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Learning and Memory > Quiz 7 (Malott 12 & 13, Terry 7) > Flashcards

Quiz 7 (Malott 12 & 13, Terry 7) Flashcards

1
Q

discriminative stimulus (SD)

A

causes a response because when that stimulus was present in the past, the response produced a reinforcer (target)

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2
Q

S-delta

A

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)

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3
Q

discrimination training procedure

A

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)

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4
Q

stimulus discrimination (stimulus control)

A

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

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5
Q

stimulus saliency

A

the stimulus is noticeable- ex: bright enough light, close enough to stimulus

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6
Q

stimulus-response contiguity

A

the salient stimulus should be close to where you’re making the behavior (put the light right next to the animal)

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7
Q

undiscriminated contingency

A

no matter where you do the behavior, what the circumstances are, you will get rewarded

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8
Q

discriminated contingency

A

conditions influence whether you will be rewarded for the behavior

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9
Q

discriminated response

A

a response under the control of a discriminative stimulus

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10
Q

incidental teaching

A

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)

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11
Q

window discrimination

A

very specific about how much you want them to do the behavior- had to bite between a certain range

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12
Q

prompt

A

a temporary means you use to make it more likely that a person will do the correct behavior (physical guidance, modeling, verbal instructions)

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13
Q

discriminative stimulus vs prompt

A

prompt is just a temporary solution (a hint), the SD is always there

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14
Q

training for generalization

A

present you with one stimulus

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15
Q

generalization vs discrimination training

A

discrimination presents you with many, generalization presents you with one; generalization is S+ and S-, discrimination is Sdelta and SD

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16
Q

stimulus class

A

a set of stimuli which all have some common physical property

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17
Q

stimulus generalization

A

behavioral contingencies in the presence of one stimulus affect the frequency of the response in the presence of another stimulus

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18
Q

concept training

A

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

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19
Q

conceptual stimulus control

A

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

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20
Q

stimulus dimensions

A

the physical properties of a stimulus

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21
Q

fading procedure

A

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)

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22
Q

errorless discrimination procedure

A

the use of a fading procedure to establish a discrimination, with no errors during the training

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23
Q

stimulus-generalization gradient

A

a gradient of responding showing a decrease in responding as the test stimulus becomes less similar to the training stimulus

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24
Q

subjective measure

A

the criteria for measurement are not completely specified in physical terms or the event being measured is a private, inner experience

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25
Q

objective measure

A

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

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26
Q

matching to sample

A

selecting a comparison stimulus corresponding to a sample stimulus

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27
Q

symbolic matching to sample

A

matching to sample in which the relation between the sample and comparison stimuli is arbitrary

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28
Q

identity matching

A

when the sample and comparison stimuli are physically identical

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29
Q

symmetry

A

if A=B then B=A

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30
Q

transitivity

A

if A=B and B=C, then A=C

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31
Q

reflexivity

A

A=A

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32
Q

behavior trap

A

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

33
Q

reinforcer reduction

A

after you’ve caused a behavior through reinforcement, you fade out the reinforcer

34
Q

discriminated response

A

response under the control of a discriminative stimulus

35
Q

punishment-based discriminative stimulus/Sdelta

A

the SD gives a punishment for your behavior, while the Sdelta doesn’t (hot pan example)

36
Q

punishment-based SD

A

a stimulus in the presence of which a response will be punished

37
Q

punishment-based Sdelta

A

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)

38
Q

differential reinforcement vs discrimination

A

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

39
Q

tact

A

naming, determined by an SD, reinforced by praise

40
Q

mand

A

requesting, brought about by a motivating operation, reinforced by receiving what you requested (teach this first bc it works well for incidental teaching)

41
Q

verbal behavior

A

behavioral term for language

42
Q

vocal verbal behavior

A

talking

43
Q

preattending skills

A

skills you need before you can learn the contingency- ex: orienting yourself toward the discriminative stimulus

44
Q

operandum/manipulandum

A

the part of the environment that the organism operates/manipulates

45
Q

non discriminated reinforcement contingency

A

no SD associated with the reinforcement contingency

46
Q

Sdelta test

A

is there also an Sdelta?

47
Q

same before condition test

A

is the before condition the same for both SD and Sdelta?

48
Q

response test

A

is the response the same for both SD and Sdelta?

49
Q

extinction/recovery test

A

is the Sdelta contingency always extinction or recovery?

50
Q

operandum test

A

does the SD differ from the operandum?

51
Q

different before condition test

A

does the SD differ from the before condition?

52
Q

intuition

A

control by a concept or set of contingencies the person does not define or describe

53
Q

conceptual discrimination training procedure

A

training an individual to respond under stimulus control of a certain concept

54
Q

stimulus class/concept

A

set of stimuli that all have some common property

55
Q

how to know when conceptual stimulus control is occurring

A
  1. all stimuli in a stimulus class merit similar response

2. all stimuli outside that class do not merit the response

56
Q

stimulus generalization

A

responding in a similar way to different stimuli

57
Q

conceptual stimulus control

A

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

58
Q

concept training

A

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

59
Q

simple stimulus control

A

only one example in each set of stimuli- can’t generalize to new examples

60
Q

stimulus dimensions

A

physical properties of a stimulus

61
Q

fading

A

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)

62
Q

response dimension

A

physical property of a response

63
Q

errorless discrimination

A

subject makes the correct response without a single error in a fading discrimination-training procedure

64
Q

difference between shaping and fading

A

shaping changes the behavior; fading changes the stimulus

65
Q

reinforcer reduction

A

gradually reducing the amount of reinforcer, or the type, until it becomes more realistic to the natural environment

66
Q

stimulus-generalization gradient

A

as some property of the stimulus becomes increasingly different from the discriminative stimulus used during reinforcement, the response rate decreases

67
Q

interobserver reliability

A

how to make DVs more objective- it’s reliable if more than one observer records the same thing

68
Q

matching to sample

A

selecting a comparison stimulus corresponding to a sample stimulus

69
Q

symbolic matching to sample

A

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)

70
Q

identity matching

A

when the sample and comparison stimuli are physically identical

71
Q

symmetry

A

having a skill in both directions: name –> photo and photo –> name

72
Q

novel stimulus control

A

correct response to a stimulus when that response to that stimulus had not been reinforced previously

73
Q

transitivity

A

A=B, B=C, A=C

74
Q

reflexivity

A

results of simple, non-symbolic matching to sample A=A

75
Q

equivalence class

A

all stimuli in a set are reflexive, symmetrical, and transitive with each other

76
Q

stimulus-equivalence training

A

symbolic matching to sample that leads to an equivalence class

77
Q

emergent relations

A

stimulus-control relations that emerge without being explicitly trained

78
Q

dissociation

A

occurs when an experimental variable has different effects on different tasks/measures

Learning and Memory (19 decks)

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