Chap 18 & 19 Imitation and Shaping Flashcards
Imitation
Must immediately follow the presentation of the model; the model and the behavior must have formal similarity; the model must be the controlling variable for an imitative behavior
Model
Any physical movement that precedes (and evokes) imitative behavior
Planned model
Pre-arranged or contrived antecedent stimuli that help learners acquire new skills, or shape up existing skills.
Formal similarity
model and the behavior physically resemble each other and are in the same sense mode
Prerequisite skills for imitation training
Staying seated; looking at teacher; keeping hands in lap; looking at objects
Components of imitation training
Preassessment: present 3 models 3 times in random order to determine which one needs to be taught
Training: repeated presentation of one model; when learner responses to the model without prompting for 5 consecutive trials, post assessment
Post assessment: present 3 times each, 5 previously learned models and 5 models still in imitation training
Guidelines for imitation training
- Keep sessions active and brief
- Reinforce prompted and imitative responses
- Pair verbal praise and attention with tangible reinforcers
- If progress breaks down, back up and move ahead slowly
- Measure and record learner’s performance and review data
- Fade out verbal response prompts and physical guidance
Shaping
differentially reinforcing successive approximations toward a terminal behavior
Terminal behavior
The end product of shaping
Differential reinforcement
a procedure in which reinforcement is provided for responses that share a predetermined dimension or quality, and in which reinforcement is withheld for responses that do not demonstrate that quality
If after the parent reinforced, “Pasta, please.” All of the following requests contained polite words, we could say that a new response class of “asking using polite words” had emerged. This emergence of a new response class is called
Response differentiation
Successive approximations
gradually changing criterion for reinforcement during shaping results in a succession of new response classes
Shaping teaches ____ behavior
New
Limitations of shaping
- Time-consuming
- Progression toward terminal behavior is not always linear
- Consistent monitoring of the learner is required
- Shaping can be misapplied
- Harmful behavior can be shaped
Enhancing shaping
- Pair with a discriminative stimulus
- Physical guidance
- Use an imitative prompt