Exam 9: Responding at the Right Time and Place: Stimulus Discrimination and Stimulus Generalization

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When you are considering the selection of a stimulus to be set up as an S^D, what four questions might you ask yourself about that stimulus?

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Question 1

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(a)Is the stimulus sufficiently different from other stimuli on more than one dimension?(b)Can it be presented primarily on occasions on which the response should occur? (c)Is there a high probability the person will attend to it? (d)Does it currently control any undesirable responses?

Define stimulus control.

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Question 2

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Stimulus control refers to the degree of correlation between an antecedent stimulus and a subsequence response.

From a behavioral perspective, what is a rule?

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Question 3

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A rule is a verbal statement that describes a situation in which a behavior will lead to a consequence.

Describe how you might teach the concept of honest to a child. Would your program teach a child to be honest? Why or why not?

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Question 4

Give an example (not from this chapter)of a stimulus that is an S^D for one behavior and an S^? for a different behavior.

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Question 5

What is an ABC assessment?

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Question 6

What is a stimulus? Give two examples that are not from the text.

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Question 7

Using examples, explain what is meant by reflexivity, symmetry, and transitivity.

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Question 8

Describe a stimulus that you would like to establish as an S^D for a behavior of yourself or a friend, and describe the behavior.Then, for that stimulus, answer the four questions that you asked yourself in Question 17.

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Question 9

What is meant by the term contextual control? Illustrate with an example.

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Question 10

Just before starting to cross a street, a pedestrian from England visiting Canada observed that the street was clear to the right, stepped into the street, and was struck by a car.Explain how lack of contextual control was involved in this accident.

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Question 11

What is good stimulus control? Give an example that is not in this chapter.

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Question 12

Describe the stimulus discrimination training procedure, and give an example that is not in this chapter.

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Question 13

What do we mean by common-element stimulus class? By conceptual behavior?

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Question 14

With examples that are not in this chapter, distinguish between rule-governed and contingency-shaped behavior.

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Question 15

How have studies of stimulus equivalence provided support for a behavioral view of language development?

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Question 16

Define S^?, and give an example that is not in this chapter. Identify both the S^? and the response in the example.

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Question 17

Was the children's high on task behavior to the posted rule in the Auckland classroom likely rule governed or contingency shaped? Justify your choice.

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Question 18

What is the difference between a stimulus and a discriminative stimulus?

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Question 19

Define S^D, and give an example that is not in this chapter. Identify both the S^D and the response in the example.

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Question 20

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Exam 9: Responding at the Right Time and Place: Stimulus Discrimination and Stimulus Generalization

When you are considering the selection of a stimulus to be set up as an SD, what four questions might you ask yourself about that stimulus?

Define stimulus control.

From a behavioral perspective, what is a rule?

Describe how you might teach the concept of honest to a child. Would your program teach a child to be honest? Why or why not?

Give an example (not from this chapter)of a stimulus that is an SD for one behavior and an S? for a different behavior.

What is an ABC assessment?

What is a stimulus? Give two examples that are not from the text.

Using examples, explain what is meant by reflexivity, symmetry, and transitivity.

Describe a stimulus that you would like to establish as an SD for a behavior of yourself or a friend, and describe the behavior.Then, for that stimulus, answer the four questions that you asked yourself in Question 17.

What is meant by the term contextual control? Illustrate with an example.

Just before starting to cross a street, a pedestrian from England visiting Canada observed that the street was clear to the right, stepped into the street, and was struck by a car.Explain how lack of contextual control was involved in this accident.

What is good stimulus control? Give an example that is not in this chapter.

Describe the stimulus discrimination training procedure, and give an example that is not in this chapter.

What do we mean by common-element stimulus class? By conceptual behavior?

With examples that are not in this chapter, distinguish between rule-governed and contingency-shaped behavior.

How have studies of stimulus equivalence provided support for a behavioral view of language development?

Define S?, and give an example that is not in this chapter. Identify both the S? and the response in the example.

Was the children's high on task behavior to the posted rule in the Auckland classroom likely rule governed or contingency shaped? Justify your choice.

What is the difference between a stimulus and a discriminative stimulus?

Define SD, and give an example that is not in this chapter. Identify both the SD and the response in the example.

Introduction

Areas of Application: an Overview

Respondent Classical, Pavlovian Conditioning of Reflexive Behavior

Increasing a Behavior With Positive Reinforcement

Increasing Behavior With Conditioned Reinforcement

Decreasing a Behavior With Operant Extinction

Getting a New Behavior to Occur With Shaping

Developing Behavioral Persistence With Schedules of Reinforcement

Changing the Stimulus Control of a Behavior With Fading

Getting a New Sequence of Behaviors to Occur With Behavior Chaining

Differential Reinforcement Procedures to Decrease Behavior

Decreasing Behavior With Punishment

Establishing Behavior by Escape and Avoidance Conditioning

Respondent and Operant Conditioning Together

Transferring Behavior to New Settings and Making It Last: Generality of Behavior Change

Antecedent Control: Rules and Goals

Antecedent Control: Modeling, Guidance, and Situational Inducement

Antecedent Control: Motivation

Behavioral Assessment: Initial Considerations

Direct Behavioral Assessment: What to Record and How

Doing Behavior Modification Research

Functional Assessment of Problem Behavior

Planning, Applying, and Evaluating a Behavioral Program

Token Economies

Helping an Individual to Develop Self-Control

Approaches to Behavior Therapy: Cognitive Restructuring; Self-Directed Coping Methods; and Mindfulness and Acceptance Procedures

Psychological Disorders Treated by Behavioral and Cognitive Behavioral Therapies

Giving It All Some Perspective: a Brief History

Ethical Issues

Shaping and Schedules of Reinforcement: A Comprehensive Guide

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When you are considering the selection of a stimulus to be set up as an S^D, what four questions might you ask yourself about that stimulus?

Give an example (not from this chapter)of a stimulus that is an S^D for one behavior and an S^? for a different behavior.

Describe a stimulus that you would like to establish as an S^D for a behavior of yourself or a friend, and describe the behavior.Then, for that stimulus, answer the four questions that you asked yourself in Question 17.

Define S^?, and give an example that is not in this chapter. Identify both the S^? and the response in the example.

Define S^D, and give an example that is not in this chapter. Identify both the S^D and the response in the example.