalization occurs when they make connections to other things- like seeing females and saying woman

Discrimination is when its narrowed- like seeing mommy and saying mommy but not saying mommy to all women

Question 2

2 types of generalization

Answer 2

stimulus generalization

response generalization (aka response induction)

Question 3

Stimulus generalization

Answer 3

the individual responds to something in the same way that resembles the original thing from which he/she learned

example- saying kitty to any animal with a tail
ex. you say whats up to all your friends

“a” or “A” is said a

Question 4

OVergenerlization

Answer 4

calling all women mommy

an inappropriate generalization

Question 5

response generalization

Answer 5

AKA response induction

effects of the intervention are expanded from the targeted response to a similar non-targeted response

the form of the response/behavior changes

draw a straight line- first attempt is crooked but reinforced- over time they draw straighter lines

Question 6

2 types of contengencies

Answer 6

naturally existing

contrived

Question 7

relevance of behavior rules

Answer 7

choosing behaviors that generate reinforcers after intervention ceases

Question 8

how to plan for generalization

Answer 8

1. select target behaviors that will meet with natural contingencies of reinforcement
2. specify all desired variations of the behavior and the situations in which it should/should not occur after instruction ended

Question 9

7 strategies to promote generalization

Answer 9

CLEMING

common stimuli
loosely train
exemplars
mediation
indiscriminable contingencies 
negative teaching examples
general case analysis

Question 10

what is common stimuli

Answer 10

program common stimuli
involves ensuring the same SD exist in both the instructional and generalization setting

practice making a purchase at the store- trying it at home with items that are similar to ensure success at the store

Question 11

loosely trains

Answer 11

expanding the heterogeneity of the SDs
so use a high voice then a low voice when you ask how are you
wearing hair up to teach one day and then hair down the next
that way they dont get to narrowly focused on noncritical stiumuls/stimulus control

Question 12

mediation

Answer 12

instruction of others to help maintain and generalize newly aquired behaviors
you MUST collaborate with others to maintain their progress after your services are terminated

so teach them to say hi at home and ensure they are saying hi at school

Question 13

indiscriminable contingencies

Answer 13

the client is not able to discriminate when their responses will be reinforced- thus high rates of behavior since they do not know when they will get reinforcement

Question 14

2 ways to create indiscriminable contingencies

Answer 14

intermittent schedules of reinforcement

delayed rewards

Question 15

negative teaching examples

Answer 15

telling client regarding setting, times, and conditions t which it is not appropriate to do that behavior

Question 16

general case analysis

Answer 16

AKA - general case study
make sure that you are teaching all the different stimulus variations and response variations that they could encounter

example- learning to use multipole laundry machines

Question 17

terminating successful interventions

Answer 17

one must systematically terminate successful interventions

assess it, how quickly did they get it, can they get to natural contingencies of reinforcement

mediators should have responsibility in the generalization process

Question 18

maintence

Answer 18

response maintenance

do they keep that skill over time?

example- riding your bike

Question 19

how to program for maintenance

Answer 19

use intermittent variable reinforcement with your client because this maintains the behavior

think VI and VR schedules of reinforcment

Question 20

verbal behavior

Answer 20

skinners book published in 1957

Skinner created verbal behavior

Question 21

private events

Answer 21

inside the skin
thoughts and feelings
only accessible to the one person

you are the only person who can feel your headache

Question 22

definition of verbal behavior

Answer 22

behavior that is reinforced through the mediation of another persons behavior

helps you get what you want

it is defined by the function of the response not the topography

any response an be verbal

need a speaker and a listener

ex. crying of babies, gestures, writing, spoken word, sign language

Question 23

form vs. function of behavior

Answer 23

both important

form- formal properties of language involve the topographies

function- effects of the response

Question 24

verbal operant

Answer 24

unit analysis in verbal behavior (mands, tacts, etc..)

MO/SD -> response -> consequence

Question 25

skinners 6 tyles of elementary verbal operants

Answer 25

EMITTT ``` Echoic mand intraverbal tact textual transcription ```

Question 26

Echoic

Answer 26

echo, verbal imitation controlled by the verbal discriminative stimulus (verbal SD) it produces generalized conditioned reinforcement (praise, attention) parent- bear child- bear parent great job its must have point-to point correspondence it must have formal similarity

Question 27

point to point correspondence

Answer 27

beginning, middle and end of the verbal stimulus math the beginning, middle and end of the response

Question 28

formal similarity

Answer 28

when the controlling antecedent stimulus and the response share the same sense mode and look physically the same both are visual , both are auditory, both are tactile

Question 29

echoic training

Answer 29

unvolves bring verbal responses under the functional control of the verbal SD that have point to point correspondence and formal similarity with the response use shaping hat match to sample say "H" "h-a" h-a-t" in the beginning use simple- 1 syllable words teach them systematically prompt levels- physical (may have to touch face)

Question 30

mand

Answer 30

I deMAND that $100 bill!!! verbal operant in which the speaker asks for, states, demands, implies, what they need wants controlled by MO's (not SDs) mands are the first verbal operants acquired by humans

Question 31

mand training

Answer 31

what is your clients motivation MO needs to be in effect during training control the access to it make sure its easy to deliver and remove the item item needs to be consistently strong - dont loose their effectiveness quickly client needs to prefer it words that involve a response form are already in their repertoire (echoic)

Question 32

complex mands

Answer 32

shape book then i want book then I want the book please

Question 33

2 types of mands

Answer 33

regular mand- things that can be reinforced extended mand- things we cant do like while driving yelling move your car

Question 34

2 types of extended mands

Answer 34

superstitious mand- saying come on to your car trying to get it start- then car starts magical mand- I wish... telling cat to make dinner

Question 35

intraverbal

Answer 35

answering a question does not match- does not have point to point correspondence produces generalized conditioned reinforcement allows person to talk about/think about things that are not present

Question 36

Intraverbal training

Answer 36

Make sure they have 50 mands and tact’s Use promoting, fading, chaining Fill in the blanks Use common animal sounds or objects Wh- questions Like what do you wear on your feet??

Question 37

Tact

Answer 37

Labeling objects, events, etc in the environment Controlled by non-verbal discriminative stimulus Produces generalized conditioned reinforcement (praise attention)

Question 38

Tact extensions

Answer 38

Aka extended tact’s There is not 1 name for one thing- there are many ways to describe the same thing

Question 39

4 totes of tact extension

Answer 39

SMMG Studying makes me grim Solistic extension Metaphorical extension Metonymic extension Generic extension

Question 40

Solistic extension

Answer 40

Poor use of language - slang Ex. You speak good instead of you speak well

Question 41

Metaphorical extension

Answer 41

Metaphors Ex. His heart is as black as coal

Question 42

Metonymical extension

Answer 42

Verbal responses to novel stimuli that share none of the relevant features of the original stimulus, but some irrelevant but related feature has acquired stimulus control Ex. Saying water when shown an empty cup Saying bag when shown an m and m

Question 43

Generic extension

Answer 43

The novel stimulus shares all of the relevant or defining features of the original stimulus Example- saying Krispy cream is closed when looking at a Dunkin doughnuts

Question 44

Textual

Answer 44

Reading written words Seeing written word pizza abs saying pizza

Question 45

Transcription

Answer 45

Taking dictation Like a court transcriber Hearing pillow and then writing word pillow

Question 46

Codic

Answer 46

Verbal Sd Point to point correspondence No formal similarity Example Jane reads her Braille book out loud

Question 47

Duplic

Answer 47

Verbal Sd Point to point correspondence Formal similarity “Duplicates” Imitating someone else’s sign

Question 48

Autoclitic

Answer 48

Verbal behaviors about ones own verbal behavior Example- I’m sure you’ll be please about the sale

Question 49

4 basic intermittent schedules

Answer 49

FR VR FI VI

Question 50

Fixed ratio

Answer 50

Constant, set criteria With a certain number of occurrences Ex fr4- reinforcement givens after every 4th CORRECT response Graph kind of looks like stairs

Question 51

Variable ratio

Answer 51

Strongest basic schedule of int reinforcement Changing variable criteria, with number of occurrences of the target behavior VR 4 Reinforcement is delivered after an average of every 4th CORRECT response Graph has a super fast and steep line

Question 52

Fixed interval

Answer 52

Constant set criteria with a specific amount of time elapses Fi5 Reinforcement s delivered after 1st correct response after 5 mins. Graph looks scalloped

Question 53

Variable interval

Answer 53

Changing variable criteria After specific amount of time elapses Ex. Pop quizzes VI 12 Reinforcement delivered after first CORRECT response after an average of 12 mins Graph is not steep- has steady rate of responding

Question 54

Thinning intermittent reinforcement

Answer 54

Aka schedule thinning Gradually increasing the response ratio or the duration of the time interval Vr4 to Vr6 thinning Vr6 to vr4 thickening

Question 55

Ratio strain

Answer 55

Result of abrupt increases in ratio requirements when moving from denser to thinner reinforcement schedules Going from Fr1 to Fr20 ratio strain in form of non compliance

Question 56

Limited hold

Answer 56

Is for a limited time Restriction placed on an interval schedule requiring that to be eligible for reinforcement the primed response must occur with a specified span of time following that interval Ex. FR5 with a LH 2 mins. Person must complete the 5. Tasks within two mins

Question 57

3 variations of basic intermittent schedules of reinforcement

Answer 57

HDL Heavy duty love DRH DRD DRL

Question 58

DRH

Answer 58

High rates of responding DRH helps to increase behavior that the individual displays too infrequently Ex. Attends 2 days of school but if he attends 4 days gets reinforcement

Question 59

DRD

Answer 59

Diminishing rates of responding Helps decrease behavior but not to eliminate it entirely Eat too fast- reinforcement given after only taking 10 bites of food in five mins

Question 60

DRL

Answer 60

Low rates of responding Uses an IRT to Identify the duration of time that occurs between two responses By increasing the IRR you lower the rate of responding Helps decrease behavior that the individual displays to frequently but not to eliminate it entirely Eat too fast- get reinforcement after taking 10 Sec pause

Question 61

Progressive schedules of reinforcement

Answer 61

A variation on basic INT schedules of reinforcement Systematically thins each successive reinforcement opportunity independent of the participants behavior Usually thinned to a breaking point when the participant stops responding

Question 62

7 compound schedules of reinforcement

Answer 62

CMCMTAC Concurrent schedule of reinforcement Multiple schedules of reinforcement Chained schedules of reinforcement. Mixed schedules of reinforcement Tandem schedules of reinforcement Alternate schedules of reinforcement Conjunctive schedules of reinforcement

Question 63

Concurrent schedules of reinforcement

Answer 63

Occurs when 2 or more contingencies of reinforcement operate independently and simultaneously for 2 or more behaviors Choice making They can choose between two behaviors We can study and get to watch tv for an hour or Not study and get to watch tv for 0 hours

Question 64

Matching law

Answer 64

Aka matching theory Description of a phenomenon according to which organisms match their response according to the proportion of payoff during choice situations. Given two concurrently available behaviors, we will choose to engage in the behavior that has the highest rate of reinforcement

Question 65

Multiple schedules of reinforcement

Answer 65

Present 2 or more basic schedules of reinforcement in an alternating usually random sequence for only one or more behaviors Occur successively abs independently I do math with teacher on a VR5 I do math with tutor on a VI 2 I will know my reinforcement based on the Sd of my teacher or tutor

Question 66

Chained schedules of reinforcement

Answer 66

Has 2 or more basic schedule requirements that occur successively abs has an Sd correlated with each independent schedule with one or more behaviors Occur in a specific order Chain of getting gas- all steps required completion in a specific order and must be complete in 10 mins to earn reinforcement

Question 67

Mixed schedules of reinforcement

Answer 67

Identical to multiple schedules except the mixed schedule has no Sd correlated with the independent schedules Due to no Sd the individual is not sure what schedule is in effect at any given time

Question 68

Tandem schedules of reinforcement

Answer 68

Similar to chained schedules except the tandem schedule does not use an Sd An in signaled chain FI 1 FR5 Reinforcement occurs after, first, one min goes by and then the person starts to respond- then their 5th correct response is when they get reinforcement

Question 69

Alternate schedules of reinforcement

Answer 69

Provides reinforcement when the requirements of either a ratio or inter weak schedule is met- regardless of which of the component schedules requirements is met first Reinforcement is given whenever either of these two conditions are met - 50 correct responses or first correct response after an elapse of 5 mins

Question 70

Conjunctive schedules of reinforcement

Answer 70

Provides reinforcement when the completion of the response requirements for both a ratio and interval schedule have been met When you do both 2 mins have elapsed abs 50 correct responses have been made

Question 71

Adjunctive behaviors

Answer 71

Aka schedule induced behaviors Behaviors that are brought about by schedules of reinforcement during times when reinforcement is unlikely to be delivered Time filling- doodling, smoking, drinking, etc