BCBA Section B part 3

Emergent Relations and Generative performance are both what?

refer to the development of new behaviors or knowledge WITHOUT direct teaching

Emergent Relations

stimulus- stimulus or stimulus- response relations that are not directly taught but arise from other learned relations

Ex of Emergent Relations

A student is taught A = B the student then realizes that B = A with being taught

Generative Performance (think generalization)

Engaging in novel responses in new situations based on a framework

Exam cue words- “novel” “new/untrained response”

Stimulus Equivalence

A form of emergent relations where a set of untrained stimulus- stimulus relations emerge as a product of training and reinforcement of other relations

How is stimulus equivalence demonstrated?

reflexivity, symmetry and transitivity

Reflexivity

A= A

Symmetry

If A= B then B= A

Transitivity

If A= B and B= C then A= C

Ex of Reflexivity

Shown a picture of a dog then selecting a pic of a dog

Ex of symmetry

Taught pic of dog = spoken word “dog”

Ex of transitivity

Taught pic of dog = spoken word “dog”

Taught spoken word '“dog”= written word '“dog”

Emergent pic of dog= written word “dog”

Relational Frame Theory

proposes that humans learn to respond to relations between stimuli (bigger than/ opposite of) in a generalized way

We learn by making connections between things

Coordination

Groups things by sameness/ similarity

Opposition

Groups things by opposites

Comparison

groups things by comparing them (bigger/ smaller or better/ worse)

Temporal

Grouping things by time (before/ after)

Hierarchical

Grouping things by organizing into categories (dog is an animal)

teaching loosely

varying the conditions of the instructional environment so the learner get stuck responding in one way

Program common stimuli

Incorporating stimuli from the natural generalized environment

Multiple exemplar training

teaching a skill using a wide range of examples and nonexamples

Behavior Momentum

is the idea that behavior will continue in its current state once it has started particularly after reinforcement

Response Persistence

tendency for behavior to continue despite disruption

Resistance to change

Behaviors with strong reinforcement histories (high momentum) are more persistent and harder to disrupt

Challenging Behavior

Often has high momentum due to powerful reinforcement

Matching Law

the learners responding will show preference for the behavior that receives the higher rate of reinforcement

what schedule is matching law associated with?

Concurrent

Imitation

model and imitative behavior have formal similarity and occurs immediately after the model performs it

model behavior is the controlling variable

Observational Learning

acquisition of new behaviors by observing others

the observer doesn’t perform the behavior or access reinforcement during the observation

there’s a gap between the observation and actually performing the behavior

Exam tip for imitation

focus on formal similarity and immediacy

Exam tip for observational learning

acquisition of information about contingencies that influence future behavior