Question 1

Give an example of the Unaware-Misapplication Pitfall involving response generalization.

Accepted Answer

Any plausible example is acceptable, such as the case of a young child who, after getting his own way with his parents by yelling in a restaurant, yells even more loudly the next time they are in a restaurant.

Question 2

Describe an example of unlearned response generalization that is not in this chapter.

Accepted Answer

For example, if you learn a forehand shot in racquetball, you could likely show unlearned response generalization and be able to perform a forehand shot in squash.Any appropriate example is acceptable.

Question 3

Briefly describe how Carole's honors presentation demonstrated behavioral generality.

Accepted Answer

Carole's Honors presentation showed stimulus generalization in that she practiced in an empty classroom and was then able to perform her presentation well in that classroom with other students and the instructor present.We do not know if she showed response generalization to other presentations in other classes, and we do not know if her presentation skills were maintained over time.

Question 4

Define response generalization.

Accepted Answer

Response generalization refers to the pr

Question 5

Describe the generalization strategy referred to as general case programming. Give an example.

Accepted Answer

In general case programming, a teacher i

Question 6

What rule for programming stimulus generalization is exemplified by the study in which object and picture names were taught to children with developmental disabilities?
 Explain.

Accepted Answer

Welch and Pear found that developmentall

Question 7

What is meant by "recruitment of reinforcement"? Illustrate with an example that is not in this chapter.

Accepted Answer

Recruitment of reinforcement is when an

Question 8

Define stimulus generalization, and give an example that is not in this chapter.

Accepted Answer

Stimulus generalization occurs when a be

Question 9

List four tactics for programming operant stimulus generalization. Give an example of each.

Accepted Answer

(a)Train in the test situation

Question 10

Describe the example of a self-generated mediator of generalization involving the figure skater.

Accepted Answer

To help her to land her double axel cons

Question 11

Define behavioral trap,, and give an example.

Accepted Answer

In a behavioral trap, reinforcers in the

Question 12

When discussing programming of generality of behavior, what do we mean by the training situation versus the target situation?

Accepted Answer

The training situation is the

Question 13

List three tactics for programming operant response generalization. Give an example of each.

Accepted Answer

(a)Train sufficient response e

Question 14

What is the meaning of the term behavioral momentum? Give an example.

Accepted Answer

Behavioral momentum is a momentary incre

Question 15

State the Failure-to-Apply Pitfall, and give an example of it that involves failure to program for desirable generalization.

Accepted Answer

For example, some parents of a young chi

Question 16

How might the teaching of a rule facilitate operant stimulus generalization? State the general factor for programming for generalization that seems to be operating, and illustrate with an example.

Accepted Answer

If a behavior is brought under the contr

Question 17

Give an example of learned response generalization due to functionally equivalent responses.

Accepted Answer

If you are asked to pass a mes

Question 18

Give an example of learned response generalization that occurs when different responses share a common characteristic.

Accepted Answer

For example, when a child learns to add

Question 19

Briefly describe four tactics for programming operant behavior maintenance.
 Give an example of each.

Accepted Answer

(a)Use behavioral trapping to ensure tha

Question 20

When is a behavior change said to have generality?

Accepted Answer

A behavior change is said to have genera

Exam 16: Transferring Behavior to New Settings and Making It Last: Generality of Behavior Change

Give an example of the Unaware-Misapplication Pitfall involving response generalization.

Describe an example of unlearned response generalization that is not in this chapter.

Briefly describe how Carole's honors presentation demonstrated behavioral generality.

Define response generalization.

Describe the generalization strategy referred to as general case programming. Give an example.

What rule for programming stimulus generalization is exemplified by the study in which object and picture names were taught to children with developmental disabilities? Explain.

What is meant by "recruitment of reinforcement"? Illustrate with an example that is not in this chapter.

Define stimulus generalization, and give an example that is not in this chapter.

List four tactics for programming operant stimulus generalization. Give an example of each.

Describe the example of a self-generated mediator of generalization involving the figure skater.

Define behavioral trap,, and give an example.

When discussing programming of generality of behavior, what do we mean by the training situation versus the target situation?

List three tactics for programming operant response generalization. Give an example of each.

What is the meaning of the term behavioral momentum? Give an example.

State the Failure-to-Apply Pitfall, and give an example of it that involves failure to program for desirable generalization.

How might the teaching of a rule facilitate operant stimulus generalization? State the general factor for programming for generalization that seems to be operating, and illustrate with an example.

Give an example of learned response generalization due to functionally equivalent responses.

Give an example of learned response generalization that occurs when different responses share a common characteristic.

Briefly describe four tactics for programming operant behavior maintenance. Give an example of each.

When is a behavior change said to have generality?

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

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

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

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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