L8: Discrimination, Generalization, & Fading

stimulus control

degree of correlation between a stimuli and a response

types of stimulus control

S^D - discriminative stimulus

S^ - extinction stimulus

S^D discriminative stimulus

response has been reinforced only in the presence of a particular stimuli

example of a S^D

a ding on your phone cues you to answer

S^ extinction stimulus

response has been extinguished only in the presence of a particular stimuli

example of a S^

a child stops winning for candy after parents ignore them

stimuli discrimination

process which we learn to emit a specific behaviour in the presence of some stimuli and not in the presence of others

operant stimuli discrimination

a process of reinforcing a response in the presence of a S^D and extinguishing that response in the presence of a S^

example of S^D operant stimuli discrimination

S^D (other kids) - Response (swearing) - Reinforcer (approval of kids)

example of S^ operant stimuli discrimination

S^ (grandma + papa) - Response (swearing) - Reinforcer (no positive attention)

stimulus generalization

responding the same way to a different stimulus

example of stimulus generalization

ringing phone with a different ringtone

stimulus generalization is connected to ……

stimulus class

conceptual behaviour

emitting behaviour to all members of a common-element class, but not those that don’t belong to the class

stimulus equivalent class

a set of completely dissimilar stimuli which an individual has learned to group together or respond to in the same way (e.g. food)

Steps to ensure effectiveness of stimuli discriminative training

1. choose distinct signals

2. minimize opportunities for error

3. max number of trials

4. make use of rules

contingency

if-then arrangement

types of contingencies

two-term contingency & three-term contingency

two-term contingency

behaviour- consequence

three term contingency

A and C of a B

contingency shaped behaviour

developed through trial and error

rule governed behaviour

controlled by a statement of a rule

fading

gradual reduction to help an individual perform a skill independently

dimension

any characteristic of a stimuli that can be measured on a continuum

prompt

a subtle stimuli that aids the reinforcement (e.g. physical guidance, modeling, visual)

factors that influence effective fading

1. choose final target stimulus

2. choose a starting stimulus and prompt

3. choose the fading steps

4. put plan into effect