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systems exam 1 Flashcards

1
Q

_____ a type of stimuli-to-stimulus relation in which the learner matches a stimulus to the same as the sample stimulus

A

reflexivity

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2
Q

_____ a type of stimuli-to-stimulus relation in which the learner demonstrates the reversibility of the same stimulus and the compared stimulus

A

symmetry

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3
Q

____describes a type of stimulus-stimulus relations that emerge as a product of training two other stimulus-stimulus relations

A

transitivity

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4
Q

_____ describes a behavior analytic approach to understanding and establishing symbolic function

A

stimulus equivalence

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5
Q

_____we can create and understand an infinite number of meaningful sentences and utterances

A

generativity

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6
Q

A _______ is a relation between two or more stimuli that is not directly trained or taught and is not based solely on the physical properties of the stimuli

A

derived stimulus relation

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7
Q

_____ means responding to one stimulus based on its relation to another stimulus or stimuli

A

relational responding

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8
Q

RFT is theory of ____stimulus relations proposing that such relations are inherently verbal and that the accumulated experience with relational exemplars creates generalized repertories of relating

A

derived

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9
Q

Emphasizes that we learn many different types of relations in our lives, each of which can be considered a frame in that any pair of stimuli can function within it

A

RFT

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10
Q

Who is credited with much of the pioneering research in stimulus equivalence?

A

murray sidman

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11
Q

under a certain condition a discrimination will be made

A

conditional discrimination

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12
Q

Stimulus Equivalence has been achieved when ALL reflexive, symmetrical and transitive matching has been learned.

A
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13
Q

_____is the collection of stimuli that evoke the same behavior.

A

equivalence class

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14
Q

_____the stimuli do not look alike but the share the same response.

A

arbitrary stimulus class

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15
Q

____is also called identity matching.

A

reflexivity
match to sample

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16
Q

_____refers to the two- way relationship of matching.

A

symmetry

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17
Q

_____occurs when the equation if A = B and if B = C, then A = C.

A

transitivity

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18
Q

____ refers to the derived bidirectionality of some stimulus relations

A

mutual entailment

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19
Q

The phenomenon whereby two stimulus relations can be combined to allow the derivation of a third relation.

A

combinatorial entailment

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20
Q

what are the 3 types of nonequivalence relations

A

distinction relations
spatial and temporal relations
casual relations

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21
Q

The imitative behavior is occasioned by another person’s model of the behavior is?

A

imitation

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22
Q

A ____ is an antecedent stimulus with topographical similarity to the behavior the analysts wants to be imitated

A

model

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23
Q

what are two types of models that are part of imitation?

A

unplanned
planned

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24
Q

Occur in everyday social interactions/environments
(a kid imitated a kid kicking a stick)

A

unplanned

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25
Q

Pre-arranged antecedent stimuli that help learners acquire new skills

A

planned

26
Q

Which one of these is not a condition for imitation?
Immediacy;
formal similarity;
Mirroring; or
Model producing the controlling response

A

mirroring

27
Q

With an understanding of the imitation process, applied behavior analysts can use imitation as an intervention to:
a.) Eliminate Old Behaviors
b.) Evoke New behaviors
c.) Create teaching sequences
d.) Reinforce appropriate behaviors

A

evoke new behaviors

28
Q

The controlling variable for an imitative behavior is: a.) An operative behavior
b.)An imitative response chain
c.) A model
d.) A pre-task

A

a model

29
Q

Learning to purchase a soda from a vending machine by first watching someone else purchase a soda would be an example of:
a.) Planned echoic stimuli
b.) Unplanned echoic stimuli
c.) Planned models
d.) Unplanned models

A

unplanned models

30
Q

When a child picks up a fork immediately after observing her father pick up a fork, this imitative behavior has:
a.) Planned similarity
b.) Unplanned similarity
c.) Formal similarity
d.) Informal similarity

A

formal similarity

31
Q

Regardless of the behavior modeled, the objective of imitation training is for the learner to do what?
a.) What the model does
b.) What the trainer asked or commanded
c.) What behavior fits the situation
d.) What behavior will receive reinforcement

A

a

32
Q

Potential learners cannot imitate if they do not have this prerequisite skill:
a.) The behavior in their repertoire
b.) Attending to the model
c.) Decrease in problem behavior
d.) Ability to define the behavior

A

b

33
Q

____ is defined as the differential reinforcement of successive approximations toward a terminal behavior

A

shaping

34
Q

_____ can be claimed when the topography, latency, frequency, duration, or magnitude of the target behavior reaches the predetermined criterion level

A

terminal behavior

35
Q

____ is a procedure where reinforcement is provided for responses that share a predetermined quality and reinforcement is withheld for responses that don’t share that quality

A

differential reinforcement

36
Q

The two key procedural components of shaping are:

A

successive approximations (getting closer and closer to the goal of the target behavior)
differential reinforcement

37
Q

what are some limitations of shaping

A

Can be time consuming
Progress is not always linear and may be erratic
Requires a skillful trainer, who can recognize subtly closer approximations (requires continuous monitoring)
Can be misapplied
Harmful behaviors can be accidentally shaped

38
Q

changing response requirements

A

shaping

39
Q

changing antecedent stimuli

A

fading

40
Q

____is a type of teaching procedure used to connect individual behaviors to form more complex responses.

A

behavior chain

41
Q

What are the two exceptions to components in a behavior chain serving a dual function?

A

first and last responses of a chain

42
Q

each component in the chain, except the first and last stimulus in the chain, serves as both a conditioned reinforcer and a ____

A

discriminative stimulus

43
Q

Breaking a complex skill or series of behaviors into smaller, teachable units is _____

A

task analysis

44
Q

What is the purpose of validating a task analysis?

A

we want to determine that the sequence of behaviors that we’ve listed are necessary and sufficient to complete a given task
sufficiently

45
Q

a behavior chain with a ____ requires that each component is done correctly and within a specified time

A

limited hold

46
Q

T/F
Task Analysis involves breaking a complex skill into smaller, teachable units, the product of
which is a series of sequentially order steps or behaviors.

A

true

47
Q

What are the four chaining options?

A

Forward chaining
◦ Total-task chaining
◦ Backward chaining
◦ Backward chaining with leap aheads

48
Q

T/F
Chaining can be used to add behaviors to an existing behavioral repertoire?

A

true

49
Q

A behavior chain with a limited hold means:
a.) The number of steps in the chain is limited.
b.)The learner must “hold” his/her responses for a specified period of time.
c.)The entire chain or steps within the chain must be completed in a given period of time.
d.)Accuracy of the performance of steps is not important.

A

c

50
Q

Behavior chains and chaining procedures are important because:
a) There are many behaviors that are considered behavior chains, and these behaviors lead to more independence in life.
b) Chaining can be combined with many other teaching procedures so that behaviors can be taught in a variety of contexts.
c) Chaining is an efficient training procedure-it can be used to combine already existing repertoires of behavior into new behaviors.
d) All of these

A

d

51
Q

How are forward and backward chaining different?
a) Forward chaining means the learner learns the steps to the skill in the correct order and backward chaining means the learner learns the steps in the reverse order.
b) Forward chaining means the learner learns the first step first in the sequence and backward chaining means the learner learns the last behavior in the sequence first (but the steps are still learned in the correct sequence).
c) Forward chaining is a much quicker way to learn a task than backward chaining.
d) None of these answer choices accurately differentiates between forward and backward chaining.

A

b

52
Q

If you want to create a task analysis for a behavior you have no idea how to do yourself, how could you construct it?
a) You could find people who are good at the behavior and ask them how to do it.
b) You could watch people who know how to do the task and observe what they do.
c) You could go to the literature to see if there are any published task analyses of the behavior.
d) All of these.

A

d

53
Q

What is a risk of choosing the single- opportunity method of assessment for assessing mastery of a task analysis?
a) You may underestimate the learner’s abilities.
b) You may inadvertently be teaching the individual the behavior during assessment.
c) You may frustrate the learner because of the time-consuming nature of this form of assessment.
d) All of these.

A

a

54
Q

Breaking down longer chains into smaller chains and/or skill clusters, teaching each skill cluster, and then chaining each skill cluster is a variation of which form of behavior chaining?
a) Forward chaining
b) Backward chaining
c) Total task chaining
d) Backward chaining with leap aheads

A

a

55
Q

Peer models have been used to teach children with disabilities to perform complex tasks using which form of chaining?
a) Forward chaining
b) Backward chaining
c) Total task chaining
d) Backward chaining with leap aheads

A

c

56
Q

Shaping involves:
a.) Reinforcing successive approximations to a terminal behavior
b.) Creating response differentiation between responses that are closer to the terminal behavior and those that are not
c.) Placing responses that are not a closer approximation of the terminal behavior on extinction.
d.) All of these

A

d

57
Q

Response differentiation involves what two components?
a.) Differential reinforcement and changing the criterion for reinforcement
b.) Punishment and extinction
c.) Prompting and differential reinforcement
d.) Extinction and changing the criterion for reinforcement

A

a

58
Q

An example of shaping within a response topography is:
a)Increasing the number of math problems an individual needs to complete during math class
b)Increasing the duration of in-seat behavior during seatwork time
c)Increasing the force of a tennis swing
d)All of these are examples of shaping within a response topography

A

d

59
Q

The text gives an example of shaping, where first lip movement received reinforcement, then lip movements with sound, then saying the word “gum,” and finally, saying “Gum please.” This is an example of:
a) Shaping within a response topography.
b) Shaping across different response
topographies.
c) Shaping the magnitude of a response.
d) Shaping the duration of a response.

A

b

60
Q

Shaping can be a slow, time-consuming process. What is one way to effectively speed up the process?
a) Add a punishment contingency for incorrect responses.
b) Each time you increase the criteria for reinforcement, do so by larger increments.
c) Model the desired response for the individual.
d) All of these are effective ways to make shaping more efficient.

A

c

61
Q

When is adding a prompt to the shaping process something to consider?
a) When the individual is progressing through the shaping procedure quickly.
b) When the individual has mastered the terminal behavior.
c) When the individual’s repertoire is weak and the likelihood of making a successive approximation is low.
d) When you have limited staff and resources to implement the shaping procedure.

A

c

62
Q
A

aba (5 decks)

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