Oral Exam 1

Question 1

Determinism

Answer 1

Presumption that universe is lawful and orderly place (cause and effect)

Examples:
everytime I turn my key in the ignition and my car turns on.

Everytime I turn on the light switch and the lights turn on

I go to work I get paid

Question 2

Response

Answer 2

Specific Instance of a behavior

Examples:
when opening instagram swiping up is an instance of watching reels

when eating food biting food would be an instance of that behavior

instance of talking is saying a word

Question 3

Behavior

Answer 3

The activity of an organism

Examples:
driving
jumping
swimming
talking

Question 4

Empiricism

Answer 4

Objective observation of the phenomena of interest

Examples:
I observed a cat’s paw make contact with my dogs body
(my dog got hit by cat and then my dog ran inside the house)

I observed the student stick out his foot in front of the teacher and then the teacher fell

I observed my sister open her mail and then yell out “yes”

Question 5

Response class

Answer 5

Group of topographically different responses that generate the same consequence

Examples:
I can walk, drive, or take the bus to get access to my home

I can wave, say Hi, or tilt my head up to greet someone to avoid social awkwardness

I can call, use the app or go to the restaurant to place an order to get access to food

Question 6

Stimulus control

Answer 6

Behavior that occurs more often in the presence of an SD than in its absence

Examples:
In the presence of my lunch I will reach for my food more often and eat it while in the presence of my dog’s food I am less likely to reach out and eat the food.

Every time it is raining I am more likely to go into a coffee shop while in the absence of rain I am less likely to go into an open coffee shop.

In the presence of a green light I am more likely to step on the gas pedal while in the presence of a red light I am less likely to rest on the gas pedal.

Question 7

Parsimony

Answer 7

Experimentally or conceptually ruling out all simple logical explanations for the phenomenon first

When I have a cough I might think it is the flu instead of thinking I have pneumonia
My partner did not answer my call. The first thought I had was that he was busy instead of thinking that he got injured.
I can’t find my car so I first check to see if I am in the right lot instead of reporting my car stolen

Question 8

Stimulus

Answer 8

An Energy change that affects an organism through its receptors

Examples:
I smell coffee, I start (to salivate)feeling the taste of coffee (respondent)

seeing someone getting hit on the head with a rock I get a headache (respondent)

i hear the microwave ding so i walk over to the kitchen

I hear a very loud noise I immediately cover my ears

I see my friend come across the campus so i leave campus
when children hear the icecream truck the children run outside

Question 9

Unconditioned Motivating Operations

Answer 9

value altering events that does not have a learning history

Examples:

deprivation of water for 10 hours increases the value of water and evokes any behavior that in the past accessed water

deprivation of oxygen for a few minutes increases the value of oxygen and evokes behaviors to get access to oxygen

loud noises increases any behavior that has eliminated the noise like covering my ears

nausea smell increases the value of getting rid of the smell by evoking behaviors that in the past got rid of the smell like walking away

Question 10

Pragmatism

Answer 10

A practical approach to a problem

Examples:
Everytime I have a headache I take advil and my headache goes away.

my dog keeps barking a lot so I use (or Positive punishment) DRO procedure to decrease barking

It is cold outside so i put on a sweater

Question 11

Echoics

Answer 11

A speaker repeats a verbal behavior of another speaker

When teachers ask students to repeat the word during a read out loud activity. Teacher says dog the students say “dog”

When my nephew is trying to get my attention he will start repeating everything I say. I say “stop” and he the says “stop”

Question 12

Mands

Answer 12

Speaker asks for what he needs or wants

when I go to the ice cream store and order for vanilla ice cream and they give me vanilla ice cream

While we are eating dinner I ask my mom to pass me the Tapatío, saying “Can I get the Tapitio” is the mand

Question 13

Intraverval

Answer 13

A speaker differentially responds to the verbal behavior of others

in class our professor asked when do we use extinction? And someone replies only when it can be used 100% of the time

I order coffee and the barista asks me for my name. I respond “Diana”

My mom calls me on the phone and asks me what am I doing. I respond I am studying for my exams.

Question 14

Tacts

Answer 14

A speaker names things and action

• when I am driving and see in n out I say “in n out”
• when I look at a photo album and see my dad I said “that’s dad!”
• my baby nephew is learning how to talk and every time he sees a ball he says “ball”

Question 15

Conditioned Motivating Operations

Answer 15

value altering motivating events that require learning history

Examples
A restaurant would be a CMO because a restaurant is paired with food. So when we have gone hours without food we are more likely to seek out a restaurant to access food.

Medicine is also a CMO because we have learned to take medication in order to relieve pain.

Question 16

Transitive Motivating Operations

Answer 16

An environmental variable that, as a result of a learning history, establishes (or abolishes) the reinforcing effectiveness of another stimulus and evokes (or abates) the behavior that has been reinforced by that other stimulus.

Examples
time to go home as a result i start looking for my keys which then gives me access to my keys so that i can drive home

I have a headache so I start looking for the advil as a result i get access to advil in order to get rid of my headache

I am thirsty so it increases the value of a cup so I start looking for a cup in order to reach the terminal goal of accessing water

Question 17

Unconditioned Punisher

Answer 17

Punisher without learning history

Examples
pain
certain odors
loud noise

Question 18

Stimulus Class

Answer 18

There are two types of stimulus class:

feature stimulus class: share common physical forms (e.g. topographical structures) or common relative relations (e.g spatial relations)

arbitrary class: specific standards set by the culture of the society that evokes the same response, but they don’t share common stimulus features(i.e they do not resemble each other in physical form nor do they share a relational relationship)

Examples:
FEATURE STIMULUS CLASS EX:
(the common physical form of all of these animals)
Seeing a Yorkie and saying dog
Seeing and eagle and saying bird
seeing a red car, red ball, red cup and saying red

ARBITRARY CLASS EX:
fruits
vegetables
clothes
furniture
vowels

Question 19

Applies Behavioral Analysis

Answer 19

Applying basic principles of behavior to solve problems of social significance

Examples:
My sister constantly yells at me because I am delaying access to phone I teach her to engage in socially appropriate behaviors while I am using the phone.

I got my dogs buttons for them to press when they want water or food instead of barking. So I taught them how to push the button by first giving them a treat when they lifted their paw, then when their paw was near the button until they finally pushed the button. (shaping)

For a kid that doesnt know how to wash his hands we teach them how to wash their hands by using shaping and chaining procedures

Question 20

Operant Conditioning

Answer 20

changes in the behavior due to consequences

Examples
I was talking to my peer during class and my professor deducted participation points. I no longer talk to my peers when I am in her class.

I took a bite of my food as soon as it came out of the microwave and I burned my tongue. I no longer eat my food as soon as i take it out of the microwave

I used to love playing with dogs and after being bit by a dog and feeling pain. I stay away from dogs.

Question 21

Reflexive Motivating Operations

Answer 21

NS that is paired with aversive UMO or aversive CMO and acquires the same value and behavior-altering effects as the UMO or aversive CMO with which it was paired

Examples:
going to the beach on a hot sunny day will increase the probability of me putting on sunscreen in order to get burned

going out to drink and seeing the shot glass will increase the value of juice and the probability of me getting juice to drink after the shot so I do not taste the alcohol.

Question 22

Surrogate Motivating Operations

Answer 22

NS that is paired with UMO or CMO and acquires the same value and behavior-altering effects as the UMO or CMO with which it was paired with

Examples
Someone who is an alcoholic who used to drink a lot in a bar increases the probability of them ordering a drink everytime they are in a bar because of the pairing history of access to drink in the past.

Now that you are in your room higher dose of the drug is more reinforcing because of the pairing history with the drug itself because the tolerance response is higher.

seeing the in n out sign increases the value of in n out burger and evokes any behavior to access the burger

seeing money in my bank account increases the value of accessing online shopping websites

Question 23

Unconditioned Reinforcer

Answer 23

A stimulus change that increases the future frequency of the behavior without any learning history.

Examples
food (when there is deprivation of food it can function as a UR)

water (when deprivation of water occurs or after eating salty food water becomes a UR)

warmth (during cold weather warmth becomes a UR)

Question 24

Conditioned Reinforcer

Answer 24

A stimulus change that functions as a reinforcer because of prior pairing with other reinforcers and increases the future frequency of a behavior that immediately precedes it.

Examples
School bell has been paired with termination of school day/tasks

sitting on the toilet will function as a conditioned reinforcer to prevent social ridicule

Clean house has been paired with the termination of the germs that can get you sick

getting an A was paired with a positive emotional response from that point on I have worked to getting A’s in class

taking vitamins to increase immune system to avoid getting sick

turing on the tv to have access to shows you like

Going to the gym has been paired with the feelings you get when you exercise

wearing a face mask to prevent getting sick (conditioned reinforcer is preventing illness)

Question 25

Contiguity (Temporal)

Answer 25

the sequential occurrence or proximity in temporal relations from one stimulus to another that leads to pairing.

order of presentation (continuity) and a time lapse (temporal) of presentation and applies to operant and responding

NOTE:Examples can be respondent or operant or both

-as soon as i put my leg down it hurts

-when I hear a loud noise within two seconds I feel fear

-when I turn in homework I have to wait two weeks to get a grade (rule governed but still contiguity)

-when I go to work on my first day I have two wait two weeks to get paid

as soon as I see a snake my heart rate goes up and within 2 seconds I start feeling fear

As soon as I hear a loud noise within 10 seconds I close my ears.

As soon as my mom starts yelling at me I walk away.

As soon as I say something my mom doesn’t like my mom starts yelling at me

Question 26

Rule governed behavior

Answer 26

Responses under control of contingency-specifying stimuli or rule

Example:
After meeting my self management goal I treat myself to ice cream the next day.

Question 27

Behavior Contrast

Answer 27

A change in one component of a multiple schedule that increases or decreases the rate of responding on that component, is accompanied by a change in the response rate in the opposite direction on the other, unaltered component of the schedule.

There is a negative and positive contrast. In Positive contrast given a multiple schedule behavior goes down in one area and goes up in another. In negative contrast behavior goes up in one area and goes down in another.
include positive and negative
(when you thin the schedule)

Examples:
With my professor K when I ask a question it gets answered every time while with professor Z my questions are rarely answered. Therefore, I ask more questions with Professor K and I decrease the amount of questions I ask with Professor Z. (negative contrast)

Everytime I tell my dog to sit I give him a treat and everytime my sister tells my dog to sit she provides a treat on a thin variable schedule. My dog sits everytime I tell him to sit while with my sister he decreased his behavior of sitting when she says “sit”
OR
I implemented a DRO procedure to reduce my dogs barking and I provide reinforcement every 10 seconds in the absence of barking. My sister provides my dog a treat one time a day. When I am home my dog rarely barks but when my sister is home he is barking non stop.

Question 28

Fixed Interval Schedule of Reinforcement

Answer 28

Reinforcing the first response following fixed duration of time

Question 29

Variable Ratio Schedule of Reinforcement

Answer 29

Delivery of the consequence contingent upon variable number of responses

Question 30

Fixed Ratio Schedule of Reinforcement

Answer 30

Delivery of the consequence contingent upon fixed number of responses

Question 31

Conceptually Systematic (dimension of ABA)

Answer 31

Using principles of behavior analysis to describe and develop behavior change procedure

Question 32

Effective (dimension of ABA)

Answer 32

Behavior must be improved to a practical degree; could include socially significant change

Question 33

Generalizable (dimension of ABA)

Answer 33

Behavior is observed in environments other than the training environment, or intervention is effective with others and lasts over time

Question 34

Technological (dimension of ABA)

Answer 34

Intervention or assessment procedures are identified and described with sufficient detail and clarity so that they can be reliably replicated

Question 35

Response Generalization

Answer 35

A learner emits untrained responses that are functionally equivalent to the trained target behavior.

Question 36

Stimulus Generalization

Answer 36

Emitting target response in the presence of an untrained stimulus within a stimulus class

Question 37

Extinction

Answer 37

contingent on a behavior, all maintaining positive reinforcers are withheld or negative reinforcers are still presented, which results in a decrease in the future occurrence of that behavior.

Question 38

SD & MO

Answer 38

SD is correlated with the availability of the reinforcer or punisher
where the

MO is correlated with the effectiveness of the reinforcer or punisher or how valuable the reinforcer or punisher is

Question 39

Respondent & Operant Conditioning

Answer 39

Respondent conditioning establishes involuntary behavior where bx is elicited
Operant conditioning establishes is voluntary behavior where bx is evoked

Respondent conditioning is a stimulus response contingency where
Operant conditioning is a Response consequence contingency

Question 40

MO & Reinforcement Effect

Answer 40

MO’s temporarily alter the effectiveness of the reinforcer and temporarily abate or evoke behavior where
Reinforcement effects increase the likelihood that the behavior that immediately precedes it will occur again under similar circumstances

MO’s are antecedent events
where
Reinforcement effects are consequent events

Question 41

Response & Stimulus Generalization

Answer 41

Response generalization the learner emits an untrained response and the stimulus is the same
where in
Stimulus generalization the response is the same but the stimulus is new or untrained

Question 42

Extinction & Negative Punishment

Answer 42

Extinction- learner has no access to positive reinforcer and it is withheld contingent on a behavior
where
Negative Punishment- learner has access to positive reinforcer and contingent on a behavior the positive reinforcer is removed or withdrawn from the environment

Question 43

MTS & Partial Intervals

Answer 43

Momentary time sampling- records the occurrence or non occurrence of a behavior at the moment an interval ends
where as
Partial interval- records if the behavior occurred at any point during the interval

Momentary time sampling- can underestimate or overestimate the occurrence of a behavior depending on the length of of the interval
where as
Partial interval underestimates high rate behaviors and overestimates duration

Question 44

MO for reinforcement & MO for punishment

Answer 44

An EO for punishment increase the value of the punisher and abates the behavior
where
An EO for reinforcement increases the value of the reinforcer and evokes the behavior

An AO for punishment decreases the value of the punisher and evokes the current frequency of the behavior
where
An AO for reinforcement decreases the value of the reinforcer and abates the current frequency of the behavior