Deck 15: Complex Stimulus Control

Question 1

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?

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

Answer 1

C

Question 2

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

Answer 2

False

Question 3

B. F. Skinner was the first psychologist to bring introspection into the laboratory.

Answer 3

False

Question 4

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

Question 5

Whenever Rod sees his Uncle Ben, he smiles and says "Candy, please." Uncle Ben always gives him a Lifesaver. However, Uncle Jim, the dentist, will not give Rod candy when he asks for it. So eventually Rod only asks for candy from Ben, and not from Jim. This is an example of ____.

A) stimulus generalization
B) stimulus discrimination (control)
C) stimulus class
D) stimulus dimensions

Question 6

In the previous example, Uncle Ben functions as a/an _____ for asking for Candy, while Uncle Jim functions as an _____ for asking for candy. (Note: Order is important and you need to pick two, write answers on the line.)

A) stimulus class
B) S^D
C) S^Δ
D) stimulus dimension

Question 7

A fading procedure involves a gradual change in the response.

Question 8

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

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

Question 9

Which of the following gradients shows complete stimulus discrimination?

A)

B)

C)

Question 10

Which of the following gradients show NO stimulus generalization?

A)

B)

C)

Question 11

Which of the following gradients show partial stimulus discrimination?

A)

B)

C)

Question 12

Which of the following gradients show NO stimulus discrimination?

A)

B)

C)

Question 13

Conceptual control works only for human beings.

Question 14

Red triangles are a stimulus ____.

A) class
B) dimension

Question 15

The intensity of the light is a stimulus ____.

A) class
B) dimension

Question 16

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

A) response
B) stimulus

Question 17

When observers report on their own private inner experiences or stimuli, this is an example of a(n) ____ measure.

A) Objective
B) Subjective

Question 18

We know that conceptual stimulus control is occurring when ____.

A) The observer responds in a similar way to all stimuli in a stimulus class
B) The observer does not respond to stimuli outside of the stimulus class
C) Both A & B
D) None of the above

Question 19

The pigeons in the Guttman & Kalish (1956) generalization experiment pecked the key ____ frequently in the presence of colors that were more similar to the training color.

A) More
B) Less

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.

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)

Question 21

Match the following examples with the MOST applicable concept below.

-Bobby Behavior, The Behavior-ettes, and The Circadian Rhythm Kings give me a much warmer inner feeling than Ike and Tina Turner, The Ike-ettes, and The Kings of Rhythm.

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)

Question 22

Match the following examples with the MOST applicable concept below.

-You were trained to touch the red disc with your nose, but still you sometimes touch the yellow disc with your nose.

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)

Question 23

Match the following examples with the MOST applicable concept below.

-You were trained to touch the red disc with your nose, but still you sometimes touch the yellow disc with your nose; and much less frequently, do you touch the blue disk, because blue really doesn't look that much like red.

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)

Question 24

Match the following examples with the MOST applicable concept below.

-A drawing you do, while sitting in the back row of a large lecture, and the drawings Pablo Picasso used to do, when he was similarly situated differ along what?

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)

Question 25

Match the following examples with the MOST applicable concept below.

-You could readily discriminate between dark black and blinding white, so Professor Parilla pasted a green S^D on the black card and a green S^? on the white card. Then she asked you, what's a stimulus in the presence of which a response will be reinforced; and every time you touched the black card, she gave you a quarter spoon of crème Brule. After you got fifty hits of crème Brule in a row, she'd make the S^? card slightly greyer. By the time you'd gained 50 extra pounds, you were reliably touching the white S^D every time she asked you the S^D question. (Warning: You'll need to pair this with two best-fit concepts.)

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)

Question 26

Match the following examples with the MOST applicable concept below.

-Mama's allowing you to take all the plates out of the dishwasher and put them in the dish cabinet. But she's always checking on you to make sure you don't mix up the dinner plates with the salad plates with the bread plates! You know how she is.

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)

Question 27

Match the following examples with the MOST applicable concept below.

-Rock and roll.

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)

Question 28

Match the following examples with the MOST applicable concept below.

-You can tell the difference between novel examples of classic rock, heavy metal, punk, new wave, and grunge.

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)

Question 29

Match the following examples with the MOST applicable concept below.

-Concept training

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 30

Match the following examples with the MOST applicable concept below.

-Stimulus Class

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 31

Match the following examples with the MOST applicable concept below.

-Conceptual stimulus control (conceptual control)

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 32

Match the following examples with the MOST applicable concept below.

-Stimulus generalization

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 33

Match the following examples with the MOST applicable concept below.

-Stimulus dimensions

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 34

Match the following examples with the MOST applicable concept below.

-Matching to sample

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 35

Match the following examples with the MOST applicable concept below.

-Stimulus-generalization gradient

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 36

Match the following examples with the MOST applicable concept below.

-Subjective Measure

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 37

Match the following examples with the MOST applicable concept below.

-Objective Measure

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 38

Match the following examples with the MOST applicable concept below.

-Matching to sample

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 39

Match the following definitions with the terms below.

-Concept training

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 S^D and the S^? differ along at least one irrelevant dimension, as well as the relevant dimension. Then the difference between S^D and the S^? is reduced along all but the relevant dimensions, until the S^D 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 40

Match the following definitions with the terms below.

-Stimulus class

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 S^D and the S^? differ along at least one irrelevant dimension, as well as the relevant dimension. Then the difference between S^D and the S^? is reduced along all but the relevant dimensions, until the S^D 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 41

Match the following definitions with the terms below.

-Stimulus generalization

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 S^D and the S^? differ along at least one irrelevant dimension, as well as the relevant dimension. Then the difference between S^D and the S^? is reduced along all but the relevant dimensions, until the S^D 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 42

Match the following definitions with the terms below.

-Stimulus dimensions

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 S^D and the S^? differ along at least one irrelevant dimension, as well as the relevant dimension. Then the difference between S^D and the S^? is reduced along all but the relevant dimensions, until the S^D 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 43

Match the following definitions with the terms below.

-Stimulus-generalization gradient

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 S^D and the S^? differ along at least one irrelevant dimension, as well as the relevant dimension. Then the difference between S^D and the S^? is reduced along all but the relevant dimensions, until the S^D 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 44

Match the following definitions with the terms below.

-Conceptual stimulus control (conceptual control)

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 S^D and the S^? differ along at least one irrelevant dimension, as well as the relevant dimension. Then the difference between S^D and the S^? is reduced along all but the relevant dimensions, until the S^D 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 45

Match the following definitions with the terms below.

-Errorless discrimination procedure

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 S^D and the S^? differ along at least one irrelevant dimension, as well as the relevant dimension. Then the difference between S^D and the S^? is reduced along all but the relevant dimensions, until the S^D 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 46

Match the following definitions with the terms below.

-Fading procedure

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 S^D and the S^? differ along at least one irrelevant dimension, as well as the relevant dimension. Then the difference between S^D and the S^? is reduced along all but the relevant dimensions, until the S^D 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 47

Match the following definitions with the terms below.

-Matching to sample

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 S^D and the S^? differ along at least one irrelevant dimension, as well as the relevant dimension. Then the difference between S^D and the S^? is reduced along all but the relevant dimensions, until the S^D 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 48

Match the following definitions with the terms below.

-Subjective measure

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 S^D and the S^? differ along at least one irrelevant dimension, as well as the relevant dimension. Then the difference between S^D and the S^? is reduced along all but the relevant dimensions, until the S^D 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 49

Match the following definitions with the terms below.

-Objective Measure

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 S^D and the S^? differ along at least one irrelevant dimension, as well as the relevant dimension. Then the difference between S^D and the S^? is reduced along all but the relevant dimensions, until the S^D 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 50

Fill in the Blank

-Concept training
$\bullet$ Reinforcing or punishing a response
$\bullet$ in the presence of one stimulus ____________________________
$\bullet$ and ____________________________it
$\bullet$ or allowing it to ____________________________
$\bullet$ in the presence of another stimulus ____________________________.

Question 51

Fill in the Blank

-Stimulus class (concept)
$\bullet$ A set of ____________________________,
$\bullet$ all of which have some common ____________________________ property.

Question 52

Fill in the Blank

-Stimulus generalization
$\bullet$ The behavioral ____________________________
$\bullet$ in the presence of one ____________________________
$\bullet$ affect the frequency of the response
$\bullet$ in the presence of another ____________________________.

Question 53

Fill in the Blank

-Conceptual stimulus control
$\bullet$ Responding occurs more often in the presence of one stimulus _____________________
$\bullet$ and less often in the presence of another stimulus ____________________________
$\bullet$ because of ____________________________training.

Question 54

Fill in the Blank

-Stimulus dimensions
$\bullet$ The ____________________________ properties of a stimulus.

Question 55

Fill in the Blank

-Fading procedure
$\bullet$ At first, the S^D and S^? differ along at least one ____________________________ dimension,
$\bullet$ as well as the ____________________________dimensions.
$\bullet$ Then the difference between the S^D and S^? is reduced along all but the ____________________________ dimensions,
$\bullet$ until the S^D and S^? differ along only those ____________________________dimensions.

Question 56

Fill in the Blank

-Errorless discrimination procedure
$\bullet$ The use of a ____________________________ procedure
$\bullet$ to establish a _______________________,
$\bullet$ with no errors during the training.

Question 57

Fill in the Blank

-Stimulus-generalization gradient
$\bullet$ A gradient of responding showing
$\bullet$ an ____________________________in stimulus control,
$\bullet$ as the test stimulus
$\bullet$ becomes ____________________________similar to the training stimulus.

Question 58

Fill in the Blank

-Subjective measure
$\bullet$ The criteria for measurement are not completely specified in ____________________________ terms
$\bullet$ or the event being measured is a ____________________________, inner experience.

Question 59

Fill in the Blank

-Objective measure
$\bullet$ The criteria for measurement are completely specified in ____________________________terms
$\bullet$ and the event being measured is ____________________________
$\bullet$ and, therefore, ____________________________by more than one person.

Question 60

Fill in the Blank

-Matching to sample
$\bullet$ Selecting a ____________________________stimulus
$\bullet$ corresponding to a ____________________________stimulus.

Question 61

Define the following concepts:
-Concept training

Question 62

Define the following concepts:
-Stimulus class (concept)

Question 63

Define the following concepts:
-Stimulus generalization

Question 64

Define the following concepts:
-Conceptual stimulus control (conceptual control)

Question 65

Define the following concepts:
-Stimulus dimensions

Question 66

Define the following concepts:
-Fading procedure

Question 67

Define the following concepts:
-Stimulus-generalization gradient

Question 68

Define the following concepts:
-Subjective measure

Question 69

Define the following concepts:
-Objective measure

Question 70

Define the following concepts:
-Matching to sample

Question 71

Give an example of the following concepts
-Concept training

Question 72

Give an example of the following concepts
-Stimulus class (concept)

Question 73

Give an example of the following concepts
-Stimulus generalization

Question 74

Give an example of the following concepts
-Conceptual stimulus control (conceptual control)

Question 75

Give an example of the following concepts
-Stimulus dimensions

Question 76

Give an example of the following concepts
-Fading procedure

Question 77

Give an example of the following concepts
-Errorless discrimination procedure

Question 78

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

Question 79

Give an example of the following concepts
-Subjective measure

Question 80

Give an example of the following concepts
-Objective measure