18 stimulus equivalence, matching law beCusp, Generative

Question 1

Train two things:

See word and match item,

Seaword and say word

Answer 1

For free you got:

See item and match item; see text and match item; see item and match text; Hear word and match item; Hear word and match text; Hear word and say word; See item and say word; see text and say word this what the hell oh no

Question 2

Describes the emergence of accurate responding to untrained and non-reinforced stimulus stimulus relations following the reinforcement of responses to some other stimulus stimulus relations

Answer 2

Stimulus equivalence

Question 3

1. Reflexivity
2. Symmetry
3. Transitivity

Answer 3

Three types of relations involved in stimulus equivalence

Question 4

A learner is showing a picture of a bicycle and three choice pictures of a car, and airplane, and a bicycle

……has occurred if the participant without training, select the bicycle from the three choice pictures

Answer 4

Example of reflexivity

Question 5

Demonstrated when the participant learns that the spoken word bicycle, sample stimulus A matches a comparison picture of the bicycle comparison b, and then without additional training or reinforcement the participant when presented with the picture of a bicycle, sample stimulus B, selects the comparison spoken word bicycle, comparison A

Answer 5

Example of symmetry

Question 6

If A , E.g., (spoken picture name, bicycle)= B (EG., The picture, bicycle), and….

B (The picture, bicycle) = C (Written word for the picture, bicycle) Then…

C, written word bicycle = A, spoken name bicycle, Emerges without additional instruction or reinforcement

Answer 6

Example Of transitivity

Question 7

A type of relation occurs when, in the absence of training and reinforcement, a response will select a stimulus that is matched to It’s self. A = A

Answer 7

Reflexivity

Question 8

A type of relation that occurs when after learning that letter A = B, the learner demonstrates that B = A in without direct training on that relationship

Answer 8

Symmetry

Question 9

A type of relation occurs when after learning that a = B and B= C, The learner demonstrates that letter a = C that emerges without direct training on that relationship

The final and critical test for equivalence

The combination of three prior untrained stimulus stimulus sequences

Answer 9

Transitivity

Question 10

Well designed curricular an instructional program to take it vantage of knowledge of how … Relationships are acquired

Learners affectively taught by such curricular are able to recombine a small set of previously learned relations into much larger repertoire of equivalent relations without specific training on the new relations

Answer 10

Stimulus equivalence

Question 11

Like Behavioral Contrast,

• It is descriptive not explanatory
• Empirical phenomenon
• Explanatory theory behind why we do this can be found in relational frame theory
• It’s suggest that stimulus equivalence occurs by virtue of multiple exemplar training and differential reinforcement of relational responding
•

Answer 11

Stimulus equivalents

Question 12

As indicated by the name, the derived relations are ones of sameness

In some way or other the stimuli share some similar property or feature

The organism react to them in similar manner is because of the derived relationship

Example: Traffic light

Answer 12

Stimulus equivalents

Question 13

Choice is equal to…

Answer 13

Concurrent schedules

Question 14

R1/R1 + R2 = SR1/SR1 + SR2

Answer 14

Matching law

Question 15

FI 1. Time allocation: 60

FI 2. Time allocation 30

Answer 15

Concurrent schedules

Question 16

rs/rs + rs

Answer 16

Relative frequency of reinforcement

Question 17

A procedure for investigating conditional relations.

Sample stimulus is presented in the Learning must match the appropriate corresponding stimuli to the sample stimulus

Then two or three other stimuli are added to the array of sample stimuli.

The responses that match the comparison stimuli to the sample stimuli are reinforced

Answer 17

Match to sample

Question 18

Side preference, guessing, mixing the order of the sample stimuli, mixing the order of the comparative stimuli

Answer 18

Match to sample considerations

Question 19

Building blocks:

Behavior analysts develop repertoire is for their clients by teaching skills in a specific order

Just like building a house, it is important to carefully create the foundation

… Are part of that foundation

Answer 19

Behavioral Cusps

Question 20

This change Refers to:

extent of the behavior changes they systematically enable

Systematically expose behavior to new cusps

Audiences view of whether these changes are important for the organism

Answer 20

…,”Beyond of the change it self…”

Behavioral cusp

Question 21

By using the steps, the behavior analyst can systematically select target behaviors and outcomes that are important to the consumer

When selecting a target behavior and outcomes, you should attend to whether the outcome will lead to:

Access to new reinforcers, Social validity, generative Ness, competition with inappropriate responses, number and importance of people involved

Answer 21

Behavior cusp

Question 22

Does target yield a whole New World for a consumer? Example pushing a button

Answer 22

Access to new reinforcers, behavioral cusp

Question 23

Some responses facilitate for the Learning by either:

being a prerequisite of a more complex response

Component of a more complex response

A deficit in any of these skills becomes a wall blocking progress

Teaching the skills to overcome these deficits is critical

Answer 23

Generativeness- Behavioral cusp

Question 24

If you select behavior that will become more efficient at obtaining the same consequence… It will show up. See matching law

Often when choosing decelerated of target behaviors, we should attend closely to a potential cost that may render it useless

Answer 24

Response competition

Question 25

Behavior that once learned, produces corresponding modification or covariations in other adaptive untrained behaviors

Answer 25

Pivotal behavior

Question 26

These all seem different but there is one thing they all have in common…

Answer 26

Deficiency

Question 27

Assembly line

Identifying and targeting Behavioral Cusps and Pivotal Behavior allow for more…

The faster that a person can develop a complex repertoire the better that Person will be able to adapt

Answer 27

Efficiency in learning

Question 28

The foundation of language and cognition?

Relation -

1. 30-year-old man (dad) is older than a four-year-old.
2. four-year-old is older than an infant
3. 30 year old is younger than a 60 year old
4. 60!year of (grandfather) is younger than his own father (Great grandfather)Room for a trade relations you get a bunch others

Answer 28

Relational frames

Question 29

Similar to stimulus equivalence

Stimulus equivalence cannot easily deal with the older/younger elation because they are not equivalent.

A different family of training

Answer 29

Relational frame theory

Question 30

Establish nine arbitrary contextual control

Use physically similar stimuli and reinforce some but not others in presence of our contextual cues

If we wanted to establish same/different relational frames…

Once you have taught the same/different with non-arbitrary, you use new stimuli

These could be a series of letters or nonsense words

Answer 30

Relational frame theory

Question 31

Reinforcer ID

Observational learning

Joint attention

Establishing MAND/TACT repertoires

Instructional control

Naming

Reading/spelling

Math

Syntax and grammar

Analogical reasoning

Perspective taking

Empathy

Self-directed rules

Flexible, intelligent, creative behavior

Answer 31

Some uses for RFT… Relational frame Theory