Question 1

Distinguish between a mand and an intraverbal. Illustrate each with an example that is not in the text.

Accepted Answer

An intraverbal is a verbal response under the control of a preceding verbal stimulus, and there is no point-to-point correspondence between the stimulus and the response.For example, an adult asks a child, "Where do you live?" and the child responds, "Winnipeg." An echoic is also a verbal response, but there is point-to-point correspondence between the stimulus and the response.For example, if the adult says, "Say Winnipeg," and the child responds correctly, "Winnipeg." Any appropriate example is acceptable.

Question 2

Are the value-altering and behavior-alternating effects of unconditioned motivating operations learned or innate? Discuss with reference to an example.

Accepted Answer

The value-altering effect of a UMO is innate.For example, deprivation of food is a UMO that increases the effectiveness of food as a reinforcer without prior learning.The behavior- altering effects of a UMO are learned.For example, when someone is hungry, the behaviors of looking in the refrigerator or going to a fast food outlet are learned.Any appropriate examples are acceptable.

Question 3

Define tact, and give an example that is not in the book.

Accepted Answer

A tact is a naming response that is typically reinforced by a social reinforcer.For example, a preschool teacher is teaching a student shapes and points to a square saying, "What's that?" If the child answers correctly, "square," he or she will be praised by the teacher.Any appropriate example is acceptable.

Question 4

Describe three practical problems with conceptualizing motivation as an internal cause of behavior.

Accepted Answer

(a)The idea that the cause of our behavi

Question 5

How do many people who are not behaviorists or behavior modifiers conceptualize motivation? Illustrate with an example.

Accepted Answer

Many people who are not behaviorists or

Question 6

Define mand], and give an example that is not in the book.

Accepted Answer

A mand is a verbal response that is unde

Question 7

Define echoic , and give an example that is not in the book.

Accepted Answer

An echoic is a vocal imitative response

Question 8

Give an example illustrating that a given MO may affect the value of more than one reinforcer and may influence the occurrence of many behaviors.

Accepted Answer

For example, not only does food deprivat

Question 9

Would you describe Coach Dawson's explanation of the points program to the basketball players as a UMEO or a CMEO? Justify your choice.

Accepted Answer

The explanation of the points

Question 10

How was a CMEO used to motivate seat belt use among senior drivers?

Accepted Answer

The signs "Buckle Up Stay Safe" that wer

Question 11

If by "motivating someone to do something" we mean nothing more than manipulating antecedent conditions to influence that person to behave in a certain way, list each of the strategies presented in Chapters 17 and 18 to accomplish that task.

Accepted Answer

Rules, goals, modelling, guida

Question 12

Suppose that a football team has been practicing for an hour in the hot sun without water.The coach says to one of the players, "Here are the keys to my car.Get the bottles of water from the trunk." Would this request be classified as an SD or a CMEO for getting the water? Justify your choice.

Accepted Answer

The football coach's request to get the

Question 13

Define motivating operation. Give an example that illustrates both aspects of the definition.

Accepted Answer

Motivating operations (MOs)are events or

Question 14

Suppose that a pianist sets a goal for practicing a piece: "Before I can stop practicing, I have to play this piece through 10 times in a row without making a mistake." Is that goal best conceptualized as an SD or a CMEO? Justify your choice.

Accepted Answer

The rule that the pianist sets for herse

Question 15

Using an example, describe how a motivating operation might be incorporated into mand training with a child.

Accepted Answer

For example, in teaching verbal behavior

Question 16

Are the value-altering and behavior-alternating effects of CMOs learned or innate?
 Discuss with reference to an example.

Accepted Answer

The value-altering effect of a CMO is le

Question 17

In what two ways are motivating establishing operations and motivating abolishing operations different?

Accepted Answer

Motivating establishing operations (MEOs

Question 18

How was an MAO applied to decrease the self-injurious behavior of a woman with profound intellectual disability?

Accepted Answer

Brenda's staff introduced a schedule of

Question 19

What is a conceptual problem with the traditional view of motivation? Illustrate with an example.

Accepted Answer

A conceptual limitation of the tradition

Exam 19: Antecedent Control: Motivation

Distinguish between a mand and an intraverbal. Illustrate each with an example that is not in the text.

Are the value-altering and behavior-alternating effects of unconditioned motivating operations learned or innate? Discuss with reference to an example.

Define tact, and give an example that is not in the book.

Describe three practical problems with conceptualizing motivation as an internal cause of behavior.

How do many people who are not behaviorists or behavior modifiers conceptualize motivation? Illustrate with an example.

Define mand], and give an example that is not in the book.

Define echoic , and give an example that is not in the book.

Give an example illustrating that a given MO may affect the value of more than one reinforcer and may influence the occurrence of many behaviors.

Would you describe Coach Dawson's explanation of the points program to the basketball players as a UMEO or a CMEO? Justify your choice.

How was a CMEO used to motivate seat belt use among senior drivers?

If by "motivating someone to do something" we mean nothing more than manipulating antecedent conditions to influence that person to behave in a certain way, list each of the strategies presented in Chapters 17 and 18 to accomplish that task.

Suppose that a football team has been practicing for an hour in the hot sun without water.The coach says to one of the players, "Here are the keys to my car.Get the bottles of water from the trunk." Would this request be classified as an SD or a CMEO for getting the water? Justify your choice.

Define motivating operation. Give an example that illustrates both aspects of the definition.

Suppose that a pianist sets a goal for practicing a piece: "Before I can stop practicing, I have to play this piece through 10 times in a row without making a mistake." Is that goal best conceptualized as an SD or a CMEO? Justify your choice.

Using an example, describe how a motivating operation might be incorporated into mand training with a child.

Are the value-altering and behavior-alternating effects of CMOs learned or innate? Discuss with reference to an example.

In what two ways are motivating establishing operations and motivating abolishing operations different?

How was an MAO applied to decrease the self-injurious behavior of a woman with profound intellectual disability?

What is a conceptual problem with the traditional view of motivation? Illustrate with an 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

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

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

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

Filters

Suppose that a football team has been practicing for an hour in the hot sun without water.The coach says to one of the players, "Here are the keys to my car.Get the bottles of water from the trunk." Would this request be classified as an S^D or a CMEO for getting the water? Justify your choice.

Suppose that a pianist sets a goal for practicing a piece: "Before I can stop practicing, I have to play this piece through 10 times in a row without making a mistake." Is that goal best conceptualized as an S^D or a CMEO? Justify your choice.