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ABA > Concepts and Principles > Flashcards

Concepts and Principles Flashcards

1
Q

Behavior can be exhibited by…

A

Living single-celled and complex organisms

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2
Q

Most behavior can be classified…

A

o As overt vs. covert
o As operant vs. respondent
o By response class

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3
Q

Definitions of behavior…

A

o Exclude states such as happy or sad
o Sometimes exclude covert behavior
o Often include only measurable and detectable behaviors

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4
Q

Generally a response…

A

is a single behavior

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5
Q

The definition of overt behaviors includes…

A

o A measurable change in the environment
o Movement of some part of the organism
o Displacement in space through time

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6
Q

Stimulus events may be described by…

A

Where they occur temporally relative to the target behavior

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7
Q

Stimuli

A

o Don’t necessarily influence behavior
o Affect the receptor systems of organisms

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8
Q

Behavior

A

Involves the movement of muscles and glands

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9
Q

A student had been reading for 20 minutes. They wear headphones and their favorite song comes on. What was the stimulus change associated with their change in behavior?

A

favorite song

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10
Q

From a behavior analytic perspective, the environment consists of..

A

Stimulus conditions or events

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11
Q

A man has been driving with his daughter in a car seat. In 20 minutes her starts a movie and hands her a juice box. The road winds and the daughter spits up. What was the stimulus change?

A

the change in terrain

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12
Q

To get attention, an individual bites their own have on some occasions and hits people on others. Both behaviors…

A

o Are part of the same response class
o Probably strengthened by the same consequences

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13
Q

Behaviors that may differ in topography bit are collectively strengthen or weakened by the same consequence form…

A

response class

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14
Q

What are examples of behavior?

A

o Salivating in the presence of food
o Lifting a finger
o Winking
o Pupils constricting
o Sleep walking

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15
Q

A set of behaviors that are strengthened or weakened as a result of the same consequence are called

A

response class

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16
Q

What is an example of a stimulus?

A

o A movement by the organism itself
o A gradual change in temperature
o A response exhibited by another person
o Light that one could see, but too dim
o Pressure on right hand caused by left

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17
Q

All stimuli in a class could exert control over behavior…

A

Due to a single common feature

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18
Q

Which stimuli might be members of the same stimulus class?

A

o Stop sign, policeman controlling traffic, red traffic light
o Skittle, M&M, and correct
o Blue bat, airplane, and box

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19
Q

A stimulus class is sometimes defined as …

A

A group of stimuli with one or more common properties, including temporal and formal properties

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20
Q

Select the most objective description of an event

A

The forest sounds were too loud to speak at a conversational level.

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21
Q

A stimulus is…

A

Any condition, event, or change in the physical world

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22
Q

A stimulus class is generally defined as a group of stimuli that…

A

Have a common effect on a response class

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23
Q

Generally, to have a neutral stimulus (NS) become a conditioned stimulus when

A

o The NS is paired with an unconditioned stimulus/response (US/
UR) or conditioned stimulus/response (CS/CR)

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24
Q

Which are examples of respondent behavior?

A

o Blushing
o Increased heart rate
o Digesting food

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25
Q

What is an example of an unconditioned stimulus?

A

o A bright light in your eye
o Hot coffee on your tongue
o The sound of fingernails on a chalkboard
o The aroma of food

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26
Q

Respondent behavior

A

o Is under control of an antecedent
o Can sometimes be brought under operant control
o Is not amenable to shaping

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27
Q

Which of the following describes a respondent relationship?

A

Stimulus-Response (S-R)

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28
Q

The respondent conditioning process requires…

A

o An US that elicits an UR
o Pairing a NS with a US
o Absence of the NS when the US also is absent

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29
Q

A previously NS that elicits a behavior by being correlated with an US is…

A

a conditioned stimulus

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30
Q

Someone regularly arrives in a noisy truck bringing fresh donuts. You salivate when you hear the truck. The noise is…

A

a conditioned stimulus

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31
Q

What is an example of an unconditioned response?

A

o Shivering
o Increased heart rate
o A startle response

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32
Q

The presentation of a stimulus which elicits a response without prior conditioning is…

A

an unconditioned stimulus

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33
Q

A stimulus that has no effect on behavior is…

A

a neutral stimulus

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34
Q

An unconditioned response is elicited by…

A

an unconditioned stimulus

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35
Q

An unconditioned stimulus elicits

A

an unconditioned response

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36
Q

What is synonymous with respondent conditioning?

A

Pavlovian conditioning

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37
Q

When Lou, a young child, is denied access to tricycle because its being used by Parker, Lou cries and is aggressive to Parker. Lou’s crying is likely…

A

Both respondent and operant

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38
Q

A reflex is…

A

A response and its associated controlling stimulus

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39
Q

In operant conditioning, stimulus control is a function of…

A

Antecedent and consequent events

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40
Q

Escape…

A

o Occurs in a negative reinforcement procedure
o From and aversive setting can be avoided
o Increases the future probability of it recurring
o Results in the termination of an aversive stimulus

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41
Q

Operant relations are represented as…

A

Stimulus-Response-Stimulus (S-R-S)

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42
Q

Avoidance

A

Results in the aversive stimulus not being experienced

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43
Q

With negative reinforcement,

A

the individual escapes or avoids the aversive stimulation

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44
Q

A stimulus presented contingent upon a behavior that increases the future probability of the behavior is…

A

a positive reinforcer

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45
Q

A stimulus or event that is reinforcing without having to be conditioned is….

A

a primary reinforcer

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46
Q

For reinforcement to occur…

A

o The consequence must increase the future probability of the behavior
o There is an increase the future probability of the behavior
o A behavior must produce a consequence
o Increases in behavior are due to the consequence it produces

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47
Q

Operant behaviors are defined

A

Functionally by their effects on the environment

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48
Q

With positive reinforcement, a stimulus is…

A

Presented after a behavior and increases the future probability of the behavior

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49
Q

With negative reinforcement,

A

a stimulus is removed after a behavior and increases the future probability of the behavior

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50
Q

In operant conditioning, there is…

A

a correlation between a behavior and a consequence

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51
Q

Primary reinforcers

A

are not learned.

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52
Q

Arguing siblings are quieted (and remain quiet) by a parents reprimand. The reprimand serves as…

A

o For the siblings, Punishment
o For the parent, Negative reinforcement

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53
Q

Operant selection means that…

A

o Responses that produce reinforcing consequences become part of an individual’s behavioral repertoire

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54
Q

What are examples of secondary reinforcers?

A

o Religion, fashion, jokes
o Money, words, voice

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55
Q

What are examples of primary reinforcers?

A

o Warmth, oxygen, sex

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56
Q

When a BTs graphing was corrected, the BT became upset. Regarding this episode, we can say from a behavioral perspective,

A

o Emotional outbursts may have been reinforced in the past
o Past criticism may have been paired with aversive consequences
o Its evidence of operant and respondent conditioning in the BTs history
o Putting on an emotional display may have been reinforced in the past

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57
Q

Clients at a group home stop talking and appear distressed when a particular staff enters. The clients responses to this person can be conceptualized as…

A

o Operant, because talking was punished
o Respondent because the staff is a conditioned aversive stimulus

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58
Q

A priority with a new client with an impaired social repertoire is to play with the client while providing unconditioned reinforcers such as bits of preferred food. Pairing smiles and positive comments with delivery of primary reinforcers is…

A

a respondent conditioning procedure

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59
Q

Teasing increases after the teacher begins reprimanding a student for each occurrence. This exemplifies…

A

positive reinforcement

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60
Q

Jay frequently plays with a particular toy. The toy is contingent upon chore completion. Jay says he doesn’t care for the toy. The contingency is removed. The toy…

A

may still be a reinforcement

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61
Q

Nonverbal students may put their hand over mouth or shake head No when offered non-preferred food. The person offering food takes it away. The student’s behavior is maintained by…

A

negative reinforcement

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62
Q

You find that moving in your seat can temporarily relieve back pain. Relief from pain serves as….

A

negative reinforcement

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63
Q

An US elicits an UR, but the UR may be transformed into an operant…

A

by following it with a reinforcing stimulus

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64
Q

A child requests a carrot from their mother and they get one. The keep requesting carrots. This exemplifies..

A

positive reinforcement

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65
Q

The quality of a reinforcer…

A

o refers to preference
o is independent of the magnitude

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66
Q

With respect to conditioning, a dependent relationship between 2 or more stimuli is

A

o A necessary condition for respondent conditioning
o A respondent contingency
o A relationship between antecedent stimuli

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67
Q

When 2 or more events are functionally related to each other they can be said to have a….

A

contingent relationship

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68
Q

When 2 or more events occur simultaneously, they can be said to have a…

A

contiguous relationship

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69
Q

Generalized reinforcer are minimally affected by satiation, and therefore can be delivered…

A

Frequently without compromising their potency

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70
Q

The preference for a reinforcer and the amount of a reinforcer are referred to respectively as the reinforcer’s…

A

quality and magnitude

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71
Q

An individual engages in escape maintained self injury. His teacher plans to teach him a functionally equivalent behavior of walking to a bulletin board, selecting an object that represents break and returning to the workstation with and then taking a break. You…

A

Maintain that is might not work due to the response effort required

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72
Q

A teacher takes away a point each time a student speaks out in class. This is an

A

operant contingency

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73
Q

The magnitude of a reinforcer pertains to…

A

o The duration of time for access
o Reinforcer rate
o The intensity of the reinforcer

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74
Q

A child is allowed to play with a ball when they repeat the word ball after a parent says the word. This is an

A

operant contingency

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75
Q

A dependent relationship between a response class and one ore more stimulus classes is a…

A

contingency

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76
Q

A dependent relationship between a response class and one ore more stimulus classes or between 2 or more stimulus is a…

A

contingency

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77
Q

A respondent contingency includes…

A

The probability of a stimulus given a stimulus

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78
Q

To maintain potent establishing operations (EO) for reinforcers, you may..

A

o Use generalized reinforcers
o Vary the properties of the reinforcer

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79
Q

Initial criteria for reinforcement should be set

A

So that the first responses are likely to contact reinforcement

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80
Q

The performance of learner with limited behavioral repertoires may be enhanced when target behaviors…

A

Produce direct access to reinforcers

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81
Q

Superstitious behavior is established by…

A

A contiguous relationship between the behavior and coincidental consequent events

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82
Q

To shift from contrived to naturally occurring reinforcers…

A

o Pair contrived with naturally occurring reinforcers
o Instructional programming should teach skill that are likely to produce naturally occurring reinforcers

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83
Q

The quantity of a reinforcer or frequency of delivery can reduce reinforcer effectiveness due to..

A

Satiation

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84
Q

Responding with a response to reinforcement delay can be taught by providing…

A

o An activity that will bridge the gap
o Providing verbal assurance during the delay

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85
Q

Specific praise often…

A

o Provides a rule for future behavior
o Places emphasis on the behavior

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86
Q

An empirically validated method of teaching with a response to reinforcement delay is to provide…

A

A short delay and then gradually increasing it

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87
Q

Labeled praise and descriptive praise

A

o Provide a reason for praising the behavior
o Specify the target behavior
o Are synonymous to specific praise

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88
Q

To maintain potent establishing operations (EO) for reinforcers, you may…

A

Give choice or allow natural deprivation

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89
Q

The EOs for generalize reinforcers can remain strong because…

A

Satiation on all reinforcers for which a generalized reinforcer could be exchanged is unlikely.

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90
Q

Naturally occurring reinforcement is…

A

Not delivered as part of a plan to change behavior

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91
Q

Reinforcers of lesser preference might be as effective as preferred reinforcers if they are…

A

Varied instead of constant

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92
Q

To maintain performance by not allowing a reinforcers establishing operation (EO) to diminish you could…

A

Include additional reinforcers and vary them

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93
Q

Satiation is associated with…

A

A reduction in responding because it is an abolishing operation (AO)

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94
Q

Contrived reinforcement is…

A

Delivered as part of a plan to change behavior

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95
Q

Generally, descriptive praise should be delivered…

A

with eye contact and enthusiasm

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96
Q

A token economy requirement of a classroom should include…

A

Contingent praise and attention for earning tokens

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97
Q

Descriptive praise often functions as a positive reinforcer for the behavior preceding it and as…

A

A rule for future behavior and reinforcement

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98
Q

Direct reinforcement contingencies yield…

A

immediate reinforcement

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99
Q

High-effort behavior requires more

A

Potent or frequent reinforcers

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100
Q

A student is off task and talks to peers in class. The student remains on-task when peers aren’t present. To improve classroom behavior, you should use…

A

A reinforcer with greater potency than peer attention

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101
Q

Allowing individual choice in academic tasks or other high-effort routines may have an effect on behavior similar to…

A

increasing reinforcer potency

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102
Q

For a person who does not have the verbal skills to formulate or follow rules…

A

Delayed delivery may not function as reinforcement

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103
Q

A behavior is likely the result of rule following if…

A

o Its frequency changes due to antecedents
o It occurs in the absence of an identifiable immediate consequence
o It increases substantially following a single instance of reinforcement

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104
Q

A benefit of using a generalized reinforcer is that it

A

o Minimally affected by satiation
o Not dependent on current MO
o Does not depend on deprivation
o Can be used to reinforce a wide range of behaviors

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105
Q

Allowing individual choice in academic tasks or routines generally

A

o Reduces disruptive behavior
o Increases appropriate behavior

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106
Q

What are examples of Premack Principle?

A

o Studying and then having ice cream
o Completing homework before social media
o Playing game when chores are completed

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107
Q

If Behavior B is used to reinforce Behavior A, then according to the response deprivation hypothesis, Behavior B must be…

A

A behavior that exists in the repertoire

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108
Q

*Behavior A is more probable than Behavior B during baseline. Restricting access to Behavior B, such that its rates relative top Behavior A are lower than in baseline, will make….

A

Contingent access to Behavior B an effective reinforcer for Behavior A

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109
Q

If an intervention is to use high-probability behavior to reinforce low probability behavior then the high-p behavior must occur at a rate…

A

Lower than it was in baseline

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110
Q

Completing activity A produces access to activity B. This contingency will only have a reinforcing effect on activity A when an individual is

A

Prevented from engaging in activity B

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111
Q

According to the Premack Principle, a

A

High probability behavior can be used to reinforce low probability behavior

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112
Q

The probability that a behavior will be reinforced

A

is determined according to the schedule of reinforcement

113
Q

CRF is best for increasing or stabilizing behavior,

A

But intermittent is best for maintaining behavior change

114
Q

For acquisition of new behaviors, during the early stages of training you should use which schedule of reinforcement?

A

Continuous Reinforcement (CRF)

115
Q

Complex schedules of reinforcement include

A

o Conjunctive schedules
o Chain schedules
o Alternative schedules

116
Q

Basic schedules of reinforcement include

A

o Fixed interval (FI)
o Fixed ratio (FR)
o Variable interval (VI)
o Variable ratio (VR)

117
Q

A schedule in which reinforcement varies around a specific average number of responses is a

A

Variable ratio (VR)

118
Q

Responding under which schedule of reinforcement is characterized by a high, steady rate, without a post reinforcement pause?

A

Variable ratio (VR)

119
Q

Responding under which schedule of reinforcement is characterized by a constant, stable rate, without a post reinforcement pause?

A

Variable Interval (VI)

120
Q

Reinforcement is provided following the first response after a period of time, where the duration of the time varies around a specific average is

A

Variable Interval (VI)

121
Q

Responding under which schedule of reinforcement is characterized by a high, steady rate, with a post reinforcement pause?

A

Fixed Ratio (FR)

122
Q

A schedule in which reinforcement is delivered after a set number of response is a

A

Fixed Ratio (FR)

123
Q

Reinforcement provided following the first response after a set length of time is

A

Fixed Interval (FI)

124
Q

Responding under which schedule of reinforcement is characterized by a post reinforcement pause and an increasing rate as the end of the interval approaches.

A

Fixed Interval (FI)

125
Q

When a reinforcer is available for only a finite period of time at the end of a FI or VI schedule, the schedule has

A

a Limited Hold

126
Q

Variable schedules of reinforcement are characterized by

A

Steady, continuous responding

127
Q

In comparison to continuous reinforcement, behavior reinforced on an intermittent schedule generally

A

Is more resistant to extinction

128
Q

To increase the rate of responding the fastest, use a

A

FR1

129
Q

Which schedules of reinforcement is characterized by an increasing rate in responding as the end of the interval approaches?

A

Fixed Interval (FI)

130
Q

For acquisition of new behaviors or strengthening weak behaviors, use a

A

FR1

131
Q

Post reinforcement pauses occur with which schedules of reinforcement?

A

FR, FI

132
Q

“Break and run” responding is characteristic of which schedule of reinforcement?

A

FR

133
Q

A planned probability that a behavior will be reinforced

A

A schedule of reinforcement

134
Q

Intermittent schedule of reinforcement means that

A

Some but not all responses are reinforced

135
Q

Compound schedules of reinforcement include

A

o Sequences of simple schedules
o Simultaneous schedules
o FI combined with extinction

136
Q

Continuous reinforcement (CRF) means that reinforcement is

A

Provided after each response

137
Q

The matching law generally pertains to

A

VI, concurrent, and independent schedules

138
Q

In behavior analysis, choice-making is

A

Demonstrated as the momentary distribution of responses to concurrent schedules of reinforcement

139
Q

In behavior analysis, preference is

A

Demonstrated when an organism exhibits a pattern of responses

140
Q

Under laboratory conditions, responses under concurrent VI schedules are characterized by

A

Occurrence in proportion to the respective rates of reinforcement

141
Q

Under laboratory conditions, responses under concurrent Ratio schedules are characterized by

A

Almost exclusively to the richer schedule of reinforcement

142
Q

Assuming all members of a response class require the same amount of effort, increasing the delay to reinforcement for a particular member of a response class will

A

Increase the frequency of other members of a response class for which reinforcement is not delayed

143
Q

Assuming all members of a response class require the same amount of effort, increasing the rate of reinforcement for a particular response will

A

Decrease the frequency of other members of the response class

144
Q

With respect to response allocation across concurrent schedules, choices are likely to be influenced by which aspect of reinforcement?

A

o Rate
o Immediacy of delivery
o Quality and quantity

145
Q

The matching law predicts that for concurrent interval schedules, members of a response class will be exhibited…

A

in proportion to the relative rate of their consequences

146
Q

When designing intervention to address problem behavior, the matching law can be helpful in understanding

A

Relative rate of problem vs. desired behavior

147
Q

When behavior analysts cannot control the reinforcement that maintains a contingency-shaped problem behavior, they can set up a concurrent schedule for alternative behavior. The matching suggests the competing schedule should be…

A

o Interval based
o Variable
o Dense

148
Q

Mom gives cookies 2x as much as dad

A

Mom will be asked almost all the time

149
Q

Mom gives a cookie 3x per hour, dad gives a cookie 1x per hour.

A

Mom will be asked 3x more than dad

150
Q

Punishment procedures may be clinically indicated when

A

o Treating sever/life threatening behavior
o Non-aversive intervention failed
o Reinforcers maintaining behavior cannot be controlled

151
Q

Punishment has been shown to be more effective at reducing problem behavior when reinforcement is

A

o Provided for alternatives
o Withheld for problem behavior
o similar to the maintaining function

152
Q

Reprimands should only be used if

A

The child normally receives attention for other behavior

153
Q

Punishment should be administered

A

Immediately and consistently

154
Q

Negative punishment involves

A

Contingent removal of reinforcement

155
Q

Positive punishment should be administered

A

At highest intensity planned

156
Q

Positive punishment involves

A

Contingent presentation of aversive stimuli

157
Q

To make the application of punishment procedures more effective, a behavior analyst should

A

o Select functionally effective consequences
o Conduct a FBA to identify function
o Consistently reinforce acceptable alternatives

158
Q

Just as reinforcers can lose their effect (satiation), punishers can lose their effect as the individual habituates to aversive stimulation. This effect can be overcome by

A

Varying the aversive stimuli

159
Q

Especially at first, punishment should be administered on a

A

FR1

160
Q

To improve the effectiveness of a timeout procedure, you can

A

o Role-play contingency
o Review the rules of conduct regularly
o Clearly communicate

161
Q

Ethical considerations and procedural safeguards for using timeout include

A

o Obtaining approval and informed consent
o The procedure being supervised and closely monitored
o Informed consent from client/guardian
o Protecting individual/others from harm
o Individual right to be free from unnecessary/restrictive isolation

162
Q

Timeout is probably not appropriate if

A

o Implementing it causes significant risk/harm
o Behavior is maintained by negative reinforcement
o Behavior is maintained by automatic reinforcement

163
Q

When delivering a negative punishment, the authority figure should

A

be calm

164
Q

Guidelines for the effective implementation of timeout include

A

o Consistency
o Requiring appropriate behavior before ending timeout
o Avoidance of explanations

165
Q

Before using timeout,

A

o Define the problem behaviors
o Ensure an enriched environment
o Minimize reinforcement for problem behavior

166
Q

For response cost and timeout procedures

A

Use the minimum time/cost found to be effective

167
Q

Some research in applied settings shows that for timeout, overcorrection, and restraint

A

Shorter durations are as effective

168
Q

When a child took cookies w/o permission, the mother sent child to timeout. This is an example of

A

Social mediated punishment

169
Q

The child managed to open the cookie jar and obtain cookies. This is an example of

A

Automatic reinforcement

170
Q

A child takes cookies w/o permission and the lid snaps their fingers. This is an example of

A

Automatic punishment

171
Q

Reinforcement/punishment contingencies can be

A

o Automatic
o Social mediated
o Direct/indirect

172
Q

Techniques to increase cooperation with the response cost procedure include

A

o Returning part of the fine for appropriate behavior
o Ignoring emotional outbursts
o Indicating the response cost fine

173
Q

Indirect contingencies are those that are

A

Socially mediated through the effort of another person

174
Q

Research in applied setting show that for the magnitude of response cost fines

A

Minimal fines are as effective as harsh fines

175
Q

Guidelines for effective use of response cost include

A

o Avoid a zero balance of reinforcers
o Do not increase the fine
o Clearly communicate rules

176
Q

Direct contingencies are those that are

A

Automatic and the result of the performers behavior

177
Q

Practices that may contribute to the effectiveness of punishment procedures include

A

o Reducing the EO for the problem behavior
o Maintaining the overall level of reinforcement
o Using a variety of punishers
o Delivery of punisher early in the behavior chain
o Establishing a clear SD

178
Q

A student is talking loudly during study time. The teacher yells at the student. The stimulus (yelling) could have multiple effects of…

A

o Reinforcing talking, functioning as a MO for escape/avoidance and eliciting emotional behavior
o Punishing studying, punishing loud talking, and evoking escape behavior
o Punishing talking, evoking escape/avoidance, and eliciting respondent behavior.

179
Q

Behavior changes that result from the presentation or removal of an antecedent stimulus in the presence of which the behavior has produced functional consequences demonstrates…

A

Stimulus Control

180
Q

Access to a reinforcing stimulus generally…

A

Decreases the EO for the stimulus and increases the future rate of the behavior.

181
Q

A motivating operation…

A

That has an abative effect on one behavior may have an evocative effect on another behavior.

182
Q

A simple discrimination is exemplified with…

A

o An SD, a behavior, and a reinforcer
o A three term contingency
o An SD for punishment, a behavior, and punisher

183
Q

In a conditional discrimination, a response is reinforced….

A

In the presence of the SD only when other condition are met or other stimuli are present.

184
Q

In a simple discrimination, a response is reinforced…

A

In the presence of an SD regardless of other stimuli.

185
Q

A conditional discrimination may consist of…

A

o A conditional stimulus and a three term contingency
o A conditional stimulus, an SD for punishment, a behavior, and punisher
o A conditional stimulus, an SD, a behavior, and a reinforcer

186
Q

To establish discrimination …

A

o Withhold reinforcement in the presence of S∆
o Deliver reinforcement in the presence of SD
o Withhold reinforcement in the absence of an SD

187
Q

Stimulus Class

A

A group of stimuli that are similar in one or more dimensions (for example, they look or sound similar, they have a common effect on behavior, or they occur at similar times relative to the response).

188
Q

Concept formation requires…

A

o Stimulus discrimination between stimulus classes
o A stimulus class whose members should all occasion the same response
o Stimulus generalization within a stimulus class

189
Q

Teaching concepts is accomplished by…

A

o Differentially reinforcing responses to example of the concept
o Extinguishing responses to non-examples that are similar
o Selecting examples and non-examples that prevent extraneous features
o Teaching a set of rules that define features

190
Q

When developing multiple-choice items to teach fine discriminations, make…

A

All incorrect options almost correct

191
Q

In a match-to-sample format where discrimination is being taught, the sample stimulus

A

will share 1 common feature with a stimulus in the array.

192
Q

Teaching a simple discrimination includes the necessary element or elements of…

A

o One behavior and 2 or more stimuli
o Reinforcement of a single response topography under particular stimulus conditions
o Extinction of a single response topography under particular stimulus conditions

193
Q

Establishing precise discrimination control involves…

A

o Reinforcing responses to stimuli that have the critical features of the natural SD
o Withholding reinforcement for response to noncritical properties of the stimulus
o Withholding reinforcement for response to stimuli that do not have the critical features of the SD

194
Q

A limited set of critical stimulus features. Stimulus discrimination procedures in practice usually involve reinforcing responses to stimuli that have …

A

The critical features of the natural SD

195
Q

When cookies are cooling on the counter, taking one will be reinforced. If the child’s grandmother is in the kitchen, taking a cookie may be punished. The presence of the child’s grandmother is…

A

A conditional stimulus that signals the consequences

196
Q

Discrimination is evident when…

A

o A particular behavior is more likely to occur in the presence of a SD and in the absence of S∆.
o A particular behavior occurs in the presence, but not in the absence of a particular stimulus or stimulus property

197
Q

Stimulus generalization occurs when…

A

An established behavior occurs in a new situation.

198
Q

Stimulus discrimination occurs when…

A

An established behavior occurs in one situation but not another

199
Q

Stimulus discrimination can be broadly “described” as…

A

tighter stimulus control

200
Q

Stimulus discrimination can be broadly “defined” as…

A

Restricting the range of stimuli that evoke a particular behavior

201
Q

Response generalization occur when…

A

A new behavior produces the same effect as an established behavior

202
Q

The power of discriminative stimuli derives from

A

o A learner’s history of reinforcement, punishment, and/or extinction when those stimuli have been presented.
o Differential reinforcement
o The consequences associated with those stimuli

203
Q

A conditional discrimination is a discrimination in which reinforcement of a response to a stimulus is…

A

Conditional on the presence of one or more additional discriminative/antecedent stimuli

204
Q

A conditional discrimination is…

A

4-term contingency

205
Q

Stimulus generalization refers to responding…

A

o Under different conditions
o To critical stimulus properties while non-critical properties vary
o Under loose stimulus control

206
Q

On a generalization gradient, the lowest response rates are associated with…

A

Stimuli that are several degrees different from the original stimulus

207
Q

Generalization gradient is most similar to…

A

Stimulus change decrement

208
Q

On a generalization gradient, the highest response rates are associated with…

A

the original stimulus (identical)

209
Q

Response generalization refers to the occurrence of…

A

o Untrained topographical variations of a trained response
o Formal variations in behavior that contribute to shaping new behaviors
o Variations in behavior as a result of extinction

210
Q

In a group therapy session held in the office, a child attained a rate of 8 interactions per hour, but this decreases to 3 per hour when the session is held elsewhere

A

There is a stimulus change decrement of 5

211
Q

If discrimination exists with respect to a stimulus, this would be indicated on a generalization gradient by…

A

High response rates to the original stimulus and low response rates to dissimilar stimuli.

212
Q

A stimulus change decrement occurs when a decrease in responding is due to…

A

a change in the SD

213
Q

A slightly different behavior than the one that was taught is needed to achieve a task. If the new behavior occurs we call this…

A

Response Generalization

214
Q

Rate of responding as a function of the variation of a property of a controlling stimulus describes a…

A

Generalization Gradient

215
Q

Stimulus generalization occurs when a behavior is evoked by stimuli that are similar to an SD because they share similar…

A

physical properties

216
Q

A stimulus generalization gradient refers to…

A

o A graphical display of a change in responding as a function of varying a property of the SD
o A reduction in responding as a function of responding in the presence of stimuli that are increasingly dissimilar to the SD.
o The spread of the functional effect of an SD to other stimuli

217
Q

The x-axis of a stimulus generalization gradient represents…

A

The range of values over which a parameter of an SD changes

218
Q

The y-axis of a stimulus generalization gradient represents…

A

The rate or amount of the target behavior

219
Q

When a learner improving her performance under conditions different from those in which he original training occurred is called…

A

Stimulus Generalization

220
Q

When an established behavior occurs in a new situation, this is most likely to indicate…

A

Stimulus Generalization

221
Q

A child learns to write their name on a chalkboard. Later that child writes their name in the sandbox using their finger. This is an example of…

A

o Response generalization
o Stimulus generalization
o Setting/situation generalization

222
Q

With respect to a particular behavior at a given time, the behavior-altering effect of an MO has…

A

o An evocative or abative effect

223
Q

The value-altering effect of an MO

A

Could refer to an increase/decrease in the value of the reinforcer

224
Q

MOs can be classified as

A

unconditioned (UMOs) or conditioned (CMOs)

225
Q

An MOs value-altering effect influences the potency of a reinforcer and can be either an

A

establishing or abolishing effect; evocative or abative effect

226
Q

When a new behavior produces the same effect as an established behavior, this is most likely to be …

A

Response Generalization

227
Q

UMOs…

A

Increase/decrease the value of a primary reinforcement

228
Q

“Value-altering” refers to the value of the…

A

reinforcer

229
Q

An MOs behavior-altering effect could result in an increase/decrease in the…

A

Current frequency/duration/latency of behavior

230
Q

An MO for punishment…

A

o Alters the effectiveness of something as a punisher
o Is an object, event, or stimulus
o Is an environment variable

231
Q

Which of the following is a UMO for pain as a punisher?

A

an increase in pain

232
Q

An MOs behavior-altering effect could result in an increase/decrease in the

A

Current frequency of behavior

233
Q

A value-altering effect that decreases the value of a stimulus, object, or event as a reinforcer

A

is an abolishing operation

234
Q

A value-altering effect that increases the value of a stimulus, object, or event as a reinforcer

A

is an establishing operation

235
Q

The CMO-R is analogous to the

A

Discriminated avoidance procedure

236
Q

When the speech therapist enters the room, the student with whom they would be working begins to tantrum, effectively delaying the onset of the therapy session. The speech therapist walking into the room…

A

CMO-R

237
Q

CMOs…

A

o Result from a learning history
o Have value-altering effects
o Have behavior-altering effects

238
Q

Which kind of CMO acquires its properties by altering the value of another stimulus?

A

transitive

239
Q

Which kind of CMO acquires its properties by being paired with another MO?

A

surrogate

240
Q

Which kind of CMO acquires its properties by systematically preceding worsening/improvement?

A

reflexive

241
Q

A surrogate CMO would depend on what kind of relationship with an MO?

A

temporal

242
Q

A discriminative stimulus

A

o Indicates the availability of reinforcement
o If absent, indicates that reinforcement is not available
o Informs the organism whether or not a response will result in reinforcement

243
Q

A CMO-R associated with worsening…

A

is a stimulus, the removal of which is a conditioned reinforcer

244
Q

Motivating operations

A

Alter the reinforcing value of an object, event, or stimulus

245
Q

When there is an MO for a reinforcer, the evocative effect of the MO causes a behavior to be emitted. The form or topography of the behavior that is emitted must be…

A

A function of reinforcement history

246
Q

MOs and SDs

A

o Evocative and abative effects
o Behavior-altering effects

247
Q

The reinforcing effectiveness of a stimulus is determined by

A

the MO

248
Q

The behavior-altering effects of the MO…

A

are evident by rate of responding

249
Q

Consequences may have

A

Repertoire-altering effects

250
Q

A rule…

A

o Establishes rule-breaking as an aversive motivating condition
o Is an EO

251
Q

If behavior is controlled by the long-delayed outcomes it produces, those outcomes are likely to be…

A

o Probable and sizable
o Highly likely to occur

252
Q

All behavior that repeats and is controlled by the outcomes it procures can be classified as…

A

Contingency-shaped and rule-governed behavior

253
Q

Rule-governed behavior is primarily a function of the…

A

history of reinforcement with the rule-giver

254
Q

Following a procedure step by step to successfully complete the task.

A

Rule-governed behavior

255
Q

Performing a task fluently.

A

Contingency-shaped behavior

256
Q

A type of long-delayed outcome that interferes with behavior control is that which is

A

o Small
o cumulative
o improbable

257
Q

Behavior with a response to consequence delay of 30 seconds or more is likely

A

rule-governed behavior

258
Q

Verbal behavior is defined by…

A

o The functional relation between the behavior and its controlling variables.
o The reinforcement through the mediation of another person

259
Q

An echoic…

A

o Has point-to-point correspondence and formal similarity with the SD

260
Q

Mands…

A

o are reinforced by a specified consequence
o may be influenced by the SD
o are under the control of the MO
o are maintained by acquiring the object/event manded

261
Q

An intraverbal is a verbal operant…

A

o Where the stimulus is verbal
o Where the response does not have point to point correspondence
o That is reinforced by generalized reinforcement
o that is controlled by the SD

262
Q

Tacting…

A

o is under the control of the features of an object/event, relation, or property
o makes references to the environment regardless of MO
o Is primarily controlled by a nonverbal object, event, relation, or property

263
Q

Derived relations are relations between 2 or more stimuli that…

A

o Emerge without direct training
o Do not depend on physical similarities
o Affect behavior similarly

264
Q

Which terms refer to a condition in which one stimulus could be substituted for a physically distinct stimulus and evoke similar responses?

A

o Stimulus-stimulus relation
o Derived relation
o Equivalence class

265
Q

Stimulus-stimulus relations…

A

can be trained/derived

266
Q

All stimuli within an equivalence class

A

evoke functionally similar responses

267
Q

An equivalence class is a stimulus class that includes among its member stimuli…

A

all trained/derived relations

268
Q

Matching an item to itself or an item to an identical item, is referred to as…

A

reflexivity

269
Q

Which of the following are characteristics of equivalence class?

A

o When one member of the class through training, becomes discriminative for an operant response, other members of the class will also evoke that response
o When one member of the class is conditioned to elicit an emotional response, that function will transfer to other members of the class

270
Q

When a learner, without training, can treat any 2 stimuli as equivalent because each of them is equivalent to a 3rd stimulus, this is called…

A

Transitivity

271
Q

A symmetrical response occurs when a learner…

A

Reverses the direction of matching

272
Q

Stimulus equivalence is evident when the learner demonstrates…

A

reflexivity, symmetry, and transitivity

273
Q

A reflexive response occurs when the learner

A

matches identical stimuli

274
Q

When a learner can reverse the direction of matching of originally trained non-identical pairs, this is called…

A

symmetry

275
Q

A transitive response occurs when a learner…

A

matches 2 stimuli based on their relationship to a 3rd stimulus

276
Q

A = A exemplifies…

A

Reflexivity

277
Q

If A=B, then B=A. This relation exemplifies…

A

Symmetry

278
Q

If A=B and B=C, then A=C. This relation exemplifies…

A

Transitivity

ABA (4 decks)

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