Stimulus Equivalence

Question 1

Which of the following describes a situation in which one stimulus could be substituted for another stimulus and have the same affect on behavior?
A. Stimulus-response relation
B. Reflexive relation
C. Equivalence class

Answer 1

C
Stimuli within an equivalence class and/or said to have derived or stimulus-stimulus relations have the same effect on responding as the stimuli with which they are related.

Question 2

Stimulus-stimulus relations…
A. Can be trained or emergent
B. Are always derived
C. Are always trained

Answer 2

A

Question 3

Derived relations are relations between two or more stimuli that
A. Do not depend on physical similarities
B. Emerge without training
C. Affect behavior similarly
D. All of the above

Answer 3

D

Question 4

Which of the following never include trained relations?
	A. Stimulus-stimulus relation
	B. Derived relation
	C. Stimulus class
	D. Equivalence class

Answer 4

B

Question 5

An equivalence class suggests that…
A. A stimulus could be substituted for another stimulus
B. Two stimuli are equal along at least one dimension that defines the stimulus
C. A stimulus is similar to another stimulus
D. All of the above

Answer 5

A

Question 6

Which of the following describes a situation in which one stimulus could be substituted for another stimulus and have the same effect on behavior?
	A. Equivalence class
	B. Derived relation
	C. Stimulus-stimulus
	D. All of the above

Answer 6

D

Question 7

Which of the following is not an example of a stimulus-stimulus relation? The relationship between a…
A. Smart phone and a tablet, because both evoke screen tapping behavior
B. Smart watch and a fitness tracker, because button pressing behavior is evoked
C. Tablet and a screen tap, because one evokes the other
D. All of the above

Answer 7

C
Stimulus-stimulus relations describe the relationship between members of any stimulus class, where members of that class have the same effect on behavior

Question 8

When adding new stimuli as part of an established equivalence class, new stimuli must be…
	A. Conditioned to all other stimuli in the equivalence class
	B. Conditioned to at least one stimulus in the equivalence class

Answer 8

B
Establishing equivalence between a new stimulus and any member of a stimulus class establishes the new stimulus as equivalent to the entire class

Question 9

To expect the emergence of reflexivity, symmetry, and transitivity…
A. Two identical relations must be trained
B. One non-identical relation must be trained
C. One identical relation must be trained
D. Two non-identical relations must be trained

Answer 9

D
Stimulus equivalence is demonstrated through the emergence of reflexively, symmetry, and transitivity following training of two non-identical stimulus stimulus relations

Question 10

A symmetrical response occurs when a learner…
A. Matches a stimulus to itself or to an identical stimulus
B. Reverses the direction of matching of the originally trained pairs

Answer 10

B

Symmetry is when a learner is taught to select B given A, but as a result of training, can also select A given B.

Question 11

Matching an item to itself, or an item to an identical item, is referred to as
A. Symmetry
B. Reflexivity

Answer 11

B

Question 12

Once a child is taught to pick a cap when she sees HAT and to pick HAT when she sees a beanie, which of the following would be a derived relation? 
	A. Picking a cap when she sees a beanie
	B. Picking a cap when she sees a HAT
	C. Picking HAT when she sees a beanie 
	D. All of the above

Answer 12

A

Derived means that it wasn’t taught

Question 13

Which of the following characteristics are true of established equivalence?
	A. Performances that indicate equivalents are difficult to change by simply reversing baseline reinforcement conditions
	B. Conditioning one member of the class to elicit an emotional response is likely to result in other members of the class eliciting the same response
	C. Training an operant response in the presence of one member of the class is likely to result in generalization to other members of the class
	D. All of the above

Answer 13

D
Because all members of an equivalent class are equal to each other, training and operant response in the presence of one member of the class is functionally the same as training the response in the presence of all members of the class. Performances that indicate equivalence are RESISTANT to change as a function of changes in baseline reinforcement conditions. Equivalence classes are DURABLE, and stimuli tend to remain functionally related long after training.

Question 14

Which of the following is an example of a stimulus-stimulus relation? The relationship between…
A. An adult saying, “sit down” and a SEAT YOURSELF sign, because both evoke sitting responses.
B. An adult saying, “sit down“ and a sitting response, because one evokes the other

Answer 14

A