Question 1

Conceptual control works only for human beings.

Accepted Answer

A) True 
 B)False  False

Question 2

Give an example of the following concepts
-Fading procedure

Accepted Answer

Fading is a teaching technique used in behavior modification, particularly within Applied Behavior Analysis (ABA), which involves gradually reducing the prompts or assistance given to a learner to encourage independent responding. The goal of fading is to transfer the control from the prompt to the natural cue or instruction, so the individual can perform the behavior independently without additional help.

Here's an example of a fading procedure:

**Teaching a Child to Wash Hands Independently**

1. **Baseline**: The child does not initiate handwashing without a verbal prompt from an adult.

2. **Full Physical Prompt**: The instructor begins by physically guiding the child through the entire handwashing process, including turning on the tap, applying soap, scrubbing hands, rinsing, turning off the tap, and drying hands.

3. **Partial Physical Prompt**: As the child becomes more comfortable with the routine, the instructor reduces the level of physical guidance. For example, the instructor may only guide the child's hands when turning on the tap and applying soap, but allows the child to scrub, rinse, and dry hands independently.

4. **Verbal Prompt**: Once the child can perform most of the steps with minimal physical assistance, the instructor switches to verbal prompts, such as "Turn on the water," "Get some soap," etc.

5. **Gestural Prompt**: The next step is to fade the verbal prompts to simple gestures, like pointing to the soap or the tap, to cue the child to perform the next step in the process.

6. **Visual Prompt**: The instructor may then use visual prompts, such as a picture sequence of the handwashing steps, to remind the child of the process without direct intervention.

7. **Fading Visual Prompts**: Over time, the instructor can fade the visual prompts by making them smaller or placing them further away, requiring the child to rely more on memory and less on the visual cue.

8. **Independence**: Eventually, the child initiates and completes the handwashing routine without any prompts. The instructor monitors to ensure the behavior is maintained over time.

Throughout the fading process, the instructor provides positive reinforcement, such as praise or a small reward, each time the child successfully completes a step or the entire routine with less assistance. This reinforcement helps to strengthen the behavior and increase the likelihood that the child will continue to perform it independently.

Question 3

We would use shaping to maintain responses already made by the organism.

Accepted Answer

A) True 
 B)False  False

Question 4

Give an example of the following concepts
-Stimulus generalization

Accepted Answer

Stimulus generalization is a concept in

Question 5

Match the following examples with the MOST applicable concept below.
-Matching to sample

Accepted Answer

A) What procedure would you use to teach a child to read, with minimal errors? 
B) Training pigeons to peck people and not cars 
C) You count the number of times Polly whistled at red heads. 
D) You rate how cute red, orange, and green heads are. 
E) You show Polly a picture of a red head, and she flies over and pecks the redhead dude. Then you show her a picture of a green head, and she flies over and pecks the green-head dude.  
F)You train Polly Parrott to whistle at dudes with red hair, which she does very reliably; but often she whistles at ones with orange hair and even, occasionally at green-haired dudes. 
G)You reinforced Polly’s pecking green; but she also pecked yellow, though you never reinforced those pecks.
H)You can recognize your mama from many different angles and distances and in many different clothes. 
I)Daddy’s bigger than you.
J)Pictures of people 
A) What procedure would you use to teach a child to read, with minimal errors? 
B) Training pigeons to peck people and not cars 
C) You count the number of times Polly whistled at red heads. 
D) You rate how cute red, orange, and green heads are. 
E) You show Polly a picture of a red head, and she flies over and pecks the redhead dude. Then you show her a picture of a green head, and she flies over and pecks the green-head dude.  
F)You train Polly Parrott to whistle at dudes with red hair, which she does very reliably; but often she whistles at ones with orange hair and even, occasionally at green-haired dudes. 
G)You reinforced Polly’s pecking green; but she also pecked yellow, though you never reinforced those pecks.
H)You can recognize your mama from many different angles and distances and in many different clothes. 
I)Daddy’s bigger than you.
J)Pictures of people

Question 6

Match the following definitions with the terms below. 
-Stimulus dimensions

Accepted Answer

A) Responding occurs more often in the presence of one stimulus class and less often in the presence of another stimulus class because of concept training. 
B) A set of stimuli, all of which have some common physical property. 
C) Selecting a comparison stimulus corresponding to a sample stimulus. 
D) A gradient of responding showing an increase in stimulus control, as the test stimulus becomes less similar to the training stimulus. 
E) The behavioral contingencies in the presence of one stimulus affects the frequency of the response in the presence of another stimulus.
F)The use of a fading procedure to establish a discrimination, with no errors during the training.
G)Reinforcing or punishing a response in the presence of one stimulus class and extinguishing it or allowing it to recover in the presence of another stimulus class.
H)The criteria for measurement are completely specified in physical terms and the event being measured is public and therefore observable by more than one person. 
I)The physical properties of a stimulus.
J)At first, the SD and the S? differ along at least one irrelevant dimension, as well as the relevant dimension. Then the difference between SD and the S? is reduced along all but the relevant dimensions, until the SD and the S? differ along only the relevant dimension.
K)The criteria for measurement are not completely specified in physical terms or the event being measured is a private, inner experience. 
A) Responding occurs more often in the presence of one stimulus class and less often in the presence of another stimulus class because of concept training. 
B) A set of stimuli, all of which have some common physical property. 
C) Selecting a comparison stimulus corresponding to a sample stimulus. 
D) A gradient of responding showing an increase in stimulus control, as the test stimulus becomes less similar to the training stimulus. 
E) The behavioral contingencies in the presence of one stimulus affects the frequency of the response in the presence of another stimulus.
F)The use of a fading procedure to establish a discrimination, with no errors during the training.
G)Reinforcing or punishing a response in the presence of one stimulus class and extinguishing it or allowing it to recover in the presence of another stimulus class.
H)The criteria for measurement are completely specified in physical terms and the event being measured is public and therefore observable by more than one person. 
I)The physical properties of a stimulus.
J)At first, the SD and the S? differ along at least one irrelevant dimension, as well as the relevant dimension. Then the difference between SD and the S? is reduced along all but the relevant dimensions, until the SD and the S? differ along only the relevant dimension.
K)The criteria for measurement are not completely specified in physical terms or the event being measured is a private, inner experience.

Question 7

Match the following definitions with the terms below. 
-Stimulus class

Accepted Answer

A) Responding occurs more often in the presence of one stimulus class and less often in the presence of another stimulus class because of concept training. 
B) A set of stimuli, all of which have some common physical property. 
C) Selecting a comparison stimulus corresponding to a sample stimulus. 
D) A gradient of responding showing an increase in stimulus control, as the test stimulus becomes less similar to the training stimulus. 
E) The behavioral contingencies in the presence of one stimulus affects the frequency of the response in the presence of another stimulus.
F)The use of a fading procedure to establish a discrimination, with no errors during the training.
G)Reinforcing or punishing a response in the presence of one stimulus class and extinguishing it or allowing it to recover in the presence of another stimulus class.
H)The criteria for measurement are completely specified in physical terms and the event being measured is public and therefore observable by more than one person. 
I)The physical properties of a stimulus.
J)At first, the SD and the S? differ along at least one irrelevant dimension, as well as the relevant dimension. Then the difference between SD and the S? is reduced along all but the relevant dimensions, until the SD and the S? differ along only the relevant dimension.
K)The criteria for measurement are not completely specified in physical terms or the event being measured is a private, inner experience. 
A) Responding occurs more often in the presence of one stimulus class and less often in the presence of another stimulus class because of concept training. 
B) A set of stimuli, all of which have some common physical property. 
C) Selecting a comparison stimulus corresponding to a sample stimulus. 
D) A gradient of responding showing an increase in stimulus control, as the test stimulus becomes less similar to the training stimulus. 
E) The behavioral contingencies in the presence of one stimulus affects the frequency of the response in the presence of another stimulus.
F)The use of a fading procedure to establish a discrimination, with no errors during the training.
G)Reinforcing or punishing a response in the presence of one stimulus class and extinguishing it or allowing it to recover in the presence of another stimulus class.
H)The criteria for measurement are completely specified in physical terms and the event being measured is public and therefore observable by more than one person. 
I)The physical properties of a stimulus.
J)At first, the SD and the S? differ along at least one irrelevant dimension, as well as the relevant dimension. Then the difference between SD and the S? is reduced along all but the relevant dimensions, until the SD and the S? differ along only the relevant dimension.
K)The criteria for measurement are not completely specified in physical terms or the event being measured is a private, inner experience.

Question 8

Match the following examples with the MOST applicable concept below.
-Concept training

Accepted Answer

A) What procedure would you use to teach a child to read, with minimal errors? 
B) Training pigeons to peck people and not cars 
C) You count the number of times Polly whistled at red heads. 
D) You rate how cute red, orange, and green heads are. 
E) You show Polly a picture of a red head, and she flies over and pecks the redhead dude. Then you show her a picture of a green head, and she flies over and pecks the green-head dude.  
F)You train Polly Parrott to whistle at dudes with red hair, which she does very reliably; but often she whistles at ones with orange hair and even, occasionally at green-haired dudes. 
G)You reinforced Polly’s pecking green; but she also pecked yellow, though you never reinforced those pecks.
H)You can recognize your mama from many different angles and distances and in many different clothes. 
I)Daddy’s bigger than you.
J)Pictures of people 
A) What procedure would you use to teach a child to read, with minimal errors? 
B) Training pigeons to peck people and not cars 
C) You count the number of times Polly whistled at red heads. 
D) You rate how cute red, orange, and green heads are. 
E) You show Polly a picture of a red head, and she flies over and pecks the redhead dude. Then you show her a picture of a green head, and she flies over and pecks the green-head dude.  
F)You train Polly Parrott to whistle at dudes with red hair, which she does very reliably; but often she whistles at ones with orange hair and even, occasionally at green-haired dudes. 
G)You reinforced Polly’s pecking green; but she also pecked yellow, though you never reinforced those pecks.
H)You can recognize your mama from many different angles and distances and in many different clothes. 
I)Daddy’s bigger than you.
J)Pictures of people

Question 9

Define the following concepts:
-Matching to sample

Accepted Answer

Matching to sample is a concept used in

Question 10

The force of the rat's lever press is a ____ dimension.

Accepted Answer

A)  response 
B)  stimulus 
A)  response 
B)  stimulus

Question 11

Which pair of stimuli will probably produce the most stimulus generalization in the behavior of an observer.

Accepted Answer

A)  regular sisters 
B)  twin sisters 
C)  the mother and father 
A)  regular sisters 
B)  twin sisters 
C)  the mother and father

Question 12

Give an example of the following concepts
-Stimulus-generalization gradient

Accepted Answer

The stimulus-generalization gradient is

Question 13

Define the following concepts:
-Concept training

Accepted Answer

Concept training refers to the process o

Question 14

Herrnstein and Loveland (1964) trained the pecking pigeon people peepers. These birds reliably pecked pictures containing people and did not peck pictures containing no people. What is this an example of?

Accepted Answer

A)  an errorless discrimination procedure 
B)  a fading procedure 
C)  conceptual stimulus control 
D)  response differentiation 
A)  an errorless discrimination procedure 
B)  a fading procedure 
C)  conceptual stimulus control 
D)  response differentiation

Question 15

Define the following concepts:
-Stimulus dimensions

Accepted Answer

Stimulus dimensions refer to the specifi

Question 16

Concerning the experiment to teach the concepts of picture of person and picture of nonperson to pigeons:
a. Diagram the training contingencies.
b. What was the testing procedure?
c. What were the results?

Accepted Answer

a. The training contingencies for teachi

Question 17

Match the following definitions with the terms below. 
-Concept training

Accepted Answer

A) Responding occurs more often in the presence of one stimulus class and less often in the presence of another stimulus class because of concept training. 
B) A set of stimuli, all of which have some common physical property. 
C) Selecting a comparison stimulus corresponding to a sample stimulus. 
D) A gradient of responding showing an increase in stimulus control, as the test stimulus becomes less similar to the training stimulus. 
E) The behavioral contingencies in the presence of one stimulus affects the frequency of the response in the presence of another stimulus.
F)The use of a fading procedure to establish a discrimination, with no errors during the training.
G)Reinforcing or punishing a response in the presence of one stimulus class and extinguishing it or allowing it to recover in the presence of another stimulus class.
H)The criteria for measurement are completely specified in physical terms and the event being measured is public and therefore observable by more than one person. 
I)The physical properties of a stimulus.
J)At first, the SD and the S? differ along at least one irrelevant dimension, as well as the relevant dimension. Then the difference between SD and the S? is reduced along all but the relevant dimensions, until the SD and the S? differ along only the relevant dimension.
K)The criteria for measurement are not completely specified in physical terms or the event being measured is a private, inner experience. 
A) Responding occurs more often in the presence of one stimulus class and less often in the presence of another stimulus class because of concept training. 
B) A set of stimuli, all of which have some common physical property. 
C) Selecting a comparison stimulus corresponding to a sample stimulus. 
D) A gradient of responding showing an increase in stimulus control, as the test stimulus becomes less similar to the training stimulus. 
E) The behavioral contingencies in the presence of one stimulus affects the frequency of the response in the presence of another stimulus.
F)The use of a fading procedure to establish a discrimination, with no errors during the training.
G)Reinforcing or punishing a response in the presence of one stimulus class and extinguishing it or allowing it to recover in the presence of another stimulus class.
H)The criteria for measurement are completely specified in physical terms and the event being measured is public and therefore observable by more than one person. 
I)The physical properties of a stimulus.
J)At first, the SD and the S? differ along at least one irrelevant dimension, as well as the relevant dimension. Then the difference between SD and the S? is reduced along all but the relevant dimensions, until the SD and the S? differ along only the relevant dimension.
K)The criteria for measurement are not completely specified in physical terms or the event being measured is a private, inner experience.

Question 18

One advantage of working with pigeons in the Skinner box was that it was easier to get subjective measures there.

Accepted Answer

A) True 
 B)False

Question 19

A fading procedure involves a gradual change in the response.

Accepted Answer

A) True 
 B)False

Question 20

Match the following examples with the MOST applicable concept below.
-Down Beat magazine reports that Bobby Behavior, The Behavior-ettes, and The Circadian Rhythm Kings gets only a small fraction of the plays on Apple Music than do Ike and Tina Turner, The Ike-ettes, and The Kings of Rhythm.

Accepted Answer

A)  Objective measure 
B)  Subjective measure 
C)  Stimulus generalization 
D)  Generalization gradient 
E)  Stimulus dimensions
F) Errorless discrimination procedure &/or Fading procedure
G) Matching to sample
H) Stimulus Class
I) Conceptual stimulus control (conceptual control) 
A)  Objective measure 
B)  Subjective measure 
C)  Stimulus generalization 
D)  Generalization gradient 
E)  Stimulus dimensions
F) Errorless discrimination procedure &/or Fading procedure
G) Matching to sample
H) Stimulus Class
I) Conceptual stimulus control (conceptual control)

Exam 15: Complex Stimulus Control

Conceptual control works only for human beings.

Give an example of the following concepts -Fading procedure

We would use shaping to maintain responses already made by the organism.

Give an example of the following concepts -Stimulus generalization

Match the following examples with the MOST applicable concept below. -Matching to sample

Match the following definitions with the terms below. -Stimulus dimensions

Match the following definitions with the terms below. -Stimulus class

Match the following examples with the MOST applicable concept below. -Concept training

Define the following concepts: -Matching to sample

The force of the rat's lever press is a ____ dimension.

Which pair of stimuli will probably produce the most stimulus generalization in the behavior of an observer.

Give an example of the following concepts -Stimulus-generalization gradient

Define the following concepts: -Concept training

Herrnstein and Loveland (1964) trained the pecking pigeon people peepers. These birds reliably pecked pictures containing people and did not peck pictures containing no people. What is this an example of?

Define the following concepts: -Stimulus dimensions

Concerning the experiment to teach the concepts of picture of person and picture of nonperson to pigeons: a. Diagram the training contingencies. b. What was the testing procedure? c. What were the results?

Match the following definitions with the terms below. -Concept training

One advantage of working with pigeons in the Skinner box was that it was easier to get subjective measures there.

A fading procedure involves a gradual change in the response.

Match the following examples with the MOST applicable concept below. -Down Beat magazine reports that Bobby Behavior, The Behavior-ettes, and The Circadian Rhythm Kings gets only a small fraction of the plays on Apple Music than do Ike and Tina Turner, The Ike-ettes, and The Kings of Rhythm.

Respondent Conditioning

Operant Conditioning for Dummies Part I

Operant Conditioning for Dummies Part II

Research Methods

The Philosophy Supporting Behavior Analysis

Positive Reinforcement

Negative Reinforcement

Positive Punishment

Negative Punishment

Extinction and Recovery

Differential Reinforcement and Differential Punishment

Unconditioned and Conditioned Reinforcers and Punishers

Motivating Operations

Basic Stimulus Control

Imitation

Avoidance

Shaping

Behavioral Chains

Ratio Schedules

Time-Based Schedules

Concurrent Contingences

Maintenance and Transfer

Verbal Behavior

Rule-Governed Behavior: Concepts and Applications

Rule-Governed Behavior: Theory

Filters