Quiz 2 Practice Set 1

Does the presence of a discriminative stimulus cause a behavior to occur?: No, the presence of a discriminative stimulus does not cause a behavior to occur. It is not the presence of the stimulus that CAUSES the behavior, it is learning the association of doing the behavior in the presence of that stimulus resulting in reinforcement that causes the behavior to occur in the presence of the stimulus.
Can stimulus discrimination training also occur with punishment?: Yes, stimulus discrimination training may also occur with punishment
Is behavior more likely to occur in the presence of the SD?: Yes, a behavior is more likely to occur in the presence of the SD.
Is a behavior less likely to occur in the presence of S-delta?: Yes, a behavior is less likely to occur in the presence of S-delta
Bill drives faster than the speed limit only when his friends are in the car with him because they tell him he is cool. Bill’s behavior of driving over the speed limit only when his friends are with him is said to be under ___ control. (antecedent; competing contingency; isolated; stimulus): Bill’s behavior of driving over the speed limit only when his praising friends are with him is said to be under STIMULUS control.
Which term is used to describe situations in which a behavior is triggered by the presence or absence of some stimulus?: Stimulus control is a term used to describe situations in which a behavior is triggered by the presence or absence of some stimulus. For example, if you always eat when you watch TV, your eating behavior is controlled by the stimulus of watching TV.
If you always eat when you watch TV, what is your eating behavior controlled by?: If you always eat when you watch TV, your eating behavior is controlled by the stimulus of watching TV.
A group of stimuli having the same functional effect on a certain behavior are said to belong to a stimulus __ (group, class, category, contingency): A group of stimuli having the same functional effect on a certain behavior are said to belong to a stimulus CLASS.
Bill drives faster than the speed limit only when his friends are in the car with him because they tell him he is cool. He doesn’t speed when his parents or girlfriend are in the car because they don’t say it’s cool. What is the SD in this example? (parents; girlfriend; friends; parents and girlfriend): Bill drives faster than the speed limit only when his friends are in the car with him because they tell him he is cool. He doesn’t speed when his parents or girlfriend are in the car because they don’t say it’s cool. The SD in this example are his friends.
Bill drives faster than the speed limit only when his friends are in the car with him because they tell him he is cool. he doesn’t speed when his parents or girlfriend are in the car because they don’t say it’s cool. What is the S-delta in this example? (parents; girlfriend; friends; parents and girlfriend): Bill drives faster than the speed limit only when his friends are in the car with him because they tell him he is cool. He doesn’t speed when his parents or girlfriend are in the car because they don’t say it’s cool. The S-Delta in this example are his parents and girlfriend.
Whenever Tommy has a babysitter and asks to stay up past his bedtime, the babysitter lets him. Whenever Tommy asks his parents to let him stay up past his bedtime, they do not let him. As a result, Tommy only asks the babysitter if he can stay up past his bedtime. The presence of the babysitter at bed time is referred to as a(n) ___ for asking to stay up late (stimulus class; S-delta; reinforcer; discriminative stimulus): Whenever Tommy has a babysitter and asks to stay up past his bedtime, the babysitter lets him. Whenever Tommy asks his parents to let him stay up past his bedtime, they do not let him. As a result, Tommy only asks the babysitter if he can stay up past his bedtime. The presence of the babysitter at bed time is referred to as a S-Delta for asking to stay up late
What is a group of stimuli that share common elements?: A Stimulus Class is a group of stimuli that share common elements. They can share formal, functional, or temporal similarities. One example can include a french bulldog, Labrador, and Terrier all falling into the stimulus class of dogs
Discriminative stimulus: SD (A discriminative stimulus) is the instruction or other antecedent evoking a response. When an instructor says “touch your nose” that instruction is the SD for the child to touch his nose.
What does a group consisting of a french bulldog, labrador and terrier fall under?: A group consisting of a french bulldog, labrador and terrier would fall into the STIMULUS CLASS of dogs. A stimulus class is a group of stimuli that share common elements. They can share formal, functional or temporal similarities.
When an instructor says “touch your nose”, that instruction would be ___ for the child to touch their nose: When an instructor says “touch your nose” that instruction would a SD (discriminatory stimulus” for the child to touch their nose. SD is the instruction or other antecedent evoking a response.
What signals the non-availibility of reinforcement?: S-Delta is a stimulus in the environment that signals the non-availability of reinforcement. For example, if you need to go to the bathroom and there is an “Out of Order” sign on the door, this signals the S-Delta (non-availibility) of relieving (negative reinforcement) yourself in that bathroom.
When Mary asks her Mom to take her to the shopping mall, her Mom usually takes her. Whenever Mary asks her Dad to take her to the mall he refuses. As a result, Mary only asks her Mom to take her to the mall. The process by which Mary learned to only asking her Mom to take her to the mall is a case of informal ____ (discrimination training; generalization training; overcorrection; stimulus control): When Mary asks her Mom to take her to the shopping mall, her Mom usually takes her. Whenever Mary asks her Dad to take her to the mall he refuses. As a result, Mary only asks her Mom to take her to the mall. The process by which Mary learned to only asking her Mom to take her to the mall is a case of informal DISCRIMINATION TRAINING.
Which of the following is involved in stimulus discrimination training? (when the discriminative stimulus is present the behavior is reinforced ; when the S-delta is present the behavior gets reinforced ; the discriminative stimulus controls the behavior): When discriminative stimulus is present the behavior is reinforced and this is involved in stimulus discrimination training.
Which of the following (reading, spelling, obeying traffic signals) is developed through discrimination training?: Reading, spelling and obeying traffic signals are all developed through discrimination training
Stimulus discrimination training can occur as a result of (reinforcement; punishment; extinction; all of these): Stimulus discrimination training can occur as a result of reinforcement, punishment and extinction.
Darin cheers at a football game when his hometown team scores, and his Dad give him a high five. Darin later begins cheering with his Dad at basketball, baseball, and hockey games when his hometown teams score. This is an example of Darin’s cheering behavior ___ to other situations. (discriminating; generalizing; narrowing; expanding): Darin cheers at a football game when his hometown team scores, and his Dad gives him a high five. Darin later begins cheering with his Dad at basketball, baseball, and hockey games when his hometown teams score. This is an example of Darin’s cheering behavior GENERALIZING to other situations
When you tell jokes and your friends laugh, you are more likely to tell jokes to your friends. Your friends are ___ for telling jokes. (discriminative stimuli; S-deltas; punishes; conditioned stimuli): When you tell jokes and your friends laugh, you are more likely to tell jokes to your friends. your friends are DISCRIMINATIVE STIMULI for telling jokes.
Stimulus control develops as a result of (classical conditioning; stimulus discrimination training; stimulus differentiation; conditioned stimulus training): Stimulus control develops as a result of STIMULUS DISCRIMINATION TRAINING
When the stop light turns green, you go and when it is red, you don’t go. The red light acts as a(n) ___ for going and the green light acts as a(n) ____ for going: When the stop light turns green, you go and when it is red, you don’t go. The red light acts as a S-DELTA and the green light acts as a SD (discriminatory stimulus)
In order to increase the probability that the target behavior will occur in all relevant situations following training, you should (use punishment on competing behaviors; reinforce the behavior in the presence of the S-delta; program for generalization; conduct a task analysis): In order to increase the probability that the target behavior will occur in all relevant situations following training, you should PROGRAM FOR GENERALIZATION
Which of the following is true concerning generalization? (behavior occurs in the presence of stimuli similar to the discriminative stimulus ; a class of stimuli develops stimulus control over the behavior ; behavior occurs in the presence of relevant stimuli outside the training situation): In generalization, behavior occurs in the presence of stimuli similar to the discriminative stimulus. A class of stimuli also develops stimulus control over behavior. In addition to that, behavior occurs in the presence of relevant stimuli outside the training session
A teacher is helping a withdrawn child to increase his interaction with other students. The teacher has the other children in the classroom smile and compliment the child when he talks to them. The teacher also instructs the other children not to laugh when the withdrawn child has problems speaking. Which strategy for promoting generalization is the teacher using? (modifying contingencies of reinforcement and punishment in the natural environment; training skills that contact natural contingencies of reinforcement; incorporating a variety of relevant stimulus situations in training; teaching a range of functionally equivalent responses): A teacher is helping a withdrawn child to increase his interaction with other students. The teacher has the other children in the classroom smile and compliments the child when he talks to them. The teacher also instructs the other children not to laugh when the withdrawn child has problems speaking. The strategy for promoting generalization is that the teacher is using MODIFYING CONTINGENCIES OF REINFORCEMENT AND PUNISHMENT IN THE NATURAL ENVIRONMENT
Matthew’s baseball coach is helping him improve his hitting. During practice the coach has the pitcher throw fast balls, curve balls, and sliders so that Matthew experiences a variety of pitches, and will be more likely to hit the ball successfully during a game. Which strategy for promoting generalization is the coach using? (incorporating a variety of relevant stimulus situations in training; teaching a range of functionally equivalent responses; reinforcing occurrences of generalization; incorporating self-generated mediators of generalization): Matthew’s baseball coach is helping him improve his hitting. During practice the coach has the pitcher throw fast balls, curve balls, and sliders so that Matthew experiences a variety of pitches, and will be more likely to hit the ball successfully during a game. The strategy for promoting generalization that the coach is using is INCORPORATING A VARIETY OF RELEVANT STIMULUS SITUATIONS IN TRAINING
Joe attends a class in order to learn to use a computer. Joe takes notes during the class, and uses the notes to operate his own computer when he gets home. Using the notes from the computer class to use his computer at home is an example of which strategy for promoting generalization? (incorporating common stimuli; teaching a range of functionally equivalent responses; incorporating a variety of relevant stimulus situations in training; self-generated mediators of generalization): Joe attends a class in order to learn to use a computer. Joe takes notes during the class, and uses the notes to operate his own computer when he gets home. Using the notes from the computer class to use his computer at home is an example of this strategy for promoting generalization- SELF-GENERATED MEDIATORS OF GENERALIZATION
When should generalization of a behavior change be considered? (before training; during training; after training; all of these): The generalization of a behavior change should be considered during every interval of training, BEFORE TRAINING, DURING TRAINING, AND AFTER TRAINING. You need to plan for generalization in all stages of learning.
The first step in the treatment of a problem behavior is to (eliminate the reinforcer for the problem behavior; conduct a functional assessment; select a punisher that will be effective in decreasing the problem behavior; remove the antecedents that are increasing the likelihood of the behavior occurring): The first step in the treatment of a problem behavior is to CONDUCT A FUNCTIONAL ASSESSMENT
Functional intervention strategies that are used to decrease problem behaviors include all of the following except (extinction; differential reinforcement ; punishment ; antecedent manipulations) : Functional intervention strategies that are used to decrease problem behaviors include extinction, differential reinforcement and antecedent manipulations BUT NOT PUNISHMENT
A child frequently engages in tantrums when requests are made of him by his parents and teachers. In order to promote a generalized reduction in the problem behavior, the child’s behavior of complying with requests without engaging in tantrums is reinforced at home, in school, and in all other settings. Which strategy for promoting generalization is being used with the child? (incorporating common stimuli in training; teaching a range of functionally equivalent responses; incorporating a wide range of stimulus situations in training; reinforcing instances of generalization): A child frequently engages in tantrums when requests are made of him by his parents and teachers. In order to promote a generalized reduction in the problem behavior, the child’s behavior of complying with requests without engaging in tantrums is reinforced at home, in school, and in all other settings. The strategy for promoting generalization that is being used with the child is REINFORCING INSTANCES OF GENERALIZATION
Tommy frequently grabs toys from other children when he wants them. A psychologist is working with Tommy in order to get him to politely ask for toys when he wants them, and to get Tommy to share his toys with other children. As a result, Tommy is learning to interact with other children in a more appropriate way, and his behavior is more likely to be reinforced. Which strategy for promoting generalization is being used?: Tommy frequently grabs toys from other children when he wants them. A psychologist is working with Tommy in order to get him to politely ask for toys when he wants them, and to get Tommy to share his toys with other children. As a result, Tommy is learning to interact with other children in a more appropriate way, and his behavior is more likely to be reinforced. The strategy for promoting generalization that is being used is TRAINING SKILLS THAT TAP INTO NATURAL CONTINGENCIES OF REINFORCEMENT
In order to teach a child to interact in an appropriate way with other children, a psychologist involves other children in the training sessions. Which strategy for promoting generalization utilizes some aspect of the target situation in training? (incorporating common stimuli; incorporating a variety of relevant stimulus situations in training; teaching a range of functionally equivalent responses; teaching a range of functionally equivalent responses; training skills that contact natural contingencies of reinforcement): In order to teach a child to interact in an appropriate way with other children, a psychologist involves other children in the training sessions. The strategy for promoting generalization that utilizes some aspect of the target situation in training is INCORPORATING COMMON STIMULI
Teaching individuals a variety of different ways in which they can achieve the same outcome is referred to as teaching (self-generated mediators of generalization; skills that contact natural contingencies of reinforcement; instances of generalization; a range of functionally equivalent responses): Teaching individuals a variety of different ways in which they can achieve the same outcome is referred to as teaching INSTANCES OF GENERALIZATION
Which of the following is NOT a guideline for promoting a generalized reduction in problem behaviors? (focusing on functionally equivalent alternative behaviors; conducting a functional assessment for the problem behavior; planning for generalization once treatment has been successful; making sure you apply the fair-pair rule): Planning for generalization once treatment has been successful is NOT a guideline for promoting a generalized reduction in problem behaviors.
When reinforcing a behavior that occurs outside the training situation in the presence of relevant stimuli, the relevant stimuli develop ( ) over the behavior: When reinforcing a behavior that occurs outside the training situation in the presence of relevant stimuli, the relevant stimuli develop STIMULUS CONTROL over the behavior.
What is the most straightforward approach to promoting generalization?: The most straightforward approach to promoting generalization is to reinforce occurrences of generalization
Another way to promote generalization if reinforcing the behavior outside of training sessions is not feasible, is to ___ (tell the child to generalize; asl parents to reinforce the behavior; teach others in the speech session from his school to reinforce the behavior; any of these could increase generalization): Another way to promote generalization if reinforcing the behavior outside of training sessions is not feasible is to tell the child to generalize, ask parents to reinforce the behavior or teach others in the speech session from his school to reinforce the behavior
Different behaviors that achieve the same outcome are called: Different behaviors that achieve the same outcome are called FUNCTIONALLY EQUIVALENT RESPONSES
Which of these is a functionally equivalent response for the behavior of screaming to get a teacher’s attention? (raising your hand to get a teacher’s attention; saying “Hey Teach!”; saying “Hey Fatty!”): Raising your hand to get a teacher’s attention, saying “Hey Teach!”, and saying “Hey Fatty!” are all functional equivalent responses for the behavior of screaming to get a teacher’s attention.
Premack Principle Article: https://masteraba.com/premack-principle/
Grandma’s Rule: Premack Principle