Chapter 19

Question 1

a member is added to a demonstrated stimulus equivalence class as the result of teaching a new conditional discrimination.

Answer 1

Class expansion

Question 2

Independent equivalence classes are combined as the result of teaching a new but interrelated conditional discrimination.

Answer 2

Class Merger

Question 3

a match to sample procedure in which not only is the correct comparison choice conditional to the sample stimulus, but the type of consequence delivered is, too; class-specific consequences themselves become members of the equivalence class.

Answer 3

Class specific reinforcement

Question 4

performance in a match to sample procedure in which discrimination between the comparison stimuli is conditional on, or depends on, the sample stimulus present on each trial.

Answer 4

Conditional discrimination

Question 5

The situation or context in which a stimulus (or stimulus class) occurs determines its function. More specifically; a type of stimulus control requiring three levels of antecedent stimuli, such that the functions of the stimuli in a conditional discrimination vary depending on the context. Contextual control training requires a five-term contingency. It allows for the same stimuli to be members of more than one equivalence class, depending on the context.

Answer 5

Contextual control

Question 6

responding indicating a relation (same as, opposite, different from, better than) between two or more stimuli that emerges as an indirect function of related instruction or experience.

Answer 6

Derived stimulus relations

Question 7

• stimulus relations that are not taught directly but emerge as an indirect function of related instruction or experience.

Answer 7

Emergent stimulus relations

Question 8

the emergence of accurate responding to untrained and nonreinforced stimulus-stimulus relations following the reinforcement of responses to some stimulus- stimulus relations. Requires successful performance on three types of probe trials-reflexivity, symmetry, and transitivity- the absence of reinforcement.

Answer 8

Equivalence-class formation

Question 9

a probe for the emergence of untrained stimulus-stimulus relations that evaluates both symmetry and transitivity simultaneously.

Answer 9

Equivalence test

Question 10

• a procedure for building new arbitrary conditional discrimination based on the robust finding that learners will select a novel comparison stimulus over a known one in the presence of a novel sample.

Answer 10

Exclusion

Question 11

behavior defined in terms of general relations between antecedents and responses, rather than in terms of specific stimuli and responses; examples include, generalized imitation, manding, instruction following, naming and relation framing.

Answer 11

Higher-order operant class

Question 12

a discrete trial procedure for investigating conditional relations and stimulus equivalence. A matching to sample trial begins with the participant making a response that presents or reveals the sample stimulus; next, the sample stimulus may or may not be removed, and two or more comparison stimuli are presented. The participant then selects one of the comparison stimuli. Responses that select a comparison stimulus that matches the sample stimulus are reinforced, no reinforcement is provided for responses selecting the nonmatching comparison stimulus.

Answer 12

Matching-to-sample procedure-

Question 13

a stimulus set that must be held in common across a minimum of two conditional discriminations to provide a basis for all equivalence properties.

Answer 13

Nodal stimulus (node)-

Question 14

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 (ex A=A). Reflexivity would be demonstrated in the following matching to sample procedure: The sample stimulus is a picture of a tree, and the three comparison stimuli are a picture of a mouse, a picture of a cookie, and a duplicate picture of the tree used in the sample stimulus. The learner selects the picture of the tree without specific reinforcement in the past for making the tree picture to tree picture match.

Answer 14

Reflexivity

Question 15

Responding is under the control of a single antecedent stimulus condition, described by the thee term contingency SD  R  SR+.

Answer 15

Simple discrimination

Question 16

an arrangement in which types of stimulus equivalence probes are introduced sequentially, beginning with symmetry, followed by transitivity (if relevant) and then combined tests for equivalence.

Answer 16

Simple-to-complex testing protocol

Question 17

refers to two different forms of stimulus control that can result from a match to sample procedure involving one sample stimulus and two comparison stimuli; when presented with A1 as the sample, a participant can either select B1 (known as type S or select responding) or reject B2 (known as type R or reject responding).

Answer 17

Stimulus-control topographies

Question 18

the emergence of accurate responding to untrained and nonreinforced stimulus-stimulus relations following the reinforcement of responses to some stimulus-stimulus relations. Requires successful performances on three types of probe trials—reflexivity, symmetry and transitivity—in the absence of reinforcement.

Answer 18

Stimulus equivalence

Question 19

a type of stimulus-to-stimulus relationship on which the learner, without prior training or reinforcement for doing so, demonstrates the reversibility of matched sample and comparison stimuli (ex. If A = B, then B = A). Symmetry would be demonstrated in the following matching-to-sample procedure: The learner is taught, when presented with the spoken work CAR (sample stimulus A), to select a comparison picture of a car (comparison B). When presented with a picture of a car (sample stimulus B), without additional training or reinforcement, the learner selects the comparison spoken word CAR (comparison A).

Answer 19

Symmetry

Question 20

Refers to the dimension of procedural arrangements when teaching multiple conditional discriminations. Commonly used training structures include one-to-many training or sample-as-node training, many-to-one or comparison-as-node structure, and linear series training.

Answer 20

Training structure

Question 21

Describes derived stimulus-stimulus relations (ex. A = C) that emerge as a product of training two other stimulus-stimulus relations (A = B and B = C). Transitivity would be demonstrated if, after training, the following occurs: 1) If A(spoken word bicycle) = B (ex. Picture of a bicycle) and 2) B (the picture of a bicycle) = C (ex. The written word bicycle ) then 3) A (the spoken name bicycle) = C ( the written word bicycle).

Answer 21

Transitivity