Chapter 19

Question 1

Class Expansion

Answer 1

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

Question 2

Class Merger

Answer 2

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

Question 3

Class-Specific Reinforcement

Answer 3

A match-to-sample procedure in which not only is the correct comparison choice conditional on the sample stimulus, but the type of consequence delivered is, too.

Question 4

Conditional Discrimination

Answer 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.

Question 5

Contextual Control

Answer 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.

Question 6

Derived Stimulus Relations

Answer 6

Responding indicating a relation (e.g., same as, opposite, different from, better than) between two or more stimuli that emerges as an indirect function of related instruction or experience. (Also called emergent stimulus relations.)

Question 7

Equivalence-Class Formation

Answer 7

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. (Sometimes called stimulus equivalence.)

Question 8

Equivalence Test

Answer 8

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

Question 9

Exclusion

Answer 9

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

Question 10

Higher-Order Operant Class

Answer 10

Behavior defined in terms of general relations between antecedents and responses, rather than in terms of specific stimulus and responses. Examples include generalized imitation, manding, instruction following, naming, and relational framing.

Question 11

Matching-to-Sample procedure

Answer 11

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 stimuli.

Question 12

Nodal Stimulus (Node)

Answer 12

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

Question 13

Reflexivity

Answer 13

The trained response of matching a stimulus to an identical stimulus and then matching the two stimuli in reverse without additional training. ( i.e., If A=A, then A=A)

Question 14

Simple Discrimination

Answer 14

Only one stimulus condition exerts control over a response.

Question 15

Simple-to-Complex Testing Protocol

Answer 15

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.

Question 16

Stimulus-Control Topographies

Answer 16

The qualitative differences among members of a functional stimulus class.

Question 17

Stimulus Equivalence

Answer 17

The emerging of accurate responding to untrained and nonreinforced stimulus-stimulus relations following the reinforcement of responses to some stimulus-stimulus relations.

Question 18

Symmetry

Answer 18

Symmetry is a two-way match or recognizing that two stimuli represent the same idea. If A=B then B=A.

Question 19

Training Structure

Answer 19

Dimension of a protocol arrangement when teaching multiple conditional discriminations.

Question 20

Transfer of Function

Answer 20

Occurs when teaching a new function for one member of an established equivalence class results in the same function holding for all members of the class.

Question 21

Transitivity

Answer 21

An emergent relationship that is produced when two other stimulus-stimulus relationships have been mastered. Specifically, when an individual is trained that A=B and B=C, the individual can state that A=C without being explicitly taught this third relationship.