section 3 Flashcards
GENERALIZATION VS. DISCRIMINATION
Generalization occurs when they make connections to other things- like seeing females and saying woman
Discrimination is when its narrowed- like seeing mommy and saying mommy but not saying mommy to all women
2 types of generalization
stimulus generalization
response generalization (aka response induction)
Stimulus generalization
the individual responds to something in the same way that resembles the original thing from which he/she learned
example- saying kitty to any animal with a tail
ex. you say whats up to all your friends
“a” or “A” is said a
OVergenerlization
calling all women mommy
an inappropriate generalization
response generalization
AKA response induction
effects of the intervention are expanded from the targeted response to a similar non-targeted response
the form of the response/behavior changes
draw a straight line- first attempt is crooked but reinforced- over time they draw straighter lines
2 types of contengencies
naturally existing
contrived
relevance of behavior rules
choosing behaviors that generate reinforcers after intervention ceases
how to plan for generalization
- select target behaviors that will meet with natural contingencies of reinforcement
- specify all desired variations of the behavior and the situations in which it should/should not occur after instruction ended
7 strategies to promote generalization
CLEMING
common stimuli loosely train exemplars mediation indiscriminable contingencies negative teaching examples general case analysis
what is common stimuli
program common stimuli
involves ensuring the same SD exist in both the instructional and generalization setting
practice making a purchase at the store- trying it at home with items that are similar to ensure success at the store
loosely trains
expanding the heterogeneity of the SDs
so use a high voice then a low voice when you ask how are you
wearing hair up to teach one day and then hair down the next
that way they dont get to narrowly focused on noncritical stiumuls/stimulus control
mediation
instruction of others to help maintain and generalize newly aquired behaviors
you MUST collaborate with others to maintain their progress after your services are terminated
so teach them to say hi at home and ensure they are saying hi at school
indiscriminable contingencies
the client is not able to discriminate when their responses will be reinforced- thus high rates of behavior since they do not know when they will get reinforcement
2 ways to create indiscriminable contingencies
intermittent schedules of reinforcement
delayed rewards
negative teaching examples
telling client regarding setting, times, and conditions t which it is not appropriate to do that behavior
general case analysis
AKA - general case study
make sure that you are teaching all the different stimulus variations and response variations that they could encounter
example- learning to use multipole laundry machines
terminating successful interventions
one must systematically terminate successful interventions
assess it, how quickly did they get it, can they get to natural contingencies of reinforcement
mediators should have responsibility in the generalization process
maintence
response maintenance
do they keep that skill over time?
example- riding your bike
how to program for maintenance
use intermittent variable reinforcement with your client because this maintains the behavior
think VI and VR schedules of reinforcment
verbal behavior
skinners book published in 1957
Skinner created verbal behavior
private events
inside the skin
thoughts and feelings
only accessible to the one person
you are the only person who can feel your headache
definition of verbal behavior
behavior that is reinforced through the mediation of another persons behavior
helps you get what you want
it is defined by the function of the response not the topography
any response an be verbal
need a speaker and a listener
ex. crying of babies, gestures, writing, spoken word, sign language
form vs. function of behavior
both important
form- formal properties of language involve the topographies
function- effects of the response
verbal operant
unit analysis in verbal behavior (mands, tacts, etc..)
MO/SD -> response -> consequence
skinners 6 tyles of elementary verbal operants
EMITTT
Echoic mand intraverbal tact textual transcription
Echoic
echo, verbal imitation
controlled by the verbal discriminative stimulus (verbal SD)
it produces generalized conditioned reinforcement (praise, attention)
parent- bear
child- bear
parent great job
its must have point-to point correspondence
it must have formal similarity
point to point correspondence
beginning, middle and end of the verbal stimulus math the beginning, middle and end of the response
formal similarity
when the controlling antecedent stimulus and the response share the same sense mode and look physically the same
both are visual , both are auditory, both are tactile
echoic training
unvolves bring verbal responses under the functional control of the verbal SD that have point to point correspondence and formal similarity with the response
use shaping
hat
match to sample say “H” “h-a” h-a-t”
in the beginning use simple- 1 syllable words
teach them systematically
prompt levels- physical (may have to touch face)
mand
I deMAND that $100 bill!!!
verbal operant in which the speaker asks for, states, demands, implies, what they need
wants
controlled by MO’s (not SDs)
mands are the first verbal operants acquired by humans
mand training
what is your clients motivation
MO needs to be in effect during training
control the access to it
make sure its easy to deliver and remove the item
item needs to be consistently strong - dont loose their effectiveness quickly
client needs to prefer it
words that involve a response form are already in their repertoire (echoic)
complex mands
shape
book
then i want book
then I want the book please
2 types of mands
regular mand- things that can be reinforced
extended mand- things we cant do like while driving yelling move your car
2 types of extended mands
superstitious mand- saying come on to your car trying to get it start- then car starts
magical mand- I wish… telling cat to make dinner
intraverbal
answering a question
does not match- does not have point to point correspondence
produces generalized conditioned reinforcement
allows person to talk about/think about things that are not present
Intraverbal training
Make sure they have 50 mands and tact’s
Use promoting, fading, chaining
Fill in the blanks
Use common animal sounds or objects
Wh- questions
Like what do you wear on your feet??
Tact
Labeling objects, events, etc in the environment
Controlled by non-verbal discriminative stimulus
Produces generalized conditioned reinforcement (praise attention)
Tact extensions
Aka extended tact’s
There is not 1 name for one thing- there are many ways to describe the same thing
4 totes of tact extension
SMMG
Studying makes me grim
Solistic extension
Metaphorical extension
Metonymic extension
Generic extension
Solistic extension
Poor use of language - slang
Ex. You speak good instead of you speak well
Metaphorical extension
Metaphors
Ex. His heart is as black as coal
Metonymical extension
Verbal responses to novel stimuli that share none of the relevant features of the original stimulus, but some irrelevant but related feature has acquired stimulus control
Ex. Saying water when shown an empty cup
Saying bag when shown an m and m
Generic extension
The novel stimulus shares all of the relevant or defining features of the original stimulus
Example- saying Krispy cream is closed when looking at a Dunkin doughnuts
Textual
Reading written words
Seeing written word pizza abs saying pizza
Transcription
Taking dictation
Like a court transcriber
Hearing pillow and then writing word pillow
Codic
Verbal Sd
Point to point correspondence
No formal similarity
Example
Jane reads her Braille book out loud
Duplic
Verbal Sd
Point to point correspondence
Formal similarity
“Duplicates”
Imitating someone else’s sign
Autoclitic
Verbal behaviors about ones own verbal behavior
Example- I’m sure you’ll be please about the sale
4 basic intermittent schedules
FR
VR
FI
VI
Fixed ratio
Constant, set criteria
With a certain number of occurrences
Ex fr4- reinforcement givens after every 4th CORRECT response
Graph kind of looks like stairs
Variable ratio
Strongest basic schedule of int reinforcement
Changing variable criteria, with number of occurrences of the target behavior
VR 4
Reinforcement is delivered after an average of every 4th CORRECT response
Graph has a super fast and steep line
Fixed interval
Constant set criteria with a specific amount of time elapses
Fi5
Reinforcement s delivered after 1st correct response after 5 mins.
Graph looks scalloped
Variable interval
Changing variable criteria
After specific amount of time elapses
Ex. Pop quizzes
VI 12
Reinforcement delivered after first CORRECT response after an average of 12 mins
Graph is not steep- has steady rate of responding
Thinning intermittent reinforcement
Aka schedule thinning
Gradually increasing the response ratio or the duration of the time interval
Vr4 to Vr6 thinning
Vr6 to vr4 thickening
Ratio strain
Result of abrupt increases in ratio requirements when moving from denser to thinner reinforcement schedules
Going from Fr1 to Fr20 ratio strain in form of non compliance
Limited hold
Is for a limited time
Restriction placed on an interval schedule requiring that to be eligible for reinforcement the primed response must occur with a specified span of time following that interval
Ex. FR5 with a LH 2 mins.
Person must complete the 5. Tasks within two mins
3 variations of basic intermittent schedules of reinforcement
HDL
Heavy duty love
DRH
DRD
DRL
DRH
High rates of responding
DRH helps to increase behavior that the individual displays too infrequently
Ex. Attends 2 days of school but if he attends 4 days gets reinforcement
DRD
Diminishing rates of responding
Helps decrease behavior but not to eliminate it entirely
Eat too fast- reinforcement given after only taking 10 bites of food in five mins
DRL
Low rates of responding
Uses an IRT to Identify the duration of time that occurs between two responses
By increasing the IRR you lower the rate of responding
Helps decrease behavior that the individual displays to frequently but not to eliminate it entirely
Eat too fast- get reinforcement after taking 10 Sec pause
Progressive schedules of reinforcement
A variation on basic INT schedules of reinforcement
Systematically thins each successive reinforcement opportunity independent of the participants behavior
Usually thinned to a breaking point when the participant stops responding
7 compound schedules of reinforcement
CMCMTAC
Concurrent schedule of reinforcement
Multiple schedules of reinforcement
Chained schedules of reinforcement.
Mixed schedules of reinforcement
Tandem schedules of reinforcement
Alternate schedules of reinforcement
Conjunctive schedules of reinforcement
Concurrent schedules of reinforcement
Occurs when 2 or more contingencies of reinforcement operate independently and simultaneously for 2 or more behaviors
Choice making
They can choose between two behaviors
We can study and get to watch tv for an hour or
Not study and get to watch tv for 0 hours
Matching law
Aka matching theory
Description of a phenomenon according to which organisms match their response according to the proportion of payoff during choice situations.
Given two concurrently available behaviors, we will choose to engage in the behavior that has the highest rate of reinforcement
Multiple schedules of reinforcement
Present 2 or more basic schedules of reinforcement in an alternating usually random sequence for only one or more behaviors
Occur successively abs independently
I do math with teacher on a VR5
I do math with tutor on a VI 2
I will know my reinforcement based on the Sd of my teacher or tutor
Chained schedules of reinforcement
Has 2 or more basic schedule requirements that occur successively abs has an Sd correlated with each independent schedule with one or more behaviors
Occur in a specific order
Chain of getting gas- all steps required completion in a specific order and must be complete in 10 mins to earn reinforcement
Mixed schedules of reinforcement
Identical to multiple schedules except the mixed schedule has no Sd correlated with the independent schedules
Due to no Sd the individual is not sure what schedule is in effect at any given time
Tandem schedules of reinforcement
Similar to chained schedules except the tandem schedule does not use an Sd
An in signaled chain
FI 1 FR5
Reinforcement occurs after, first, one min goes by and then the person starts to respond- then their 5th correct response is when they get reinforcement
Alternate schedules of reinforcement
Provides reinforcement when the requirements of either a ratio or inter weak schedule is met- regardless of which of the component schedules requirements is met first
Reinforcement is given whenever either of these two conditions are met -
50 correct responses or first correct response after an elapse of 5 mins
Conjunctive schedules of reinforcement
Provides reinforcement when the completion of the response requirements for both a ratio and interval schedule have been met
When you do both
2 mins have elapsed abs 50 correct responses have been made
Adjunctive behaviors
Aka schedule induced behaviors
Behaviors that are brought about by schedules of reinforcement during times when reinforcement is unlikely to be delivered
Time filling- doodling, smoking, drinking, etc
