BEH 5023 Flashcards
Concurrent ratio schedules result in ________
exclusive responding for the option with the highest payoff (lowest ratio requirement)
Concurrent fixed interval schedules result in ________
most responding on the shorter FI schedule with occasional responses on the longer FI schedule
Concurrent variable interval schedules results in _______
responding sensitive to the rate of reinforcement on each schedule
On concurrent ____ schedules, the changeover response is often reinforced, generating 50/50 responding (concurrent superstition)
VI VI
Generally, bx change is more effective when ____ schedules are used
VI
A stimulus or event that has the effect of increasing or maintaining the rate of the response based on a conditioning history
conditioned reinforcer
A biologically relevant stimulus or event that has a reinforcing effect without any conditioning history
unconditioned reinforcer
Two or more simple schedules, each of which is presented sequentially and is signaled by an arbitrary stimulus. Only the final response in the chain produces an unconditioned reinforcer.
Chain schedule
Two or more simple schedules presented sequentially without unique Sds and ending with unconditioned reinforcement of the response
tandem schedule
State the difference between mixed and tandem schedules
Tandem - SR+ presented at the end of the sequence
Mixed - SR+ is presented after each component of the schedule is completed
List 3 determinants of conditioned reinforcement:
- F___________
- V___________
- D__________
- frequency of primary reinforcement
- variability of primary reinforcement
- delay to primary reinforcement
Two or more chain schedules presented simultaneously
Concurrent chains schedule
A special type of stimulus control where the Sd is a bx of an individual and the target response is topographically similar to the Sd
Correspondence relations
An imitative response that occurs some time after the model has been removed
Delayed imitation
Operant principles of discrimination and generalization can produce a stimulus class of modeled actions and a response class of imitative actions
generalized imitation
Learning that imitation is reinforced in some contexts (when the model was rewarded), but not in others (when the model was punished)
Differential imitation
Verbal responses that describe the operating contingencies of reinforcement such as rules, instructions, advice, and laws
contingency-specifying stimuli
When a listener’s (reader’s) performance is regulated by contingency-specifying stimuli
rule-governed bx
An operant that precedes some other response (such as setting an alarm)
precurrent bx
A major function of precurrent bx is the _________ ______ _________
construction of Sds
Contingency-shaped behavior is controlled by _______ ________ rather than _______ _______
operating contingencies, verbal rules
Rules are a type of ______, so the controlling reinforcers are ______ _______ with rule following
Sd, past experience
Stimuli/events that alter the function of other stimuli and, thereby, the strength of relations among these stimuli and behavior
Function-altering events
Instructions can be ______ _______ events by establishing Sds and increasing the probability of certain responses
function-altering
Two verbal stimuli exert stimulus control over a common verbal topography
Joint control
The performance of a speaker and the environmental conditions that establish and maintain such performance
verbal behavior
Verbal behavior - The performance of a ________ and the _________ _________ that establish and maintain such performance
speaker, environmental conditions
Verbal behavior is concerned with the _______ of words
function
_________ evolution, not ________ evolution, accounts for changes in verbal behavior
cultural, biological
Linguists describe language in terms of ______, ______, and _______
vocabulary, syntax, meaning
Within- and between-species cooperation came _______ the development of the vocal tract
before
Verbal bx _______ on the listener, reader, or observer, who ________ arranges for reinforcement of the verbal performance in a particular setting
operates, indirectly
The consequences of verbal bx are ________ by the actions of others
mediated
The customary ways that a group of people reinforce the bx of a speaker
verbal community
Verbal bx is established and maintained by the _______ ________ of the community and these practices change based on ______ _______
reinforcing practices, cultural evolution
The verbal community reinforces us when our bx _______ with other aspects of the environment
corresponds
Linguists say we ______ and ______ meaning with syntax and semantics
encode, decode
Saying “I worked really hard” to explain an exemplary performance, but “The audience was tough” to explain a poor performance
self-serving bias
A class of verbal operants whose form is regulated by EOs
manding
A class of verbal operants whose form is regulated by nonverbal Sds and maintained by generalized conditioned reinforcement
tacting
The idea that the development and maintenance of two or more operant classes are unrelated
functional independence
Whenever an event or stimulus is required to complete a bx chain, withholding the event will establish it as a reinforcer for operant bx
blocked-response CEO
Lamarre and _______ (1985) demonstrated functional independence of tacting and manding
Holland (“on the left/right”)
A class of verbal operants regulated by verbal discriminative stimuli
intraverbal
Occurs when there is (1) point-to-point correspondence between the stimulus and response and (2) when the response is in the same modality as the stimulus (formal similarity)
echoic bx
A class of verbal operants regulated by verbal stimuli where there is correspondence between the stimulus and response, but no formal similarity
textual
A form of verbal bx that modifies the consequence produced by other verbal responses
autoclitic relations
List 5 classes of autoclitic relations:
- d_________
- q_________
- q_________
- m_________
- r__________
Descriptive – describe emotions and circumstances (I doubt, I’m sorry to say, I’m happy to announce)
Qualifying – provide evaluative dimensions (He is like a bear, but cuddly, not mean)
Quantifying – provide quantitative dimensions (all dogs are amazing)
Manipulative – direct the listener to arrange or relate their reactions to the verbal response in a particular way. They may be viewed as a type of autoclitic mand.
Relational – provides relationship variables ( the ones above a 5 are good, the rest are not)
Petersdottir (2005) used 4 step assembly tasks to test functional independence of mands and tacts and found…
after mand training, all children emitted tact responses
Hall & Sundberg (1987) used the ________ to teach manding by deaf subjects
blocked response CEO - taught chains and then removed a needed item
Savage-Rumbaugh (1984) studied manding and tacting in _______
chimps
