behave mod 4-7

combined schedule of reinforcement

• a schedule arrangement that combines two or more basic schedules of reinforcement 

• E.g., concurrent schedules of reinforcement and multiple schedules of reinforcement 

multiple schedule of reinforcement

• another example of a combined schedule of reinforcement in which two basic schedules of reinforcement occur sequentially and each is associated with a different schedule of reinforcement

• Differs from concurrent schedules in that the two or more schedules of reinforcement that occur in a sequence

• Two or more schedules occur sequentially 

• Each schedule is associated with a different reinforcement schedule for different behaviors 

concurrent schedules of reinforcement

• schedules of reinforcement that exist at the same time for two or more different behaviors. Which particular behavior occurs at a particular time depends on the schedule of reinforcement, magnitude of reinforcement, delay of reinforcement, and response effort for the available behaviors 

• A number of different behaviors or response options are available concurrently for the person

• 2 or more schedules of reinforcement available at the same time

• Each schedule is associated with a different response for each behavior  

• Competing schedules for the emission of a response 

• Influential factors (schedule, magnitude, immediacy, response effort)

concurrent operants

two or more different behaviors or response options that are concurrently available for the person. Each response is associated with a specific reinforcement schedule 

continuous reinforcement schedule

•  every response is followed by a reinforcer.

• Used when a person is learning a behavior or engaging in the behavior for the first time 

• This is called acquisition: the person is acquiring a new behavior with the use of CRF 

intermittent schedule

• not every response is followed by the reinforcer, some occurrences are reinforced 

• Responses are occasionally or intermittently reinforced  

• Used when someone has learned a behavior so that the person continues to engage in the behavior 

• This is called maintenance: the behavior is maintained over time with the use of intermittent reinforcement   

• Fester and Skinner (1957) studied various types of intermittent reinforcement schedules. Described four types of basic intermittent reinforcement schedules: fixed ratio, variable ratio, fixed interval, and variable interval 

• Ratio schedules are based on a number of responses 

• FR and VR

• Interval schedules are based on the first response after an interval of time 

• FI and VI

fixed ratio

• Delivery of the reinforcer is based on the number of responses that occur

• In a FR schedule, a specific or fixed number of responses must occur before the reinforcer is delivered 

• In a fixed ration 5 (FR 5) schedule, the reinforcer follows every fifth response 

• Number of responses needed before the reinforcer is delivered does not change

• Typically the rate of responding is greater when more responses are needed for reinforcement in an FR schedule 

• High rate of responding, pause after reinforcement 

variable ratio schedule

• Delivery of a reinforcer is based on the number of responses that occur, however the number of responses needed for reinforcement varies each time around an average number 

• A reinforcer is delivered after an average of x responses 

• In a VR 10 schedule the reinforcer is provided after an average of 10 responses the number of responses needed for each reinforcer may range from just 2-3 or up to 20 or 25 but the average number of responses equals 10  

• Ferster and Skinner found that VR schedules produced high, steady rates of responding; in contrast with FR schedules, there is little pausing after the delivery of the reinforcer 

• E.g., slot machines in a casino 

• Ratio schedules are the intermittent schedules most often used in behavior modification procedures  

• Produces high and steady rates of responding because reinforcement is unknown, which could be every time. “Promise of reinforcement” 

• No pause after reinforcement

fixed interval

• A response is reinforced only if it occurs after an interval of time has passed 

• Reinforcer for first responses after X interval of time 

• Does not matter how many responses have occurred; as soon as the specified interval of time has elapsed, the first response that occurs is reinforced 

• Deliver reinforcer for the first response after the end of an interval 

• Interval time is fixed, stays the same each time 

• Ferster and Skinner found that FI schedules produced a certain pattern of responding; responses increased near the end of the interval up until the reinforcer was delivered, after that there was a pause in responding 

• FI schedules are rarely used in teaching or training programs 

• Produces low rates of responding, with an on and off pattern 

• Rate of response increasing near the end of the interval 

variable interval schedule

• Reinforcer is delivered for the first response that occurs after an interval of time has elapsed 

• First response after an average interval of time 

• Each interval is different 

• Average of times but not necessarily that tie every time, could be over or under 

• Ferster and Skinner found that the pattern of responding on this schedule was different than FI as behavior occurred at a steady rate 

• Because length of interval was unpredictable, on and off pattern of responding did not develop 

• Produces steady, low to moderate rates of responding 

the matching law

• is a mathematical model of choice in concurrent operations that predicts that a response that produces a greater rate of reinforcement will occur more often than a response the produce a lower rate of reinforcement

• One will choose the response that is reinforced more often 

response effort

• the amount of force, exertion, or time involved in executing a response. 

• Higher effort needed means lower probability of that behavior occurring in the future 

behavioral contrast

occurs when a change in the reinforcement schedule in one component of a multiple schedule changes not only the rate of responding in that component, but also the rate of responding in the opposite direction in the other component of the multiple schedule

immediacy

• The time between the occurrence of a behavior and the reinforcing consequence is important

• For a consequence to be most effective as a reinforcer, it should occur immediately after the response occurs 

• Delayed consequences can be effective, but only for humans who can mediate delays to reinforcement through language 

• When we can state a rule about a delayed consequence, we are more likely to engage in the behavior despite the consequence not occurring immediately 

• Rule governed behavior: when stating a rule influences our behavior

contingency

• A relationship between a response and a consequence in which the consequence is presented if and only if the response occurs. When such a relationship exists, the consequence is said to be contingent on the response 

• When contingency happens the consequence is more likely to reinforce the response

• Consistency   

• Ex. turning the key in your ignition to start your car 

• A person is more likely to repeat a behavior when it results in a consistent reinforcing consequence 

Motivating operations (MOs)

• MOs: an antecedent stimulus or event that alters the value of a reinforcer and alters the probability of the behavior that produces that reinforcer

• Momentary effect, not future effect 

• Alter potency or value of reinforcer

• Alter occurrence of behavior 

• Evocative (increase) or abative (decrease)

• Establishing operations and abolishing operations are two types of MOs 

• Establishing operation (EO): an event that increases the potency of a particular reinforcer at a particular time and evokes the behavior that produces that reinforcer 

• Evocative MO 

• Establishes the effectiveness of a reinforcer

• Increases potency/value  

• E.g., Deprivation

• Increases the effectiveness of most unconditioned reinforcers and some conditioned reinforcers  

• Giving a “taste”

• Salt

• Exercise 

• Cold 

• Abolishing operation (AO): an event that decreases the potency of a particular reinforcer at a particular time and makes the behavior that produces that reinforcer less likely to occur 

• Abative MO

• Abolishes or decreases the effectiveness of a reinforcer 

• E.g. satiation

• Occurs when someone has recently consumed a large amount of a particular reinforcer or had substantial exposure to a reinforcing stimulus and as a result these reinforcers are less potent at that time  

• Satisfaction (i.e., not necessarily too much)

• adding aversive

• Alternative options 

• MOs have two effects 

1. They alter the value of a reinforcer

2. They make the behavior that produces that reinforcer more or less likely to occur at that time  

• Instructions or rules may also function as an establishing operation or abolishing operation and influence the reinforcing value of a stimulus 

• EOs and AOs influence the effectiveness of negative reinforcement

individual differences

• The likelihood of a consequence being a reinforcer varies from person to person

• Don’t assume that there is a universal reinforcer for everyone

magnitude

• Generally the effectiveness of a stimulus as a reinforcer is greater of the amount or magnitude of a stimulus is greater 

• The termination of a more intensive aversive stimulus strengthens the behavior that terminates it more than the termination of a lower magnitude or intensity of the same stimulus would 

extinction

a process that weakens operant behavior

• Occurs when (1) a behavior that has been previously reinforced (2) no longer results in the reinforcing consequences (3) and therefore the behavior stops occurring or decreases in the future 

extinction burst

• One characteristic of the extinction process is that once the behavior is no longer reinforced, it often increases briefly in frequency, duration, or intensity before it decreases and ultimately stops 

• Extinction burst: the phenomenon in which, when a behavior is no longer reinforced, the behavior temporarily increases in frequency, duration, or intensity before it decreases 

• Novel behaviors or emotional responses may also occur in an extinction burst

• Aggressive behavior often occurs when extinction is used 

• Not a conscious process, instead a natural characteristic  

• Extinction may induce 3 effects 

1. Increase in frequency, duration, or intensity 

2. Novel behaviors 

3. Emotional or aggressive behaviors  

spontaneous recovery

• the process in which, when an operant behavior has been extinguished, the behavior may occur again in the future in circumstances in which it was previously reinforced 

• Natural tendency 

• Recurrence of behavior after extinction 

• Similar situations to those before extinction 

• If extinction is still in place when spontaneous recovery occurs– that is, if there is no reinforcement– the behavior will not continue for long 

• However, if spontaneous recovery occurs and the behavior is now reinforced, the effect of extinction will be lost 

procedural variations of extinction

• A behavior may undergo extinction regardless of whether it is maintained by positive or negative reinforcement 

• If a behavior is positively reinforced, a consequence is applied or added after the behavior. Therefore, with extinction of a positively reinforced behavior, when the behavior occurs, the reinforcing consequence is withheld (no longer delivered after the behavior)

• When behavior no longer results in the delivery of the reinforcing consequence, the behavior stops occurring   

• Positive reinforcer no longer delivered 

• With extinction of a negatively reinforced behavior, when the behavior occurs, the aversive stimulus is no longer removed (the individual does not escape or avoid the aversive stimulus after the behavior) 

• When the behavior no longer results in escape from or avoidance of an aversive stimulus, the behavior will stop occurring

• Aversive is no longer removed 

• Extinction is procedurally different when a behavior has been maintained by positive reinforcement than by negative reinforcement 

• If extinction is to occur, the reinforcer for the behavior must be identified, and that particular reinforcer must be withheld 

• Unless the appropriate reinforcer is identified and withheld, the process does not function as extinction

misconceptions about extinction

• A common misconception is that using extinction simply means ignoring the behavior 

• Extinction actually means withholding the reinforcer for a behavior– ignoring the problem behavior only functions as extinction if attention is the reinforcer

3 factors that influence extinction: The reinforcement schedule before extinction 

• Partly determines whether extinction results in a rapid decrease in the behavior or a more gradual decrease

• When a behavior is continually reinforced, it decreases rapidly once the reinforcement is terminated 

• When a behavior is intermittently reinforced, it often decreases more gradually once the reinforcement is terminated 

• This occurs because the change from reinforcement to extinction is more discriminable (there is a larger contrast) when a behavior is reinforced every time than when only some occurrences of the behavior result in reinforcement 

• Intermittent reinforcement before extinction procedures produces resistance to extinction; the behavior persists once extinction is implemented  

• Continuous reinforcement before extinction produces much less resistance to extinction (less behavioral persistence) 

• Because of resistance to extinction the reinforcement schedule before extinction has implications for the successful use of extinction in a behavior mod program  

• CRF (less persistence) 

• Intermittent (more persistence) 

3 factors that influence extinction: Reinforcement of the behavior after extinction

• Spontaneous recovery may increase to baseline levels 

• If reinforcement occurs in the course of extinction, it takes longer for the behavior to decrease 

• Reinforcement of behavior, once extinction has been started, amounts to intermittent reinforcement, which makes the behavior more resistant to extinction

• If the behavior is reinforced during an episode of spontaneous recovery, the behavior may then increase to the level it was occurring before extinction 

• Instance of Sr produces intermittent schedule;higher resistance  

3 factors that influence extinction: Reinforcement of functionally equivalent alternative behavior during extinction

• Extinction is most effective (most likely to decrease problem behavior quickly and keep problem behavior from returning) when an alternate behavior is reinforced with the same reinforcer that reinforced the problem behavior 

• Sr of alternative behavior or noncontingent Sr during extinction 

• Concurrent schedules of reinforcement 

• Brief resurgence if extinction is reimplemented 

• Alternate behavior is called functionally equivalent when it produces the same reinforcer the problem behavior used to produce 

• If we stop reinforcing one behavior, and instead reinforce another behavior with the same reinforcer, the behavior that is not reinforced will decrease through extinction and the behavior that is reinforced will increase to take its place 

• Extinction can also be made more effective if the reinforcer that was maintaining the problem behavior before extinction is delivered noncontingently during extinction

• Deliver reinforcer at periodic intervals independent of the behavior 

• If you stop reinforcing the alternate behavior or stop providing noncontingent reinforcement, however, the problem is likely to return; aka resurgence 

• When resurgence occurs, if the behavior is reinforced again, it will increase and the effects of extinction will be lost 

• However, if the behavior is not reinforced when it occurs again, resurgence will be brief and the behavior will once again stop occurring

punishment

• can be defined as when a particular behavior occurs, a consequence immediately follows the behavior and as result, the behavior is less likely to occur again in the future (the behavior is weakened) 

• Punish behavior not people 

punisher (aversive stimulus)

• a consequence that makes a particular behavior less likely to occur in the future  

• Defined by its effect on the behavior it follows 

• A stimulus or event is a punisher when it decreases the frequency of the behavior it follows 

• Immediately follows behavior and weakens behavior in future 

• Cannot define punishment by whether the consequence appears unfavorable, unpleasant, or aversive

• With punishment, the decrease in behavior is typically immediate and there is no extinction burst   

positive punishment

when the occurrence of a behavior is followed by the presentation/addition of an aversive stimulus, and as result, the behavior is less likely to occur in the future 

negative punishment

is when the occurrence of a behavior is followed by the removal of a reinforcing stimulus, and, as a result, the behavior is less likely to occur in the future

time out from positive reinforcement

 a type of negative punishment in which, contingent on the occurrence of the problem behavior, the person loses access to positive reinforcers for a brief period.

response cost

a negative punishment procedure in which, contingent on a behavior, a specified amount of reinforcer is removed

Premark principle punishment

• states that when a person is made to engage in a low probability behavior contingent on a high probability behavior, the high probability behavior will decrease in frequency 

• E.g., after engaging in a problem behavior, if a person has to do something they don’t want to do, the person will be less likely to engage in the problem behavior in the future

unconditioned punisher

• a stimulus or event that is naturally punishing because avoiding or minimizing contact with such a stimulus has survival value

• No prior conditioning is needed for an unconditioned punishers to function as a punisher 

• Examples: painful stimuli or extreme levels of stimulation

conditioned punisher

• a previously neutral stimulus that has been paired a number of times with an established punisher and consequently functions as a punisher itself 

• Any stimulus or event may become a conditioned punisher if it is paired with an established punisher 

• Defined functionally only if it weakens the behavior that it follows 

• E.g., threats, speeding ticket 

generalized conditioned punisher

•  a conditioned punisher that has been paired with a variety of other punishers. 

• The word “no” is a generalized conditioned punisher for many people  

contrasting reinforcement and punishment

• When a stimulus is presented after a behavior, the process may be positive reinforcement or positive punishment, depending on whether the behavior is strengthened or weakened in the future 

• When a stimulus is removed after the behavior, the process may be negative reinforcement or negative punishment. It is negative reinforcement if the behavior is strengthened and negative punishment if the behavior is weakened

• When a behavior is strengthened, the process is positive or negative reinforcement 

• When a behavior is weakened, the process is positive or negative punishment 

• When a punisher is delivered after a behavior,  it is positive punishment and the behavior is weakened 

• When a punisher is removed after a behavior, it is negative reinforcement, and the behavior is strengthened

factors that influence the effectiveness of punishment

• Immediacy

• For punishment to be most effective, the consequence must follow the behavior immediately 

• As the delay between the behavior and the consequence increases, the effectiveness of the consequence as a punishment decreases 

• Contingency 

• For punishment to be most effective, the punishing stimulus (or loss of a reinforcer) should occur every time the behavior occurs 

• The punishing consequence is contingent on the behavior when the punisher follows the behavior each time the behavior occurs and the punisher does not occur when the behavior does not occur

• A punishment is most likely to weaken a behavior when it is contingent on the behavior 

• Punishment is less effective when it is not applied consistently 

• If a reinforcement schedule continues to be in effect for the behavior, and punishment is applied inconsistently, some occurrences of the behavior may be followed by a punisher and some occurrences may be followed by a reinforcer

• When a concurrency schedule of reinforcement is competing with punishment, the effects of punishment are likely to be diminished 

• Motivating operations 

• Establishing and abolishing operations influence the effectiveness of punishers 

• An establishing operation is an antecedent event or condition that makes a consequence more effective as a punisher 

• An abolishing operation is an antecedent event or condition that makes a consequence less effective as a punisher  

• In the case of negative punishment, deprivation is an EO that makes the loss of reinforcer more effective as a punisher 

• Satiation is an AO that makes the loss of reinforcers less effective as a punisher 

• Any event or condition that enhances the aversiveness of a stimulus event makes that event a more effective punisher (EO)

• Events that minimize the aversiveness of a stimulus event make it less effective as a punisher (AO) 

• Instructions or rules may enhance the effectiveness of certain stimuli as punishers

• Individual differences and the magnitude of the punisher 

• Nature of the punishing consequence influence the effectiveness of punishment

• The events that function as punishers vary from person to person 

• Whether a stimulus functions as a punisher depends on its magnitude or intensity

• A more intense aversive stimulus is more likely to function as a punisher. This also varies from person to person

problems with punishment

• A number of problems or issues must be considered with the use of punishment, especially positive punishment involving the use of painful or other aversive stimuli 

• Punishment may produce elicited aggression or other emotional side effects

• The use of punishment may result in escape or avoidance behaviors by the person whose behavior is being punished 

• The use of punishment may be negatively reinforcing for the person using punishment, and thus may result in the misuse or overuse of punishment 

• When punishment is used, its use is modeled and observers or people whose behavior is punished may be more likely to use punishment themselves in the future

• Finally, punishment is associated with a number of ethical issues and issues of acceptability

emotional reactions to punishment

• Behavioral research with nonhuman subjects has demonstrated that aggressive behavior and other emotional responses may occur when painful stimuli are presented as punishers 

• Presenting a stimulus (shock) results in aggressive behavior in laboratory animals 

• When such aggressive behaviors or other emotional responses result in the termination of the painful or aversive stimulus, they are negatively reinforced. Thus, the tendency to engage in aggressive behavior (especially when it is  directed at the source of the aversive stimulus) may have survival value

escape and avoidance

• Whenever an aversive stimulus is used in a punishment procedure, an opportunity for escape and avoidance behavior is created 

• Any behavior that functions to avoid or escape from the presentation of an aversive stimulus is strengthened through negative reinforcement 

• When implementing a punishment procedure, you have to be careful that inappropriate escape and avoidance behaviors do not develop

negative reinforcement for the use pf punishment

• When punishment is used, it results in an immediate decrease in the problem behavior. If the behavior decreased by punishment is aversive to the person using punishment, the use of punishment is negatively reinforced by the termination of the aversive behavior

• As a result, the person is more likely to use punishment in the future in similar circumstances  

punishment and modeling

• People who observe someone making frequent use of punishment may themselves be more likely to use punishment when they are in similar situations

• Especially true with children, for whom observational learning plays a major role in the development of appropriate and inappropriate behaviors

ethical issues

• Some argue that the use of punishment cannot be justified

• Others argue that the use of punishment may be justified if the behavior is harmful or serious enough, and therefore, the potential benefits to the individual are great

• Clearly, ethical issues must be considered before punishment is used as a behavior modification procedure 

• The ethical guidelines that board certified behavior analysts must follow state that 

1. Behavioral interventions must be based on assessment results and address the reasons the problem behavior is occurring 

2. Reinforcement should be used before punishment is considered 

3. Punishment is used only if the severity of the problem behavior warrants it

4. If punishment is necessary, it should be used in conjunction with reinforcement for alternative behavior 

• Survey show that procedures involving punishment are much less acceptable in the profession than are behavior modification procedures that use reinforcement or other principles 

• Punishment procedures are always used in conjunction with functional assessment and functional interventions emphasizing extinction, strategies to prevent problem behaviors, and positive reinforcement procedures to strengthen the desirable behavior

antecedents

•  stimuli or events that precede an operant response 

• Stimuli, events, situations, or circumstances that are present when it occurs or were present immediately before the behavior

• To understand and modify operant behavior, it is important to analyze the antecedents as well as the consequences of the behavior 

• When we understand the antecedents of operant behavior, we have information on the circumstances in which the behavior was reinforced and the circumstances in which behavior was not reinforced or was punished  

• Behavior often occurs when the antecedent is present because that is the only time the behavior has been reinforced

stimulus control

• the outcome of stimulus discrimination training. A particular behavior is more likely to occur in the presence of a particular discriminative stimulus (the Sd) because the behavior has been reinforced only when the SD was present. The Sd has stimulus control over the behavior 

• A behavior is said to be under stimulus control when there is an increased probability that the behavior will occur in the presence of a specific antecedent stimulus or a stimulus from a specific stimulus class  

stimulus class

a group of stimuli that all have the same functional effect on a particular behavior. For example, each stimulus in a stimulus class may function as a discriminative stimulus for a particular behavior

developing stimulus control

• Stimulus control develops because a behavior is reinforced only in the presence of a particular antecedent stimulus

• Therefore, the behavior continues to occur in the future only when that antecedent stimulus is present

discriminative stimulus (Sd)

The antecedent stimulus that is present when a behavior is reinforced

stimulus discrimination training

The process of reinforcing a behavior only when a specific antecedent stimulus (Sd) is present

• Two steps are involved in stimulus discrimination training:

  • When the Sd is present, the behavior is reinforced 

  • When any other antecedent stimulus except the Sd is present, the behavior is not reinforced

  • As a result of discrimination training, a behavior is more likely to occur in the future when an Sd is present but less likely to occur when an SΔ is present 

  • This is the definition of stimulus control 

  • The presence of an Sd does not cause a behavior to occur; it does not strengthen a behavior. Rather, an Sd increases the likelihood of (or evokes) the behavior in the present situation because it was associated with reinforcement of the behavior in the past

S-delta (SΔ)

During discrimination training, any antecedent stimulus that is present when the behavior is not reinforced

Developing reading and spelling with discrimination training

• Reading is a behavior that is developed through the process of stimulus discrimination training 

• Our reading behavior is under the stimulus control of the letters and words we see on the page 

• We learn to make correct reading responses through discrimination training, typically when we are children 

• An adult’s response of “wrong” is a conditioned punisher 

• A particular letter is associated with one sound, and a particular string of letters is associated with one word. 

• When we see a letter and make the correct sound, or see a written word and say the correct word, our behavior is reinforced by praise from teachers or parents  

• The letter or the written word develops stimulus control over our reading behavior 

• As a result of discrimination training, stimulus control develops over our spelling behavior

stimulus discrimination training and punishment

• Stimulus discrimination training may also occur with punishment. If a behavior is punished in the presence of one antecedent stimulus, the behavior will decrease and stop occurring in the future when that stimulus is present 

• The behavior, however, may continue to occur when other antecedent stimuli are present

three term contingency

According to Skinner, stimulus discrimination training involves a three term contingency, in which the consequence (reinforcer or punisher) is contingent on the occurrence of the behavior only in the presence of the specific antecedent stimulus, the Sd

• involves a relationship among an antecedent stimulus, a behavior, and the consequence of the behavior 

notation for three term contingency— reinforcement

• Sd → R → Sr 

• Sd = discriminative stimulus 

• R = response (an instance of the behavior) 

• Sr = reinforcer (or reinforcing stimulus) 

notation for three term contingency — punishment

• Sd → R → Sp 

• Sd = discriminative stimulus 

• R = response (an instance of the behavior) 

• Sp = punisher (or punishing stimulus) 

generalization

• In some cases, the antecedent conditions in which a behavior is strengthened (through reinforcement) or weakened (through extinction or punishment) are fairly specific; in others, the antecedent conditions are more broad or varied  

• When the stimulus control of a behavior is broader– when the behavior occurs in a range of antecedent situations – we say that stimulus generalization has occurred 

• Generalization: a process in which the behavior occurs in the presence of antecedent stimuli that are similar to the discriminative stimulus present when the behavior was reinforced; the occurrence of a target behavior in a nontraining situation after training  

• The more similar another stimulus is to the Sd, the more likely it is that the behavior will occur in the presence of that stimulus 

• As stimuli are less similar to the Sd, the behavior is less likely to occur in the presence of these stimuli. This is called a generalization gradient 

match to sample

presenting a sample stimulus and an array of comparison stimuli. You have the person look at the sample stimulus and ask them to choose the correct stimulus from the comparison stimuli. You provide a reinforcer when the child chooses the stimulus that matches the sample stimulus (thus, matching to sample)

conditional discrimination

occurs when a response to one stimulus is correct only when another stimulus is present  

symmetry

one aspect of stimulus equivalence. When you teach A = B the person is now able to demonstrate B = A without training

stimulus equivalence

• occurs when a number of different stimuli representing the same object or event have stimulus control over the same behaviors.

• Stimulus equivalence can be developed through match to sample training when matching responses connect arbitrary stimuli that represent the same object or event 

transitivity

one aspect of stimulus equivalence that occurs when you teach A = B and B = C and as a result one can demonstrate A = C and C = A without training

emergent stimulus relations/derived stimulus relations

When participants can demonstrate these conditional discriminations (symmetry and transitivity) without specific training