Module 4 - Chap. 17: Stimulus Control Flashcards

1
Q

Stimulus control occurs when

A

The rate, latency, duration, or amplitude of a response is altered

In the presence of an antecedent stimulus

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2
Q

Stimulus control is acquired when

A

Responses are reinforced only in the presence of a specific stimulus (known as the discriminative stimulus (S^D)

& not in the presence of other stimuli (known as stimulus deltas)

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3
Q

The development of stimulus control

A

S^D —> Response —> S^R+

Telephone rings —> Pick up phone and say “hello” —> Friendly conversation

S ^ delta —> Response —> S^O

Doorbell rings —> Pick up phone & say “hello” —> Friendly conversation withheld

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4
Q

Not to be confused with respondent conditioning

A

UCS —> Response
Meat powder —> Dog salivates

Neutral S or UCS —> Response
Bell rings or Meat Powder —> Dog salivates

CS —> Response
Bell rings —> Dog salivates

Notice the absence of any consequence stimuli in this example

Salivating is a respondent behavior

Also notice that here control is established by pairing specific antecedent stimuli

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5
Q

Stimulus Control & Motivating Operations

A

Similarities: both events occur before the behavior of interest; both events have evocative functions

However they are different!

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6
Q

Motivating Operations

A

Remember, a motivating operation is something that changes the value of a stimulus as a reinforcer

Establishing operation (EO) makes the reinforcer more valuable

Abolishing operation (AO) makes the reinforcer less valuable

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7
Q

MOs & Stimulus Control

A

EO SD —> Response —> S^R-
Difficult worksheet Teacher 1 —> Student displays aggression —> Task break provided

EO S delta —> Response —> S^O
Difficult worksheet Teacher 2 —> Student displays aggression —> Task break withheld

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8
Q

Stimulus Generalization

A

Occurs when stimuli that share similar physical characteristics with the controlling stimulus evoke the same behavior as the controlling stimulus

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9
Q

Stimulus Discrimination

A

Occurs when new stimuli that are similar to the controlling stimulus do not evoke the same response as the controlling stimulus

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10
Q

Stimulus control & stimulus generalization are a…

A

Continuum

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11
Q

Development of stimulus control

A

Stimulus discrimination training

  • requires one behavior
  • two antecedent stimulus conditions (the S^D & the S^delta)

Responses that occur in the presence of the S^D are reinforced (thus, the response increases in the presence of the S^D)

Responses that occur in the presence of the S^delta are not reinforced (thus, the response decreases in the presence of the S^delta)

  • can also result in a lesser amount or quality of reinforcement
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12
Q

Concept formation

A

Not a hypothetical construct or mental process

Complex example of stimulus control that requires

  • stimulus generalization within a class of stimuli
  • stimulus discrimination between classes of stimuli
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13
Q

Example: Concept of Red

A

Stimulus generalization across all red objects

  • Light red to dark red
  • Different objects (ball, car, pencil)

Stimulus discrimination between red & other colors

  • Red ball vs. yellow ball
  • Red dress vs. blue dress
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14
Q

Teaching concepts

A

Requires discrimination training

  • antecedent stimuli representative of a group of stimuli sharing a common relationship (examples) are presented, along with…
  • antecedent stimuli from other stimulus classes (nonexamples)

So that the examples form a stimulus class

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15
Q

Types of stimulus classes

A

FEATURE STIMULUS CLASS

  • Stimuli share common physical forms (i.e., topographical structures)
  • Stimuli share common relative relationship (i.e., spatial arrangements)
  • Developed through stimulus generalization

ARBITRARY STIMULUS CLASS

  • Do not share a common stimulus feature
  • Limited # of stimuli
  • Developed using stimulus equivalence
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16
Q

Stimulus equivalence

A

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

Useful for teaching complex verbal relations

  • Reading
  • Language arts
  • Mathematics
17
Q

Testing for stimulus equivalence

A

Must have a positive demonstration on 3 different behavioral tests that represent the following mathematical statement:
- If A = B, and B = C, THEN A = C

18
Q

Tests for stimulus equivalence

A

Reflexivity: occurs when in the absence of training and reinforcement, a participant selects a stimulus that is matched to itself (A = A)

Symmetry: occurs with the reversibility of the sample stimulus & the comparison stimulus (if A = B then, B = A)

19
Q

Transitivity: requires demonstration of three untrained stimulus-stimulus sequences

A
  • A = B relation (spoken name = picture)
  • “Bicycle” (spoken name presented) then the child selects the picture
  • B = C relation (picture = written word)
  • Picture of bicycle presented, then the child selects the written word
  • A = C relation (spoken word = written word)
  • “Bicycle” (spoken word presented) then the child selects the written word
20
Q

Matching to sample

A

Participant observes the sample stimulus

The comparison stimuli are then presented

Participant makes a selection response

  • Matches are reinforced
  • Nonmatches are not reinforced
21
Q

Conditional discrimination training

A

Same selection must be correct with one conditional stimulus, but incorrect with one or more other sample stimuli

22
Q

Factors affecting stimulus control

A

Consistent use of reinforcers contingent upon correct responding in the presence of the S^D is critical

Also important are:

  • Pre-attending skills
  • Stimulus salience
  • Masking & overshadowing
23
Q

Pre-attending

A

A prerequisite skills for stimulus control

  • Looking at instructional materials
  • Looking at teacher when responses are modeled
  • Listening to oral instructions
  • Sitting quietly for short periods of time

These may need to be taught before stimulus control procedures are implemented

24
Q

Stimulus salience

A

Prominence of the stimulus in the environment

Increased saliency facilitates efficiency of instruction

25
Masking & Overshadowing
Increase or decrease salience of stimuli Competing stimuli may block the evocative function of an S^D To limit the negative effects of these: - Rearrange the environment - Make instructional stimuli more intense - Consistently reinforce behavior in the presence of instructionally-relevant stimuli
26
Using prompts
Supplementary antecedent stimuli used to occasion a correct response in the presence of an S^D (that will eventually control behavior - Response prompts operate directly on the response - Stimulus prompts operate directly on the antecedent task stimuli
27
Response prompts
Verbal instructions - Vocal - Non-vocal (e.g., written) Modeling - A demonstration of the desired behavior Physical guidance - partially physically guide the student's movement As you move down, the intrusiveness increases
28
Stimulus prompts
Movement cues - Pointing, tapping, touching, looking at Position cues - Place one stimulus closer to the student Redundance - Stimulus or response dimensions are paired with correct choice
29
Transfer of stimulus control
Prompts should be used only during acquisition Transfer stimulus control from prompt to naturally-existing stimuli quickly using fading
30
Transferring from response prompts
Most-to-least prompts - Physically guide participant through entire performance - Gradually reduce amount of physical assistance - Modeling - Verbal instruction - Natural stimulus
31
Graduated guidance
Immediately fade physical prompts Follow participant closely with hands Gradually increase distance between hands & participant
32
Least to most prompts
Provide participant with an opportunity to perform the response with the least amount of assistance on each trial Participant receives greater degrees of assistance with each successive trial without a correct response
33
Time delay
Varying the time interval between presentation of a natural stimulus & the presentation of a response prompt CONSTANT TIME DELAY - Begin with a 0 second delay - Then use a fixed delay (3 sec) PROGRESSIVE TIME DELAY - Begin with a 0 second delay - Gradually & systematically increase delay (in 1 sec intervals) according to some rule
34
Stimulus fading
Highlighting a physical dimension of a stimulus & then gradually fading that exaggerated dimension Superimposing one stimulus on top of another & gradually fading it out
35
Stimulus shape transformations
Use an initial stimulus shape that will prompt a correct response This shape is gradually changed to form the natural stimulus, while maintaining correct responding