Quiz 7 (Malott 12 & 13, Terry 7) Flashcards
discriminative stimulus (SD)
causes a response because when that stimulus was present in the past, the response produced a reinforcer (target)
S-delta
makes a response less frequent because when that stimulus was present in the past, the response didn’t produce a reinforcer (Breland) (always involves extinction or recovery)
discrimination training procedure
reinforcing (or punishing) one behavior in the presence of one stimulus (SD) and extinguishing (or allowing recovery of) the same behavior in the presence of a different stimulus (Sdelta) (animal needs to be capable of detecting the different stimuli, be paying attention, stimulus needs to be salient enough)
stimulus discrimination (stimulus control)
the occurrence of a behavior more frequently in the presence of one stimulus (SD) than in the presence of another (Sdelta), usually as a result of a discrimination training procedure
stimulus saliency
the stimulus is noticeable- ex: bright enough light, close enough to stimulus
stimulus-response contiguity
the salient stimulus should be close to where you’re making the behavior (put the light right next to the animal)
undiscriminated contingency
no matter where you do the behavior, what the circumstances are, you will get rewarded
discriminated contingency
conditions influence whether you will be rewarded for the behavior
discriminated response
a response under the control of a discriminative stimulus
incidental teaching
planned use of behavioral contingencies, differential reinforcement (asking for CAR vs asking for RED CAR), and discrimination training (asking for red car in the presence of a red car vs in the presence of a green car) in the student’s everyday environment; a child asks for a toy and you give it to them- giving it is the reward for them asking. then you only give it if they ask for the toy with adjectives. (didn’t generalize to other situations)
window discrimination
very specific about how much you want them to do the behavior- had to bite between a certain range
prompt
a temporary means you use to make it more likely that a person will do the correct behavior (physical guidance, modeling, verbal instructions)
discriminative stimulus vs prompt
prompt is just a temporary solution (a hint), the SD is always there
training for generalization
present you with one stimulus
generalization vs discrimination training
discrimination presents you with many, generalization presents you with one; generalization is S+ and S-, discrimination is Sdelta and SD
stimulus class
a set of stimuli which all have some common physical property
stimulus generalization
behavioral contingencies in the presence of one stimulus affect the frequency of the response in the presence of another stimulus
concept training
reinforcing or punishing a response in the presence of one stimulus class and extinguishing it or allowing it to recover in the presence of another stimulus class
conceptual stimulus control
responding occurs more often in the presence of one stimulus class and less often in the presence of another stimulus class because of concept training
stimulus dimensions
the physical properties of a stimulus
fading procedure
at first, the SD and Sdelta differ along at least 2 stimulus dimensions. then the difference between the SD and Sdelta is reduced along all but one dimension until the SD and Sdelta differ along only the relevant dimension (ex: golf balls, reading based on colors)
errorless discrimination procedure
the use of a fading procedure to establish a discrimination, with no errors during the training
stimulus-generalization gradient
a gradient of responding showing a decrease in responding as the test stimulus becomes less similar to the training stimulus
subjective measure
the criteria for measurement are not completely specified in physical terms or the event being measured is a private, inner experience
objective measure
the criteria for measurement are completely specified in physical terms and the event being measured is public and therefore observable by more than one person
matching to sample
selecting a comparison stimulus corresponding to a sample stimulus
symbolic matching to sample
matching to sample in which the relation between the sample and comparison stimuli is arbitrary
identity matching
when the sample and comparison stimuli are physically identical
symmetry
if A=B then B=A
transitivity
if A=B and B=C, then A=C
reflexivity
A=A
behavior trap
get a shy kid to play with playground equipment, and she might find other kids while doing that and interaction with them is naturally reinforcing
reinforcer reduction
after you’ve caused a behavior through reinforcement, you fade out the reinforcer
discriminated response
response under the control of a discriminative stimulus
punishment-based discriminative stimulus/Sdelta
the SD gives a punishment for your behavior, while the Sdelta doesn’t (hot pan example)
punishment-based SD
a stimulus in the presence of which a response will be punished
punishment-based Sdelta
in the absence of a stimulus that leads to punishment from a certain behavior, doing that behavior will not cause you to be punished (swearing when mom isn’t there won’t get you punished)
differential reinforcement vs discrimination
differential reinforcement reinforces one response class and extinguishes another; discrimination keeps the same response class, but extinguishes it in the presence of a certain stimulus
tact
naming, determined by an SD, reinforced by praise
mand
requesting, brought about by a motivating operation, reinforced by receiving what you requested (teach this first bc it works well for incidental teaching)
verbal behavior
behavioral term for language
vocal verbal behavior
talking
preattending skills
skills you need before you can learn the contingency- ex: orienting yourself toward the discriminative stimulus
operandum/manipulandum
the part of the environment that the organism operates/manipulates
non discriminated reinforcement contingency
no SD associated with the reinforcement contingency
Sdelta test
is there also an Sdelta?
same before condition test
is the before condition the same for both SD and Sdelta?
response test
is the response the same for both SD and Sdelta?
extinction/recovery test
is the Sdelta contingency always extinction or recovery?
operandum test
does the SD differ from the operandum?
different before condition test
does the SD differ from the before condition?
intuition
control by a concept or set of contingencies the person does not define or describe
conceptual discrimination training procedure
training an individual to respond under stimulus control of a certain concept
stimulus class/concept
set of stimuli that all have some common property
how to know when conceptual stimulus control is occurring
- all stimuli in a stimulus class merit similar response
2. all stimuli outside that class do not merit the response
stimulus generalization
responding in a similar way to different stimuli
conceptual stimulus control
generalization within a stimulus class and discrimination between stimulus classes; responding occurs more often in the presence of one stimulus class and less often in the presence of another stimulus class because of concept training
concept training
reinforcing/punishing a response in the presence of one stimulus class and extinguishing it or allowing it to recover in the presence of another stimulus class
simple stimulus control
only one example in each set of stimuli- can’t generalize to new examples
stimulus dimensions
physical properties of a stimulus
fading
make the SD and Sdelta as dissimilar as possible along one dimension; another dimension is different too. then gradually fade out the difference on the first dimension until the only difference left is the other one (golf ball example)
response dimension
physical property of a response
errorless discrimination
subject makes the correct response without a single error in a fading discrimination-training procedure
difference between shaping and fading
shaping changes the behavior; fading changes the stimulus
reinforcer reduction
gradually reducing the amount of reinforcer, or the type, until it becomes more realistic to the natural environment
stimulus-generalization gradient
as some property of the stimulus becomes increasingly different from the discriminative stimulus used during reinforcement, the response rate decreases
interobserver reliability
how to make DVs more objective- it’s reliable if more than one observer records the same thing
matching to sample
selecting a comparison stimulus corresponding to a sample stimulus
symbolic matching to sample
matching to sample in which the relation between the sample and comparison stimuli is arbitrary (ex: when they’re labeled with words and a pigeon can’t read)
identity matching
when the sample and comparison stimuli are physically identical
symmetry
having a skill in both directions: name –> photo and photo –> name
novel stimulus control
correct response to a stimulus when that response to that stimulus had not been reinforced previously
transitivity
A=B, B=C, A=C
reflexivity
results of simple, non-symbolic matching to sample A=A
equivalence class
all stimuli in a set are reflexive, symmetrical, and transitive with each other
stimulus-equivalence training
symbolic matching to sample that leads to an equivalence class
emergent relations
stimulus-control relations that emerge without being explicitly trained
dissociation
occurs when an experimental variable has different effects on different tasks/measures
