Ch. 16-17

Question 1

Complex behavior that consists of three defining relations of reflexivity, symmetry, and transitivity.

Answer 1

equivalence class

Question 2

A type of stimulus-to-stimulus relation in which the learner, without any prior training or reinforcement for doing so, selects a comparison stimulus that is the same as the sample stimulus (e.g., A = A A = A ).

Answer 2

reflexivity

Question 3

A type of stimulus-to-stimulus relationship in which the learner, without prior training or reinforcement for doing so, demonstrates the reversibility of matched sample and comparison stimuli (e.g., if A = B A = B , then B = A B = A ).

Answer 3

symmetry

Question 4

Describes derived stimulus–stimulus relations (e.g., A = C A = C ) that emerge as a product of training two other stimulus–stimulus relations ( A = C and B = C ) ( A = C and B = C )

Answer 4

transitivity

Question 5

A functional but irrelevant discriminative stimulus , such as a “hint” or “reminder,” designed to set the occasion for a desired response.

Answer 5

prompt

Question 6

A formal, individualized instructional method that emphasizes rate building (fluency), charting of performance (celebration charting), designing and implementing teaching, and that reinforces the emission of each specific behavior under all the conditions in which it is expected to occur.

Answer 6

precision teaching