Unit 4

Question 1

A(n) ________________________ stimulus is an observable stimulus that is present before the behavior occurs.

Answer 1

antecedent

Question 2

A(n) ________________________ is an observable stimulus change that happens after behavior occurs.

Answer 2

consequence

Question 3

The antecedent stimulus that controls (elicits) phylogenetic behavior is the ________________________ stimulus.

Answer 3

unconditioned (US)

Question 4

After Pavlovian learning is complete, the antecedent stimulus that controls (evokes) the conditioned response is the ________________________ stimulus.

Answer 4

conditioned (CS)

Question 5

Operant behavior that is systematically influenced (controlled) by antecedent stimuli is referred to as ________________________ operant behavior.

Answer 5

discriminated

Question 6

A(n) ________________________ is an antecedent stimulus that decreases a specific operant response because the individual has learned that when that stimulus is present, that response is likely to be punished.

Answer 6

SP

Question 7

A(n) ________________________ is an antecedent stimulus that evokes a specific operant response because the individual has learned that when this stimulus is present, that response is likely to be reinforced.

Answer 7

discriminative stimulus (SD)

Question 8

A(n) ________________________ is an antecedent stimulus that decreases a specific operant response because the individual has learned that when this stimulus is present, that response will not be reinforced (extinction).

Answer 8

S delta

Question 9

The relation between antecedent, behavior, and consequence is referred to as the ____________-____________ contingency.

Answer 9

three-term

Question 10

_______________ ______________ is a procedure in which an operant response is reinforced in the presence of an SD and extinguished in the presence of an SΔ.

Answer 10

discrimination training

Question 11

Discrimination training will be more effective if we teach the individual to make the response in the presence of the SD and to not make the response in the presence of the _________.

Answer 11

S delta

Question 12

In a brilliant demonstration of the effective use of _____________ _____________, APOPO has trained African pouched rats to detect landmines buried in the dirt.

Answer 12

discrimination training

Question 13

When APOPO teaches the rats to detect landmines, they reinforce digging in the dirt when TNT is present and extinguish digging when it occurs in landmine-free dirt. This training changes the function of the smell of TNT. Where previously the rats would largely ignore it, now it functions as a(n) _______ that reliably evokes the digging response.

Answer 13

SD

Question 14

____________________ occurs when a novel stimulus resembling the SD evokes the response, despite that response never having been reinforced in the presence of that novel stimulus.

Answer 14

generalization

Question 15

A(n) _______________ ________________ is a graph depicting increases in responding as the novel antecedent stimulus more closely resembles the SD.

Answer 15

generalization gradient

Question 16

Generalization gradients are typically _______-shaped.

Answer 16

bell

Question 17

When it is important to make fine discriminations, ______________________ ____________________ may be used to bring the behavior under tighter control of SD and SΔ stimuli.

Answer 17

discrimination training

Question 18

When it is important that a behavior acquired in a therapeutic setting (SD) also occurs in novel settings, behavior analysts will use tactics designed to promote ____________________.

Answer 18

generalization

Question 19

One of those generalization-promoting tactics is to teach the individual to engage in behaviors that will contact the _____________ contingencies of reinforcement.

Answer 19

natural

Question 20

A second generalization-promoting tactic is to train _______________. That is, teach the skill in multiple settings, with multiple teachers, and with a variety of reinforcers.

Answer 20

diversely

Question 21

The third generalization-promoting tactic is to arrange antecedent stimuli that will ________ (or remind) the individual to use their newly acquired skill in the novel setting.

Answer 21

cue

Question 22

A(n) ____________-____________ ___________ is a fixed sequence of operant responses, each evoked by a response-produced SD.

Answer 22

stimulus-response chain

Question 23

When behavior analysts develop a precise specification of the sequence of antecedents, responses, and consequences that comprise a stimulus-response chain, they are writing a _________ _________.

Answer 23

task analysis

Question 24

After the task analysis is written, the behavior analyst must decide the order in which to teach each response in the stimulus-response chain. If we begin by training the first response in the chain, and teach the remaining responses in the order they will be emitted, we are using the ______________ chaining technique.

Answer 24

forward

Question 25

If instead, we first train the individual to make the final link in the chain, and then add more links in reverse order, we are using the _____________ chaining technique.

Answer 25

backward

Question 26

When working with individuals with developmental disabilities, it is often the case that the desired response does not occur when it should – when the SD is presented. To facilitate the acquisition of the desired response, it is often useful to provide a ___________. That is, a stimulus that facilitates or guides the desired response when it is not happening under appropriate stimulus control.

Answer 26

prompt

Question 27

When prompts are used, it is important to gradually remove them as the individual is increasingly able to independently make the response under discriminative stimulus control. This gradual removing of prompts is called ___________.

Answer 27

fading

Question 28

Behavior analysts commonly use three kinds of prompts: ___________________, ___________________, and ___________________ prompts.

Answer 28

physical, stimulus, modeling

Question 29

Choice is defined as ______________ behavior occurring in a context in which ______________ behaviors are possible.

Answer 29

voluntary; alternative

Question 30

Choice is strongly influenced by four variables. On the lines below, list those four variables.

Answer 30

reinforcement, reinforcer size/quality, effort, delay

Question 31

In Herrnstein’s matching equation, BL and BR refer to ____________ allocated to the left and right choice alternatives, respectively.

Answer 31

behavior (responses)

Question 32

In Herrnstein’s matching equation, RL and RR refer to the rates of ____________ programmed on the left and right alternatives, respectively.

Answer 32

reinforcement

Question 33

The matching equation makes predictions about ____________ by specifying how behavior will be allocated between the alternative sources of reinforcement.

Answer 33

choice

Question 34

The matching equation makes accurate predictions about choice when the two alternatives arrange reinforcers that __________________ for one another.

Answer 34

substitute

Question 35

According to Herrnstein’s matching equation, there are two ways to increase B1. One way is to increase __________________. The other way is to decrease __________________.

Answer 35

R1, R2

Question 36

The matching equation also predicts how to decrease B2. One way is to decrease __________________. The other way is to increase __________________.

Answer 36

R2, R1

Question 37

This one will be a little more difficult. According to Herrnstein’s matching equation, there are two ways to increase B2. One way is to increase __________________. The other way is to decrease __________________.

Answer 37

R2, R1

Question 38

If you got the last one right, this one will be easy. According to Herrnstein’s matching equation, there are two ways to decrease B1. One way is to increase __________________. The other way is to decrease __________________.

Answer 38

R2, R1

Question 39

Where we choose to direct our __________________ also appears to be predicted by Herrnstein’s matching equation.

Answer 39

attention

Question 40

If we choose the smaller-sooner over the larger-later reward, we have made the _________________ choice.

Answer 40

impulsive

Question 41

If we choose the larger-later over the smaller-sooner reward, we have made the _________________ choice.

Answer 41

self-control

Question 42

When rewards are delayed, they lose some of their value. This devaluation of delayed rewards is called delay _________________.

Answer 42

discounting

Question 43

The shape of the delay-discounting function is _________________.

Answer 43

hyperbolic

Question 44

When the subjective (discounted) value of the larger-later reward exceeds the value of the smaller-sooner reward, the individual will make a(n) _________________ choice.

Answer 44

self-control

Question 45

There is a robust correlation between _________________ (steep/shallow) delay discounting and substance-use disorders.

Answer 45

steep

Question 46

It is easier to make a self-control choice when the smaller-sooner reward is not _________________ available.

Answer 46

immediately

Question 47

When using the _________________ strategy, the individual chooses the larger-later reward well before they encounter the temptations of an immediately available smaller-sooner reward. Importantly, this strategy requires that the decision-maker “lock in” their choice, so they do not change their mind later on, when the immediate temptation is encountered.

Answer 47

commitment

Question 48

When teaching children with language deficits to acquire new verbal operants, four techniques have proven useful. The first is that the individual needs to come into contact with the ___________________ ___________________. For example, if the individual is unaware that mom just said, “Simon says, say ‘moose,’” it will be impossible to make the correct echoic response.

Answer 48

antecedent stimulus

Question 49

The second useful technique when teaching verbal operants is _______________ and ________________. When the verbal response is not happening when it should, this can really help. Once the verbal response happens, it can be reinforced.

Answer 49

prompting; fading

Question 50

The third useful technique when teaching verbal operants is _________________. That is, reinforce the verbal response even if its form is not perfect. Over time, the teacher can reinforce successively closer approximations of the desired verbal response.

Answer 50

shaping

Question 51

The fourth useful technique when teaching verbal operants is to arrange an effective _______________. This is critical because these consequences are necessary for the acquisition, shaping, and maintenance of verbal behaviors.

Answer 51

reinforcer

Question 52

The characteristic of verbal behavior that makes it verbal is __________________ relational responding. For example, the auditory stimulus “book” is related, in many ways, as the same as a book.

Answer 52

symmetric

Question 53

It appears that the way in which we learn to relate verbal stimuli symmetrically is through __________________ _________________ training. That is, we are trained with many, many examples of how symmetrically relating verbal stimuli (e.g., “book”) with its referent (a book) is always reinforced. With enough training with new examples, it appears that humans begin symmetrically relating novel verbal stimuli, without explicit training with the novel stimuli.

Answer 53

multiple exemplar

Question 54

When an individual can relate three or more stimuli in all of the trained and untrained ways illustrated in Figure 14.3, they have demonstrated stimulus ________________. They behave as though all of the stimuli are, in many ways, the same.

Answer 54

equivalence

Question 55

The only species to unequivocally demonstrate stimulus equivalence is the ________________ species.

Answer 55

human

Question 56

Stimulus equivalence emerges developmentally as children acquire ______________.

Answer 56

language

Question 57

A verbal stimulus, like “dog” has a __________________ function if it evokes an emotional response, despite that verbal stimulus never having acquired a Pavlovian CS function.

Answer 57

psychological

Question 58

Behavior acquired and maintained by interacting with the contingencies of reinforcement alone is called _____________-______________ behavior.

Answer 58

contingency-shaped

Question 59

_________-__________ behavior describes behavior influenced by a verbal description of the operative three-term contingency (antecedent–behavior–consequence).

Answer 59

rule-governed

Question 60

______________ is defined as rule-following occurring because the instructions appear to correctly describe operant contingencies operating in the world.

Answer 60

tracking

Question 61

Rule-governed behavior occurring because of socially mediated consequences (positive or negative reinforcers) is called ____________________.

Answer 61

pliance

Question 62

A common belief among those suffering from anxiety and depression is that ____________ cause behavior. The ACT therapist will seek to undermine this rule that impairs healthy living and leads to human suffering.

Answer 62

thoughts

Question 63

Most psychologists approach therapy with the same belief as the client – that ____________ cause behavior and, therefore, we must find and replace problematic cognition.

Answer 63

thoughts

Question 64

The _________ ________ problem refers to our inability to suppress thinking of things that are verbally named. This symmetric relational responding, a behavior we acquired decades ago, can backfire if our thoughts are filled with verbal stimuli such as “sad,” “anxious,” or “unlovable.”

Answer 64

white bear

Question 65

ACT therapy is different than other approaches to psychotherapy. There is no attempt to replace bad thoughts with good thoughts. Instead, the therapist helps the client realize that unwanted ___________ are not incompatible with behaving in a values-driven way.

Answer 65

thoughts

Question 66

The “A” in ACT stands for __________________. This is the opposite of rejecting unwanted thoughts. It means approaching these thoughts, examining them flexibly, with a sense of curiosity.

Answer 66

acceptance

Question 67

ACT therapists help clients to identify their own personal __________; that is, qualities of behavior that may be continuously emitted without reaching an end-goal.

Answer 67

values

Question 68

The “C” in ACT stands for __________________. The ACT therapist helps the client identify ways in which they can walk a value-driven path, even when experiencing unwanted thoughts.

Answer 68

commitment