Term
Which of the following refers to an actual response?
A. Single Eye Wink
B. Self-Injurious Behavior
C. Repeatedly saying the same thing |
|
Definition
A single eye wink
A response is a single occurrence of behavior. |
|
|
Term
Which of the following statements refers to an actual response?
A. When their hand contacts their face audibly, face-hitting is recorded.
B.Face-Hitting is any occurrence of contact to the face by any part of the hand.
C. An instance of face-hitting occurs at 2:00 pm on Tuesday. |
|
Definition
An instance of face hitting occurs at 2pm on Tuesday.
A response is a single occurrence of behavior. |
|
|
Term
Which of the following always constitutes behavior?
A. Winking One Eye
B. Salivating in the presence of food
C. Pupils constructing in bright lights
D.All of the above. |
|
Definition
|
|
Term
Which of the following may be a stimulus?
A. Change in website while the site is shut down.
B.A movement performed by the organism itself
A text message sent to a receiving person's phone is off.
D. All of the above. |
|
Definition
B.A movement performed by the organism itself
A stimulus is any condition, event, or change in the physical world. |
|
|
Term
| All stimuli in a class could excert control over behavior? |
|
Definition
|
|
Term
Which stimuli might be members of the same stimulus class?
A.Blue bat;Blue airplane,blue box
B. a skittle, an m and m, hearing correct
C. a stop sign; a police with his hand out; flashing red stop sign.
D. ALL OF THE ABOVE |
|
Definition
|
|
Term
Thomas picked a flower while he was on a walk. This specific recurds of the behavior is?
A Topographical Resppnse Clas
B.Behavior
C.Response
D.Respons Class |
|
Definition
|
|
Term
which of the following is not a behavior?a. disrupting the class
b.not doing homework
c.shouting
d.leavin the classroom |
|
Definition
|
|
Term
what is dwfined as one specific behavior
instance of a behavior?
A. Functional Response class
B. Response Class
C. Behavior
D.Response |
|
Definition
|
|
Term
what is defined as"an energy change that effects an organism through its receptor cells?
A. Stimulus
B. Environment
C. Stimilus Class.
D. Antecedent |
|
Definition
|
|
Term
what is defined as "the coglomerate of real circumstances in which the organism
exists?"
A. Stimilus Class
B. Stimilus
C Environment
D. Antecedent |
|
Definition
|
|
Term
your stomach aches with hunger. The oven timwr goes off indicating the food is readily available. All of these stimuli evoke the same behavior. You eat. These stimuli share which dimension to form a stimulus class?
A. Functional Dimensiin
B. temporal dimension
c. formal dimension
d. informal dimension |
|
Definition
|
|
Term
in a stimulus class there ia a green ball,green truck, green candy. What dimensioin does this signify.?
A. Functional Dimensiin
B. temporal dimension
c. formal dimension
d. informal dimension |
|
Definition
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|
Term
The school bus arrives and honks its horn. Th parent tells the child its time to go on the bus. The child's alarm went off which indicates its timw for school. All of these behaviors evoke the same behavioer of the child walking out of the house and getting on the bus? WGICH dimenson?
A. Functional Dimensiin
B. temporal dimension
c. formal dimension
d. informal dimension |
|
Definition
|
|
Term
Attenton from pairs, acess to toys, and escape from school work are all part of the same d
stumulus class,because they all may occur immediatley following the childs behavior. Which dimension do all stimuli in this class have in common?
A. Functional Dimensiin
B. temporal dimension
c. formal dimension
d. informal dimension |
|
Definition
B Tenporal Dimension
Occurs at the same time in relation to problem behavior.
Cooper 27-28 |
|
|
Term
The baskeball is available. Your opponet has their hands up trying to block your shot. The buzzer is about to go off. All of these stimuli occur prior to the behavioemr of shotting a ball.These stimuli share which dimension to form a stimulus?
A. Functional Dimensiin
A. Fumctional Dimension
B. temporal dimension
c. formal dimension
d. informal dimension |
|
Definition
|
|
Term
There is a a ball, a toy truck, and a candy, within close proxitmity to the child. These stimuli share which dimensiiin to form a stimulus class?
A. Functional Dimensiin
B. temporal dimension
c. formal dimension
d. informal dimension
A. FUnctiinal Dimension |
|
Definition
Formal Dimension
The formal dimension refers to stimuli that havw physical atributes in common |
|
|
Term
John went out to dinner and ate a pulled chicken sandwich.That night he become sick with food poisoining. Now everytime john sees pulled chicken he feels nauseuos.Pulled chicken apears to be a?
A. Conditioned stimilus
B. Neutral Stimulus
C.Unconditioned Response
D.Conditioned Response |
|
Definition
|
|
Term
The presentation of a loud noise elicits an accelerated heart rate. A toy is presented just before the loud noise repeatedly. Now the presentation of the toy results in an accelarated heart rate. Now the toy functions as an?
A. Conditioned stimilus
B. Neutral Stimulus
C.Unconditioned Response
D.Conditioned Response |
|
Definition
CONDITUDIONED stimulus
is one that elicits a response as a result of respondent conditioning.
Cooper et al 30-31 |
|
|
Term
John went out to dinner and ate a pulled chicken sandwich.That night he become sick with food poisoining.Now everytime john sees pulled chicken he feels nauseuos.Seeing pulled chicken had never had this effect on Johns body before that night before that night seeing pulled chicken was a?
A. Conditioned stimilus
B. Neutral Stimulus
C.Unconditioned Response
D.Conditioned Response |
|
Definition
|
|
Term
Which behavipr is made more or less likely based on the history of consequences?
A respondent conditioning
b. operant behavior
c. operant conditioning
d. respondent behavior |
|
Definition
|
|
Term
A neutral stimulus can become a conditioned stimulus by being paried with?
A. Either a conditioned or unconditioned stimulus
B.A conditioned stimulus
C. An unconditioned stimulus
D. An unconditioned response |
|
Definition
| Either a conditioned or unconditioned stimulus |
|
|
Term
The proceduure of repeatedly presentimg a conditioned stimulus without the conditioned stimulus until the conditioned stimulus no longer elicits the conditioned response is:
A.Operant Conditioning
B.REspondent EXtininction
C.REspondent conditioning
d. negative reinforcement |
|
Definition
|
|
Term
Respondent conditioning is most effective
when:
A. NS IS presented a while before the US
B. The ns is presented just before or at the same time as the US
C. the ns is presented at the same time or just after the US
D. The NS is presented a while after the US. |
|
Definition
| B. The ns is presented just before or at the same time as the US |
|
|
Term
What is known as the process of new stimuli acquiring the ability to ellicit a response?
with?
A.Respondent Conditioning
B.Respondemt behavior
c. operant behavior
d.operant conditioning |
|
Definition
Respondent Conditioning
known as the process of new stimuli acquiing the ability to elicit response |
|
|
Term
The presentation of a loud noise elicits an accelerated heart rate. A toy is presented just before the loud noise repeatedly. Now the presentation of the toy results in an accelerated heart rate.
The presentation of the loud noise is an example of?
A. Neutral Stimulus
C.Unconditioned Response
D.Conditioned stimulus
e. unconditioned stimulus |
|
Definition
Unconditioned Stimulus
The presentation of the loud noise is an example of an unconditioned stimulus |
|
|
Term
This principle of behavior occurs when a behavior is followed immediately by the presentation of a stimulus that inccreases the future frequency of that behavior?
A. Positive Reinforcment
B. Negative Reinforcement
C. Negative Punishment
D. Positive Punishment |
|
Definition
|
|
Term
Mary mother reprimands her when she screams. Mary is less likely to scream later on, following the reprimand. This reprimand is functioning as a:
A. Reinforcement
B. Negative Reinforcement
C. Negative Punishment
D. Positive Punishment |
|
Definition
positive punishiment
reprimand is added and the behavior decreased. |
|
|
Term
The principle of behavior occurs when a behavior is followed immediately by the removal of a stimulus that decreases the future frequency of that behavior.
A. Positive Reinforcement
B. Negative Reinforcement
C. Negative Punishment
D. Positive Punishment |
|
Definition
Negative Punishment
Punishment occurs when a behavior is followed immediately by the removal of a stimulus that decreases the future frequency of that behavior. |
|
|
Term
The principle of behavior occurs when a behavior is followed immediately by the removal of a stimulus that increases the future frequency of that behavior?
A. Positive Reinforcement
B. Negative Reinforcement
C. Negative Punishment
D. Positive Punishment |
|
Definition
|
|
Term
This type of contingency most often requires an aversive antecedent from which the learner will escape or avoid.
A. Positive Reinforcement
B. Negative Reinforcement
C. Negative Punishment
D. Positive Punishment |
|
Definition
|
|
Term
Mary's mother reprimands Mary when she swears. Mary is more likely to swear later on, following the reprimand. This reprimand is functioning as,
A. Positive Reinforcement
B. Negative Reinforcement
C. Negative Punishment
D. Positive Punishment |
|
Definition
| A. Positive Reinforcement |
|
|
Term
Jared cleans his room, and he gets 5 dollars/ Jared is more likely to clean his room in the future. This is an example of
A. Positive Reinforcement
B. Negative Reinforcement
C. Negative Punishment
D. Positive Punishment |
|
Definition
|
|
Term
Jared's mom reprimands him for not cleaning his room. Jared cleans his room, and his mom stops yelling. Jared is more likely to clean his room in the future. This is an example.
A. Positive Reinforcement
B. Negative Reinforcement
C. Negative Punishment
D. Positive Punishment |
|
Definition
|
|
Term
The seat belt alarm is going off in Rob's car. He buckles his seatbelt, and the noise turns off. Rob is more likely to engage in this behavior in the future. This is an example of.
A. Reinforcment
B. Negative Reinforcement
C. Negative Punishment
D. Positive Punishment
A. Positive Reinforcement
B. Negative Reinforcement
C. Negative Punishment
D. Positive Punishment |
|
Definition
Negative Reinforcement:
Occurs when a behavior is followed immediately by the removal of a stimulus that increases the future frequency of that behavior. |
|
|
Term
Claire lives in a group home with staff supervision during the day. The staff gives Claire a token (as part of a token economy) every time she brushes her teeth. This is an example of.
A. Positive Reinforcement
B. Negative Reinforcement
C. Punishment
D. Not Enough Information |
|
Definition
|
|
Term
Which schedule of reinforcement relates most to the matching law?
A. Fixed Ratio
B. Concurrent Schedule
C. Fixed Interval
D. Variable Interval |
|
Definition
|
|
Term
Sean put himself on a reinforcement study schedule. After every 15-minute PowerPoint slide of studying, he allowed himself 3 minutes of social media. This is an example of.
A. Fixed Ratio
B. Variable Ratio
C. Fixed Interval
D. Variable Interval |
|
Definition
|
|
Term
The BCBA delivers praise after 1 correct response and sometimes he delivers praise every 3 or 4 correct responses. It is generally about every 2 correct responses, reinforcement is delivered. What is the schedule of reinforcement?
A. Fixed Ratio
B. Variable Ratio
C. Fixed Interval
D. Variable Interval |
|
Definition
Variable Ratio
Schedules of reinforcement deliver reinforcement following a variable number of responses.
Cooper 2019 301-321 |
|
|
Term
Which of the following compound schedules of reinforcement does NOT have a clear discriminative stimulus?
A. Tandem
B. Mixed and Tandem
C. Multiple
D. Mixed |
|
Definition
|
|
Term
Which of the following compound schedules of reinforcement has a clear discriminative stimulus?
A. Tandem
B. Mixed and Tandem
C. Multiple
D. Mixed |
|
Definition
|
|
Term
The school teacher gives the student a break from school work after exactly 1 hour since their last break. Before taking another, they must complete at least one prompt on their assignment. What is this schedule of reinforcement?
A. Fixed Ratio
B. Variable Ratio
C. Fixed Interval
D. Variable Interval |
|
Definition
Fixed Interval
Deliver Reinforcement after the first response after an exact duration time.
Cooper 2019 301-321 |
|
|
Term
The BCBA delivers praise after every correct response. Which Schedule of reinforcement is this?
A. Concurrent Schedule
B. Continuous Reinforcement
C. Variable Ration
D. Compound Schedule |
|
Definition
|
|
Term
The school teacher gives the student a break from school work after around 1 hour since their last break. Sometimes it's 55 minutes and sometimes it's just over an hour. Before taking another break, they must complete at least one problem on their assignment. What is this schedule of reinforcement?
A. Fixed Ratio
B. Variable Ratio
C. Fixed Interval
D. Variable Interval |
|
Definition
|
|
Term
Which schedule of reinforcement typically has a graph with a scallop between occurrences of reinforcement?
A. Fixed Ratio
B. Variable Ratio
C. Fixed Interval
D. Variable Interval |
|
Definition
Fixed Interval
A scallop while waiting for reinforcement to be available. |
|
|
Term
Which of the following schedules combines the number of responses and time?
A. Conjunctive
B. Alternative
C. Alternative and conjunctive
D. Concurrent |
|
Definition
| C. Alternative and conjunctive. |
|
|
Term
The compound schedule of reinforcement is identical to a multiple schedule; however, there is no discriminative stimulus.
A. Mixed Schedules
B. Multiple Schedules
C. Chained Schedules
D. Tandem Schedules |
|
Definition
Mixed Schedules
Identical to multiple schedules; however, there is no discriminative stimulus |
|
|
Term
The compound schedule of reinforcement occurs when two or more schedules of reinforcement occur successively and in a specific order. There is a discriminative stimulus correlated with each schedule.
A. Mixed Schedules
B. Multiple Schedules
C. Chained Schedules
D. Tandem Schedules |
|
Definition
|
|
Term
The compound schedule of reinforcement is identical to the chained schedule, but there are no discriminative stimuli with the elements in the chain.
A. Mixed Schedules
B. Multiple Schedules
C. Chained Schedules
D. Tandem Schedules |
|
Definition
|
|
Term
The compound schedule of reinforcement occurs when two or more schedules of reinforcement occur in an alternating, usually random sequence. A discriminative stimulus is correlated with each schedule.
A. Mixed Schedules
B. Multiple Schedules
C. Chained Schedules
D. Tandem Schedules |
|
Definition
|
|
Term
This compound schedule of reinforcement provided reinforcement when the requirements of BOTH a ratio schedule and an interval schedule are met.
A. Fixed Interval Schedule
B. Concurrent Schedule
C. Conjunctive Schedules
D. Alternative Schedules |
|
Definition
|
|
Term
The Intermittent Schedule of reinforcement provides reinforcement whenever the learner engages in several responses that vary from trial to trial but average to a specific number of responses.
A. Fixed Ratio
B. Variable Ratio
C. Fixed Interval
D. Variable Interval |
|
Definition
Variable Ratio
Provides Reinforcement whenever the learner engages in some responses that vary from trial to trial but average to a specific number of responses. |
|
|
Term
The compound schedule of reinforcement occurs when two contingencies are operating simultaneously and independently for 2 or more behaviors. This schedule provides a choice for the individual and occurs frequently in the natural environment.
A. Mixed Schedules
B. Multiple Schedules
C. Chained Schedules
D. Concurrent Schedules |
|
Definition
|
|
Term
This compound schedule of reinforcement provides reinforcement whenever the requirement of EITHER a ratio schedule or an interval schedule is met.
A.. Fixed Interval Schedules
B. Alternative Schedules
C. Conjunctive Schedules
D. Concurrent Schedules |
|
Definition
|
|
Term
The intermittent schedules of reinforcement provide reinforcement whenever the learner engages in an exact number of responses.
A. Fixed Ratio
B. Variable Ratio
C. Fixed Interval
D. Variable Interval |
|
Definition
|
|
Term
The intermittent schedules of reinforcement provide reinforcement after the first response following a specific duration of time.
A. Fixed Ratio
B. Variable Ratio
C. Fixed Interval
D. Variable Interval |
|
Definition
|
|
Term
The contingent presentation of this stimulus increases a behavior due to the individual's learning history.
A. Conditioned Reinforcer
B. Conditioned Punisher
C. Unconditioned Punisher
D. Unconditioned Reinforcer |
|
Definition
|
|
Term
For most people, money is a powerful reinforcer because it has been paired with many other reinforcers. This is an example of a :
A. Neutral Stimulus
B. Generalized Conditioned Reinforcer
C. Conditioned Punisher
D. Conditioned Reinforcer. |
|
Definition
| Generalized Conditioned Reinforcer |
|
|
Term
This powerful stimulus has been paired with several different reinforcers to gain reinforcing properties.
A. Neutral Stimulus
B. Generalized Conditioned Reinforcer
C. Conditioned Punisher
D. Conditioned Reinforcer. |
|
Definition
| Generalized Conditioned Reinforcer |
|
|
Term
The contingent presentation of this stimulus does not increase nor decrease behavior.
A. Neutral Stimulus
B. Unconditioned Reinforcer
C. Conditioned Punisher
D. Conditioned Reinforcer. |
|
Definition
|
|
Term
The contingent presentation of this stimulus decreases a behavior NOT due to the individual's learning history.
A. Unconditioned Punisher
B. Unconditioned Reinforcer
C. Conditioned Punisher
D. Conditioned Reinforcer. |
|
Definition
|
|
Term
The boys runs fast down the hill. His mother immediately takes away his favorite toy that he is holding. The boy is less likely to run down hills in the future. This is an example.
A. Automatic Negative Punishment
B. Automatic Positive Punishment
C. Socially Mediated positive Punishment
D. Socially Mediated Negative Punishment |
|
Definition
| Socially Mediated Negative Punishment |
|
|
Term
Ashley loves tequila. Ashley takes a few shots of tequila, and she gets a nice warm, fuzzy feeling. As a result, Ashley takes more shots. This best describes.
A. Automatic Negative Reinforcement
B. Automatic Positive reinforcement
C. Socially Mediated Positive Reinforcement
D. Socially Mediated Negative Reinforcement |
|
Definition
| B. Automatic Positive reinforcement |
|
|
Term
Thw boy runs fast down the hill. His mother scolds him for being reckless. The boy is not as likely to run down hills in the future. This is an example of:
A. Automatic Negative Punishment
B. Automatic Positive Punishment
C. Socially Mediated positive Punishment
D. Socially Mediated Negative Punishment |
|
Definition
| C. Socially Mediated positive Punishment |
|
|
Term
The boy runs fast down the hill. He lost and dropped his favorite toy. The boy is less likely to run down hills in the future. This is an example of:
A. Automatic Negative Punishment
B. Automatic Positive Punishment
C. Socially Mediated positive Punishment
D. Socially Mediated Negative Punishment |
|
Definition
| Automatic Negative Punishment |
|
|
Term
The boy runs fast down the hill. He falls down and scratches his knee. He is not as likely to run down hills in the future. This is an example of:
A. Automatic Negative Punishment
B. Automatic Positive Punishment
C. Socially Mediated Positive Punishment
D. Socially Mediated Negative Punishment |
|
Definition
| Automatic Positive Punishment |
|
|
Term
Thomas has an itch on his back. He asks his friend to scratch his back. His friend does, and this itching sensation goes away. This is an example of:
A. Automatic Negative Reinforcement
B. Automatic Positive Reinforcement
C. Socially Mediated Positive Reinforcement
D. Socially Mediated Negative Reinforcement |
|
Definition
| Socially MEDIATED NEGATIVE Reinforcement |
|
|
Term
The removal of an aversive stimulus without another person present increases the likelihood that the preceding behavior will occur again in the future.
A. Automatic Negative Reinforcement
B. Automatic Positive Reinforcement
C. Socially Mediated Positive Reinforcement
D. Socially Mediated Negative unishment |
|
Definition
| Automatic Negative Reinforcement |
|
|
Term
Thomas sees his friend's wallet unattended. Thomas takes 20 while his friend isn't looking. Thomas is likely to do this again in the future. This is an example of:
A. Automatic Negative Reinforcement
B. Automatic Positive Reinforcement
C. Socially Mediated Positive Reinforcement
D. Socially Mediated Negative Reinforcement |
|
Definition
| Automatic Positive Reinforcement |
|
|
Term
Thomas asks his friend for 20. His friend pays up. Thomas is more likely to ask his friend again in the future. This is an example of.
A. Automatic Negative Reinforcement
B. Automatic Positive Reinforcement
C. Socially Mediated Positive Reinforcement
D. Socially Mediated Negative Reinforcement |
|
Definition
| Socially Positive Reinforcement |
|
|
Term
Thomas has an itch on his back. He reaches and can relieve the sensation. This is an example of:
A. Automatic Negative Reinforcement
B. Automatic Positive Reinforcement
C. Socially Mediated Positive Reinforcement
D. Socially Mediated Negative Reinforcement |
|
Definition
| Automatic Negative Reinforcement. |
|
|
Term
The contingent presentation of this stimulus decreases a behavior NOT due to the individual's learning history.
A. Conditioned Reinforcer
B. Unconditioned Reinforcer
C. Unconditioned reinforcer
D. Neutral Stimulus |
|
Definition
|
|
Term
Small edible treats function as reinforcement for James' behavior; however, praise does not. What process should take place to help praise become a conditioned reinforcer?
A. Preference Assessment
B. Stimulus-Stimulus Pairing
C. Conditioned Reinforcer Training
D. Reinforcer Assessment. |
|
Definition
| Stimulus to stimulus pairing |
|
|
Term
The contingent presentation of this stimulus does not increase or decrease behavior.
A. Conditioned Punisher
B. Conditioned Reinforcer
C. Unconditioned reinforcer
D. Neutral Stimulus |
|
Definition
|
|
Term
The contingent presentation of this stimulus increases a behavior NOT due to the individual's learning history.
A. Conditioned Punisher
B. Conditioned Reinforcer
C. Unconditioned reinforcer
D. Unconditioned Punishment |
|
Definition
| Unconditioned Reinforcer. |
|
|
Term
Small edible treats function as reinforcement
for James' behavior; however, praise is not. How can praise become a conditioned reinforcer?
A. Deliver praise as temporarily close to delivering a small edible as possible.
B. Pair praise with a conditioned punisher.
C. Deliver Praise More Frequently
D. Deliver Praise more frequently |
|
Definition
| A. Deliver praise as temporarily close to delivering a small edible as possible. |
|
|
Term
A procedure in which reinforcement for a previously reinforced behavior is no longer followed by reinforcement, resulting in a decrease in the future frequency of that behavior.
A. Extinction
B. Extinction Burst
C. Spontaneous Recovery
D. Pivotal Behavior |
|
Definition
|
|
Term
What is a brief increase in the frequency of responding when extinction is initially implemented?
A. Positive Reinforcement
B. Extinction Burst
C. Spontaneous Recovery
D. Extinction |
|
Definition
|
|
Term
Sara would curse at school, which would result in her getting out of doing her schoolwork. Her teacher began requiring her to complete her work even when she cursed. Sara began cursing more initially, but then the behavior decreased. The behavior hadn't happened for days when Sarah began cursing. What is the term to describe the occurrence of swearing after days of no cursing.
A. Negative Reinforcement
B. Extinction Burst
C. Spontaneous Recovery
D. Extinction |
|
Definition
|
|
Term
What is another name for the Premack Principle?
A. Positive Reinforcement
B. Grandma's Law
C. mommy's PRINCIPLE
d. Response Deprivation Hypothesis |
|
Definition
|
|
Term
When preferred activities are restricted, this will function as an establishing operation to make them more powerful reinforcers. This is known as?
A. The Premack Principle
B. The response deprivation hypothesis
C. Positive reinforcement
D. High probability request sequence |
|
Definition
| The response deprivation hypothesis |
|
|
Term
Any response A will reinforce any response B if and only if the independent rate of A is greater than B. This is the definition of what?
A. The Premack Principle
B. The response deprivation hypothesis
C. Positive reinforcement
D. High probability request sequence |
|
Definition
|
|
Term
According to the response deprivation hypothesis, the Premack Principle will be more effective if which behavior is limited/restricted.
A. The less preferred behavior/activity
b. Neither the LESS NOR THE preferred behavior/ACTIVITY
C. Both the LESS AND MORE PREFERRED BEHAVIOR/ ACTIVITY
d. THE PREFERRED BEHAVIOR/ACTIVITY |
|
Definition
| The preferred behavior/activity |
|
|
Term
Joseph struggles to brush his teeth but loves to color. To implement the Premack Principle:
A. Joseph should be required to brush his teeth before he is allowed to color.
B. Joseph should be allowed to color as much as he wants, so he isn't tp upset to take a break to brush his teeth.
C. Joseph should be allowed to color for 10 minutes and then he must take a break to brush his teeth.
D.Joseph may color as he promises to brush his teeth later. |
|
Definition
| A. Joseph should be required to brush his teeth before he is allowed to color. |
|
|
Term
Which of the following will establish stimulus control?
A. Extinction
B. Stimulus discrimination training
C. Reinforcement
D. Stimulus generalization |
|
Definition
| Stimulus Discrimination Training. |
|
|
Term
Elaine is given 10 dollars when she asks her grandfather for money. Seeing her grandfather indicates that reinforcement is available. When her grandmother is present and she asks for money, she is put into a time-out, which decreases the frequency of asking for money in her grandmother's presence. Her grandfather appears to be an:
A. s^
B. Sd
C.S^p
D. Sdp |
|
Definition
|
|
Term
Which term describes a stimulus that indicates the unavailability of punishment?
A. s^
B. Sd
C.S^p
D. Sdp |
|
Definition
|
|
Term
Which term describes a stimulus that indicates the availability of reinforcement?
A. s^
B. Sd
C.S^p
D. Sdp |
|
Definition
|
|
Term
Which term describes the unavailability of reinforcement>
A. s^
B. Sd
C.S^p
D. Sdp |
|
Definition
|
|
Term
Elaine is given 10 dollars when she asks her grandfather for money. Seeing her grandfather indicates that reinforcement is available. When her grandmother is present and she asks for money, she is put into a time-out, which decreases the frequency of asking for money in her grandmother's presence. Her grandfather's absence appears to be an:
A. s^
B. Sd
C.S^p
D. Sdp |
|
Definition
|
|
Term
Elaine is given 10 dollars when she asks her grandfather for money. Seeing her grandfather indicates that reinforcement is available. When her grandmother is present and she asks for money, she is put into a time-out, which decreases the frequency of asking for money in her grandmother's presence. The grandmother's absence is likely an:
A. s^
B. Sd
C.S^p
D. Sdp |
|
Definition
|
|
Term
Elaine is given 10 dollars when she asks her grandfather for money. Seeing her grandfather indicates that reinforcement is available. Seeing her Grandfather indicates that reinforcement is available. However, grandfather is absent reinforcement is not available. Elaine's grandfather appears to have.
A. Antecedent Stimuli
B. Discriminative Stimulus
c, Stimulus Control
D. Stimulus Generalization. |
|
Definition
C. Stimulus Control
It is when the antecedent stimulus alters the response rate, latency, duration, or amplitude of a response.
Cooper 395-410 |
|
|
Term
Joseph warms up when the sun comes up while camping. The reinforcing value of warmth is decreased. This is an example of an.
A. Conditioned Motivating Operation
B. Unconditioned motivating operation
C. Unconditioned reinforcer
D. Conditioned Reinforcer |
|
Definition
| Unconditioned Motivating Operation |
|
|
Term
Joseph warms up when the sun comes up while camping. The reinforcing value of warmth is decreased. This is an example of an.
A. CMO
B. MO
C. AO
D. EO |
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Definition
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Term
Joseph is hungry, which increases the value of food as a reinforcer. Hunger in this example appears to be an:
A. Abolishing Operation for Reinforcement
B. Establishing Operation for Reinforcement
C. Abolishing Operation for Punishment
D. Establish Operation for Punishment |
|
Definition
| B. Establishing Operation for Reinforcement |
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Term
Which of the following is an unconditioned motivating operation:
A. Deprivation of Money
B. Attention Deprivation
C. An increase in painful stimulation
D. The presence of an abusive parent. |
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Definition
| C. An increase in painful stimulation |
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Term
Which of the following is not a type of conditioned motivating operation?
A. Reflexive CMO
B. Symmetry CMO
C. Surrogate CMO
D. Transitive CMo |
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Definition
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Term
Establishing Operations are a type of:
A. Punisher
B. Abolishing Operation
C, Motivating Operation
D. reinforcer |
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Definition
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Term
Mary has never smoked a cigarette because she is underage and does not want to have a legal problems. Mary's behavior appears to be:
A. Contingency shaped behavior
B, Rule
C, Rule-Governed Behavior
D. Shaping |
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Definition
| C, Rule-Governed Behavior |
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Term
You are told not to drink soda because it is unhealthy. YOU Immediately stop drinking soda, even though you have never personally felt the negative side effect of drinking soda. This is an example of:
A. Contingency shaped behavior
B, Rule
C, Rule-Governed Behavior
D. Shaping |
|
Definition
Rule-Governed Behavior
Is behavior that occurs as a result of a stated rule. without directly coming in to contact with the contingency. |
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Term
Which type of behavior is controlled by temporally close consequences?
A. Contingency shaped behavior
B, Rule
C, Rule-Governed Behavior
D. Shaping |
|
Definition
Contingency Shaped Behavior
Controlled by temporally close consequences
Cooper 2019 p 519 |
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Term
Evan though he has never been in a car accident or received a ticket. John usually buckles his seat belt without being told every time he sits in a vehicle. John buckling his seat belt is an example of:
A. Contingency shaped behavior
B, Rule
C, Rule-Governed Behavior
D. Shaping |
|
Definition
| C, Rule-Governed Behavior |
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Term
What type of behavior is controlled by a verbal statement describing contingency?
A. Contingency shaped behavior
B, Rule
C, Rule-Governed Behavior
D. Shaping |
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Definition
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Term
John rarely wore his seatbelt. Luckily he was wearing a seatbelt when he got in a car accident, and remained unharmed. From that day on Joh wore his seatbelt daily. john's seatbelt behavior appears to be:
A. Contingency shaped behavior
B, Rule
C, Rule-Governed Behavior
D. Shaping |
|
Definition
Contingency shaped behavior
Is controlled by temporally close consequences
P.519 |
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Term
This is a verbal statement outlining a contingency without requiring actual contact with the contingency.
A. Contingency shaped behavior
B, Rule
C, Rule-Governed Behavior
D. Shaping |
|
Definition
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Term
Mary smokes cigarettes even though she is a minor. She is arrested and fined for this illegal behavior. Mary does not smoke again. Mary's behavior appears to be:
A. Contingency shaped behavior
B, Rule
C, Rule-Governed Behavior
D. Shaping |
|
Definition
| Contingency Shaped Behavior |
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Term
Which verbal operant is a repeat of another speaker's verbal behavior?
A.Echoic
B. Tact
C. Mand
D. Intraverbal |
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Definition
|
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Term
What does echoic behavior produce for the speaker?
A. The item requested
B. Escape
C. Generalized Conditioned Reinforcement
D. Additional Verbal Behavior |
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Definition
| Generalized conditioned reinforcement |
|
|
Term
Which verbal operant is controlled by Motivating Operant?
A.Echoic
B. Tact
C. Mand
D. Intraverbal |
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Definition
|
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Term
A learner demonstrates that A=A without prior training. This is an example of:
A. Symmetry
B. Reflexivity
C. Stimulus Equivalence
D. Transitivity |
|
Definition
|
|
Term
This is defined as a description of the emergence of accurate responding to untrained and nonreinforced relation following the reinforcement of other relations.
A. Symmetry
B. Reflexivity
C. Stimulus Equivalence
D. Transitivity |
|
Definition
|
|
Term
If A=B and then B=A. This is an example of.
A. Symmetry
B. Reflexivity
C. Stimulus Equivalence
D. Transitivity |
|
Definition
|
|
Term
This occurs when a derived relation emerges as a product of training two other relations.
A. Symmetry
B. Reflexivity
C. Stimulus Equivalence
D. Transitivity |
|
Definition
|
|
Term
This occurs when in the absence of training a response will select a stimulus that is matched to itself.
A. Symmetry
B. Reflexivity
C. Stimulus Equivalence
D. Transitivity |
|
Definition
|
|
Term
If A=B and B=C then A=c. This is an example of
A. Symmetry
B. Reflexivity
C. Stimulus Equivalence
D. Transitivity |
|
Definition
|
|
Term
Which of the following always constitutes behavior?
A Sleepwalking
.Being Thirsty
C, wearing a ring
. Saying the ABC in your head. |
|
Definition
|
|
Term
Which of the following refers to an actual response?
A single eye wink
b Repeatedly saying the same thing
c. Self-injurious behavior. |
|
Definition
|
|
Term
Definitions of Behavior:
A. Sometimes excludes covert behaviors
B. All of the above
C. Includes states such as happy and sad
D.Must include only measurable and detectable behavior. |
|
Definition
| A. Sometimes excludes covert behaviors |
|
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Term
A stimulus class is generally defined as a group of stimuli that?
A. Identical along a single dimension (e.g., size, color)
B.have a common effect on some member of the response class.
C. has a common effect on a response class |
|
Definition
| c. have a common effect on a response class. |
|
|
Term
What is synonymous with respondent conditioning?
A. Classical Operant
Operant conditioning
C. All of the above
D. Pavlovian Conditioning. |
|
Definition
| D. Pavlovian Conditioning |
|
|
Term
From a behavior-analytic perspective, the environment consists of?
A. Stimulus Conditions and events
B. The world outside of the skin
C.Antecedents and Consequences |
|
Definition
| Stimulus Conditions and Events |
|
|
Term
The definition of overt behavior includes
A.Detectable Brain Activity
B. All of the above
C. Displacement space or displacement in time
D.Movement in some part of the organism |
|
Definition
| Movement in some part of the organism |
|
|
Term
With Negative Reinforcement.
A.Behavior Decreases
B.The individual can only escape aversive stimulation
C. The individual escapes or avoids stimulation. |
|
Definition
| B The individual can only escape aversive stimulation |
|
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Term
A priority with a new client with an impaired social repertoire is to play with the client while providing unconditioned reinforcers such as bits of preferred food. Pairing smiles and positive comments with each delivery of a primary reinforcer is?
A. An operant conditioning procedure to make one's smile, self, and voice stronger conditioned reinforcers.
B.Inappropriate because it uses food as non-contingent reinforcers.
C.A. respondent conditioning procedure to make voice a stronger conditioned reinforcer, |
|
Definition
| c. A respondent conditioning procedure to make voice a stronger conditioned reinforcer, |
|
|
Term
A priority with a new client with an impaired social repertoire is to play with the client while providing unconditioned reinforcers such as bits of preferred food. Pairing smiles and positive comments with each delivery of a primary reinforcer is?
A. An operant conditioning procedure to make one's smile, self, and voice stronger conditioned reinforcers.
B.Inappropriate because it uses food as non-contingent reinforcers.
C.A. respondent conditioning procedure to make voice a stronger conditioned reinforcer, |
|
Definition
| c. A respondent conditioning procedure to make voice a stronger conditioned reinforcer, |
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Term
You are in a street market of another country . You are hungry and do not speak the language. You exhibit several novel behaviors with a noodle vendor before you obtain food. Which of the following statements is true?
A.Behavior is emitted because of the reinforcement effect.
B.Obtaining the noodles will have a repertoire-altering effect on future behavior.
C, The behavior is emitted because of the Sd(street vendor)
D.The same sequence of behaviors will be enacted next time the MO is in effect. |
|
Definition
B.Obtaining the noodles will have a repertoire-altering effect on future behavior.
The food was reinforced. |
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Term
At the start of feeding, penguins at the zoo approach the worker who feeds them. Without taking into consideration any history, this approach to behavior is
an example of?
A. The behavior-altering effect of the MO.
B.The evocative effect of the CMO.
C.Increased frequency due to reinforcer effectiveness.
D. The abative effect of the UMO |
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Definition
| A. The behavior-altering effect of the MO. |
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Term
A child's stomach growls, the cookie jar and the parent are present, child asks for a cookie.
A. Mand under the control of deprivation of food (MO) and sight of the cookie
B.Mand under the control of deprivation of food (MO).
C. Mand under the control of the sight of the cookie jar and the parent present (SD)
D. MO under the control of a mand. |
|
Definition
| A. Mand under the control of deprivation of food (MO) and sight of the cookie |
|
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Term
If clapping hands at the end of a performance is a behavior, then each individual clap is what?
A. Response
B. Response class
C. Behavior
D. Environment |
|
Definition
| A. Response: A single instance of behavior. Measurable unit of analysis in the science of behavior analysis. |
|
|
Term
Feeling Dizzy after getting off a roller coaster. What type of stimulus?
A. Proprioceptors
B. Interceptors
C. Exteroceptors
D. All of the above |
|
Definition
| A. Proprioceptors: Receive stimulation from the joints, tendons, muscles, etc., needed for posture balance and movement (i.e., internal events) |
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Term
Headaches; Hunger Pains; Increased heart rate.
A. Proprioceptors
B. Interceptors
C. Exteroceptors
D. All of the above |
|
Definition
| B. Interceptors: Receive stimulation from organs (internal events) |
|
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Term
Smelling smoke, tasting BBQ, hearing a bird, touching a soft blanket
A. Proprioceptors
B. Interceptors
C. Exteroceptors
D. All of the above |
|
Definition
| C. Exteroceptors: Receive stimulation from the five senses. Most often studied by behavior analysts. |
|
|
Term
A blanket sweater and a heater all make that body feel warm. This is an example of what type of class.
A. Functional Class
B. Formal
C. Feature
D. Arbitrary |
|
Definition
| A. Functional Class: A group of stimuli that are related by their effect on a behavior. These stimulus changes are defined by a functional analysis of their effect on behavior. Members of this class exhibit immediate yet temporary effects pm behavior |
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Term
Yorkie and Great Dane look different but have the same features. Dogs have tails, a button noise. This is an example of what type of class.
A. Functional Class
B. Formal
C. Feature
D. Arbitrary |
|
Definition
| C. Feature Stimulus Class: A group of stimuli that share an infinite number of possible common topographical forms or relative relations and evoke the same response. Share not many common features, and not just one common feature like the formal stimulus class. Members of this group have an infinite number of common stimuli. |
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Term
50%, half,0.5, these look different, but they evoke the same response. This is an example of what type of class.
A. Functional Class
B. Formal
C. Feature
D. Arbitrary |
|
Definition
| D. Arbitrary Stimulus: A group of stimuli that evokes the same response, but don't share a common feature. Established by stimulus equivalence. |
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Term
EX. MANNY GOES TO THE SCHOOL NURSE TO TAKE MEDICATION EVERY DAY AT NOON. THE MEDICATION MAKES HIM NAUSEOUS. AFTER 2 WEEKS OF THIS ROUTINE, MANNY NOW BECOMES NAUSEOUS WHENEVER HE PASSES THE NURSES OFFICE. A (antecedent) Us+Ns meds(Us) + Nurses Office (NS) = B Nasea= C NO CONSEQUENCES BEHAVIOR NOT MAINTAINED BY CONSEQUENCES. This is an example of what:
A. Operant Conditioning
B. Respondent Conditioning
C. None of the above
D. Operant Behavior |
|
Definition
B. Respondent Conditioning: when a neutral stimulus achieves the capacity to elicit respondent behaviors typically elicited by specific unconditioned stimuli.
Not learned through consequences like operant behavior. Pairing, not learning.NOT MAINTAINED BY CONSEQUENCES. |
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Term
In a war-themed movie, there are loud gunshots and cannons (eliciting stimuli). Initially your heart rate increases (respondent behavior) but after about two hours of this your heart rate normalizes and the sound is less jarring. This is an example of what:
A. Respondent Behavior
B.Operant behavior
C. Hsbitustion
D. None of the above. |
|
Definition
| C.Habituation: When that unconditioned stimulus is presented repeatedly over a short time, the strength of the respondent behavior diminishes. Ex. loud gunshots and cannons at a movie elicit a rapid heart rate, but after about 2 hours of this, your heart rate normalizes, and the sound is less jarring. |
|
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Term
A traffic report (SD) tells you the freeway you plan to take is especially congested. Not taking that freeway will result in avoiding the traffic, so you take a different route and avoid the traffic. This is an example of?
A. Discriminated Avoidance
B. Free-Operant Avoidance
C. Avoidance Contingency
D. Escape Contingency |
|
Definition
| A. Avoidance Contingency Discriminated Avoidance Contingency: The contingency for responding is the prevention of the onset of an aversive stimulus in the presence of a signal (SD). In other words, the arrival of a bad thing is signaled (THINK Warning), AND THE avoidance behavior prevents the bad thing from ever occurring. IF SD does SIGNAL, then there is an AVOIDANCE CONTINGENCY. |
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Term
Although living in Los Angeles means expecting freeway traffic at most times of the day, historically it is the worst b/t 4 and 7 pm. Many LA natives do not take certain, especially congested, freeways during that window of time. They do not check on traffic, so there is no SD. Avoidance of the freeway is FREE to occur at any time during the 3-hour window. This is an example of?
A. Discriminated Avoidance
B. Free-Operant Avoidance
C. Avoidance Contingency
D. Escape Contingency |
|
Definition
| B.Avoidance Contingency Free-Operant Avoidance: The contingency for responding is the prevention of the onset of an aversive stimulus without the presence of a signal/SD. Responding can occur at any time during the interval before the scheduled onset of an aversive stimulus. In other words, the behavior prevents bad things from occurring, but without the signaled warning. IF SD does not SIGNAL, then there are no FREE OPERANTs |
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Term
Walking out of a boring lecture (escape from a boring lecture). This is an example of?
A. Discriminated Avoidance
B. Free-Operant Avoidance
C. Avoidance Contingency
D. Escape Contingency |
|
Definition
| D.Escape Contingency. When a behavior leads to the termination of an ongoing aversive stimulus or unpleasant situation. |
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Term
You get a speeding ticket, and as a result, your speeding decreases in the future. This is an example of?
A. Discriminative Effects of Punishment
B. Punishment Contingency
C. Negative Punishment
D.None of the about |
|
Definition
B. Punishment Contingency: A stimulus change in a behavior that results in that behavior occurring less often or not at all in the future.
Defined by function. A basic principle of operant conditioning. Defined by its own behavior (function), not its form. |
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Term
For a client to enjoy their ABA therapy, it is often suggested that the RBT pair themselves with primary reinforcers. By being associated with the snacks, the RBT becomes a conditioned reinforcer. This is an example of what?
A. Unconditioned Reniforcer
B. UNconditioned Punisher
C. CONDITIONED REINFORCER
d. None of THE above. |
|
Definition
| C. Conditioned Reinforcers: Neutral stimuli that have been paired with one or more unconditioned or conditioned reinforcers and, as a result, begin to function as reinforcers. |
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Term
You would use this schedule of reinforcement during the acquisition phase of novel behaviors.
A. Continuous Reinforcement
B. Variable Ration
C. Intermittent Ratio
D. Fixed Ration |
|
Definition
| A. Continuous Reinforcement: Reinforcement is delivered every time the target behavior occurs (aka FR 1). Used for the acquisition phase of novel behaviors. behaviors. |
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Term
Use for maintaining behaviors that have already been established, transitioning from artificial to natural reinforcement?
A. Schedules of Reinforcement
B. Variable Ration
C. Intermittent Ratio
D. Fixed Ration |
|
Definition
| A. Schedules of Reinforcement. |
|
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Term
WHich is skinners view on Determinism?
A. Decision-making is compatible with determinism.
B.Decisisons are determined by environmental events.
C. Both of these are views of Skinner on this topic.
D. Neither of these are sminner views |
|
Definition
| C. Both of thesd are views of skinner on this topic |
|
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Term
Skinners views on Selctionism?
A. Our science came about through the genius mind of individuals
B. Individuals select behavior as a product of internal process
C. Both of theses are views
D. Neither of these are views on SKINNER
( THE BEBAVIOR WE SEE IS THE PRODUCT OF ONTOGENINIC AND PHYLOGENIC SELECTION) |
|
Definition
D. Neither of these are views on SKINNER
( THE BEBAVIOR WE SEE IS THE PRODUCT OF ONTOGENINIC AND PHYLOGENIC SELECTION) |
|
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Term
Skinner on Mind and Body
A. our mind account for the developement of verbal behavior
B. The concept of a mind could only exist because of a verbal repertiire
C. Both of these are views of Skinner on this topic.
D. Neither of these are sminner views |
|
Definition
| B. The concept of a mind could only exist because of a verbal repertiire |
|
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Term
Corey is trying to learn to DMB song, JIMMY Thing on the guitar by ear. Sometimes he hits the right notes sometimes he hits the wrong notes. He eventually figures out the correct notes after some trial and error.
The fact that Corey had to learn through trial and error is an example of
A. CONTINGENCY SHAPED BEHAVIOR
B. RULE GOVERNED BEHAVIOR
C. DERIVED RELATIINAL RESPONDING
D. SELF MONITORING |
|
Definition
| a. contingency shaped behavior |
|
|
Term
I stop smoking because the doctor tells me smoking causes cancer. This is mosf likely
A. CONTINGENCY SHAPED BEHAVIOR
B. RULE GOVERNED BEHAVIOR
C. DERIVED RELATIINAL RESPONDING
D. SELF MONITORING |
|
Definition
| B. RULE GOVERNED BEHAVIOR |
|
|
Term
I touch a stove and get burned. As a result, I never touch stoves again:
A. CONTINGENCY SHAPED BEHAVIOR
B. RULE GOVERNED BEHAVIOR
C. DERIVED RELATIINAL RESPONDING
D. SELF MONITORING |
|
Definition
| A. CONTINGENCY SHAPED BEHAVIOR |
|
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Term
What type of effect did Cliffs statement WHEN you get to the second bridge, you need to switch from thr WAH WAH petal to the distortion petal.
A. Behavior Altering
B. Function Altering
C.Value Altering
D. Abative Effect |
|
Definition
| B. Funtion Altering concept in Applied Behavior Analysis (ABA) where a consequence, such as reinforcement or punishment, changes the future relationship between a behavior and its consequences. Instead of just evoking an immediate response, the consequence permanently alters the "function" of a stimulus or behavior, making it more or less likely to occur in the future. For example, food deprivation can lead to a function-altering effect by making food more reinforcing and increasing behaviors that have previously been reinforced by food. |
|
|
Term
when Carlos begins to play the second
bridge, he switches from thr WAH WAH to the distortion petal. Begginning the second bridge had what type of effect?
A. Behavior Altering
B. Function Altering
C.Value Altering
D. Abative Effect |
|
Definition
A. behavior altering
a change in the environment that alters the current frequency of a behavior. This effect can be positive, like increasing a behavior (e.g., giving a child a favorite toy increases the likelihood they will engage with a puzzle), or negative, like decreasing a behavior (e.g., taking away a toy decreases future bad behavior). This is a core concept in Applied Behavior Analysis (ABA) that is used to increase helpful behaviors and decrease harmful ones by understanding how the environment influences actions. |
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Term
The bike salesperson tells PER WEE, "Specialized Bicycles are higher quality than Trek bicylces" The bike salesperson also tells PEE WEE, "YETI BIKED are highrr quality than Specialized." Pee WEE says, so that means that Trek bikes are lower quality than YETi". This would be an example of?
A. Transitivity
b. Reflexivity
c. Symmetry
d. mutual entailment
e. combinatorial mutual entailment |
|
Definition
e. combinatorial mutual entailment
If you know that A is greater than B, and B is greater than C, you can combine these to derive that A is greater than C, and C is less than A. |
|
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Term
The bike salesperson also tells PEE WEE,"Yeti bikes is higher quality than specialized bikes are lower quality than Yeti" THis would be an example of?
A.transivity
b. reflexivity
c. Symmetry
d. mutual entailment
e. combinatorial mutual entailment |
|
Definition
d.Mutual entailme
nt is about the reciprocal nature of relationships. It's how learning one side of a relationship, like "A equals B," automatically gives you the other side, "B equals A," or how learning "A is greater than B" allows you to know that "B is less than A". |
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Term
River is taugh to stay away from strangers. When he learns that Ryan is the brother of KYLE (RIvers dad) Ryan is no longer a stranger and the avoid function that was atached to Ryan is now an approach funtion
A transformation function
B. Transformation of stimulus function
C. Transformaion
D stimulus |
|
Definition
B. Transformation of stimulus funcion
when the learned functions of one stimulus are transferred to another without direct training, based on derived relations. |
|
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Term
A child learns that a specific park is fun. Later, the child is stung by a bee at that park. The new negative association with the bee sting can transform the function of the park stimulus, leading the child to avoid the park because it now carries a negative function.
A transformation function
B. Transformation of stimulus function
C. Transformaion
D stimulus |
|
Definition
B. Transformation of stimulus funcion
when the learned functions of one stimulus are transferred to another without direct training, based on derived relations. |
|
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Term
Dana dog Jack barks when he hears a doorbell on the TV and runs to the door, barking and growling, even though there is no one on the other side of the actual door. What is one of the 5 factors affecting stimulus control
A.Masking
B. Overshowding
C. Faulty Stimulus Control
D.overselective stimulus control |
|
Definition
C. Faulty STimulus Control
Correct answers are designed in such a way that correct answers are under the control of something irrelevant and do not provide a meaningful practice opportunity. |
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Term
A red apple in a bowl of green apples is a lot more salient than s green pepper in a bowl of green apples. What is one of the 5 factors affecting stimulus control
A.Masking
B. Overshowding
C. Stimulus Salience
D.overselective stimulus control |
|
Definition
c. Stimulus Salience
The prominence of the stimulus in the environment, as compared to other background stimuli. When training to establish stimulus control, establishing the salience of the stimulus a correct response in the presence of the SD. |
|
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Term
when first shown a can of soda the client focuses on the pullback tab and completely misses the shape and colors as well as whats inside. The client cannot fully understand all the features and purposes of the soda.What is one of the 5 factors affecting stimulus control
A.Masking
B. Overshowding
C. Faulty Stimulus Control
D.overselective stimulus control |
|
Definition
D. overselective stumilus control
Aka stimulus over selectivity when focusing on a minor feature of a stimulus rather than noticing its many characteristics interferes with a complete understanding of that stimulus. |
|
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Term
A childb being asked a question in class they know the answer but perhapd looking cool is more important than providing the correct response What is one of the 5 factors affecting stimulus control
A.Masking
B. Overshowding
C. Faulty Stimulus Control
D.overselective stimulus control |
|
Definition
A.Masking aka Stimulus Blocking.
Although a stimulus has acquired stimulus control over a behavior, a competing stimulus and its associated contingency of reinforcement can mask its evocative function. Skills have already been acquired can impact stimulus saliencd. |
|
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Term
Watching TV when studying the tv overshawdows the learning materials makimg them less salientWhat is one of the 5 factors affecting stimulus control
A.Masking
B. Overshowding
C. Faulty Stimulus Control
D.overselective stimulus control |
|
Definition
B. Overshawding
when the presence of one stimulus interferes with/overshadows the acqisition of stimulus control by ANOTHER. |
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|
Term
Initial training: You teach a child that coin A is worth more than coin B.
Establishing relationships: The child verbally derives that coin B is worth less than coin A. This is a transformation because the child's response is based on a learned "more than" or "less than" relationship, not the physical properties of the coins.
Stimulus control transfer: Now, if you have coin A and a new coin C, and you tell the child that A is worth more than C, the child can infer that C is worth less than A. The "less than" function has been transferred from coin B to coin C because of the established relationships.
This is an example of?
A. Tansfer of function
B Transformation of function
C. Transivity
d. reflexivity |
|
Definition
B. Transformation of function
"transformation of function" occurs when the function of a stimulus changes based on its relationship with other stimuli. For example, a child learns that a one Euro coin is worth more than a fifty-cent coin. Even if the fifty-cent coin is physically larger, the child learns to respond to it as "less than" the Euro coin, not based on its physical size, but on the learned relational concept of value. |
|
|
Term
the process of transferring a behavior from a temporary, or artificial, prompt to a natural, or everyday, stimulus. This is an example of?
A. Tansfer of function
B Transformation of function
C. Transivity
d. reflexivity |
|
Definition
A. transfer of function
transfer of function is the process of transferring a behavior from a temporary, or artificial, prompt to a natural, or everyday, stimulus |
|
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Term
Julia took a sip of her steaming hot tea and burned her tongue. Now, Julia waits five minutes before taking a sip of her tea. In this example we can assume that the presentation of hot tea on her tongue is a/an ______________.
A. Unconditioned Punisher
B.Conditioned Reinforcer
C. Conditioned Punisher
D.Unconditioned Reinforcer |
|
Definition
| A. Unconditioned Punisher |
|
|
Term
Casey forgot to bring her lunchbox to school. When she got home, she went straight to the fridge and ate a huge slice of cold pizza. In this scenario we can assume that pizza is a _____________________.
A. Unconditioned Punisher
B.Conditioned Reinforcer
C. Conditioned Punisher
D.Unconditioned Reinforcer |
|
Definition
| D. Unconditioned Reinforcer |
|
|
Term
Kevin can open a bag of chips with his teeth, a pair of scissors, or a knife. Scissors, a knife, and Kevin’s teeth are all part of the same:
A. Functional stimulus class
B. Response class
C. Formal stimulus class
D. Temporal stimulus class |
|
Definition
Correct A. Functional Stimulus Class: The FUNCTION of all these separate stimuli is “opening the chips,” or “things you can open chips with.”
Incorrect: “Formal” refers to the physical features of stimuli, such as the shape, color, material, etc. In this case, scissors and a knife might be thought to have sharp edges, not teeth. <> “Temporal” would be the time in respect to a particular behavior, such as “stimuli present 2 seconds before sneezing.” <> Response class would be a group of responses that all have the same function. Try not to get the stimuli confused with the response or behavior that they may evoke. (Cooper, 2020, p. 28)
B.2. Identify and distinguish between stimulus and stimulus class. |
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Term
A behavior analyst is trying to build a child’s ability to initiate conversations. Whenever the child initiates a conversation in the presence of the behavior analyst, he gives her an m&m and tells her that he is so proud of her. The behavior analyst is using:
A. Respondent conditioning
B. Functional communication training
C. Operant conditioning
D. Shaping |
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Definition
C. Operant Conditioning
Correct: The behavior analyst is attempting to use a positive, preferred consequence contingent upon initiating a conversation. This is operant conditioning. Positive reinforcement would be a good answer too, but it is not there. Also, we can only be sure that this is positive reinforcement when initiating behavior maintains or increasing.
Incorrect: Respondent and classical conditioning are the same thing, and would have to show the pairing of an unconditioned stimulus and a neutral stimulus to elicit an unconditioned response. <> Functional communication training sounds good, but it isn’t the answer. FCT attempts to take the place of another behavior by reinforcing the new one. This scenario doesn’t indicate a behavior that is being replaced. <> With shaping, we would want to see differential reinforcement of successive approximations leading to a terminal behavior. In this case, an m&m would only be given if an initiation was “better” than the last one (Mayer, 2019, p. 781).
B.3. Identify and distinguish between respondent and operant conditioning. |
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Term
Gabby woke up and hit the “snooze” button on the alarm. She rolled out of bed and brushed her teeth. She asked her brother to make some coffee, because she was running late. When she couldn’t find her phone, she had her mom call her to find it. Finally, Gabby got in the car, and her dad dropped her off at school. Which describes an automatic reinforcement contingency?
A.The alarm clock
b. Making coffee
c. Brushing her teeth
. The alarm clock’s buzzing |
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Definition
Correct: C.Brushing your teeth is a sensory activity. The behavior also directly accesses this sensory reinforcement. Direct access to reinforcement is in contrast with socially-mediated contingencies.
Incorrect: The alarm clock is simply a stimulus in this scenario. <> Reinforcement for making coffee was socially-mediated. That is, someone else was necessary for obtaining reinforcement. <> The buzzing of the alarm clock is the antecedent stimulus for hitting the snooze button. In fact, it’s likely a CMO-R. We are looking for a behavior that is automatically reinforced, however.
B.6. Identify and distinguish between automatic and socially mediated contingencies. |
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Term
Sheila gives her daughter a jelly bean each time the three year old puts all her legos into a bin after playing with them. Over time Sheila starts forgetting to provide the jelly bean and, eventually, her daughter stops putting her legos away. If we are being conceptually systematic, what has just occurred?
A. Operant extinction
B. Respondent extinction
C. Reinforcer satiation
D. Resistance to extinction |
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Definition
Operant extinction
Operant Extinction is the withholding of a reinforcement previously contingent upon a response. This is an example of operant extinction. Sheila just stopped providing reinforcement.
Incorrect: This isn’t respondent extinction, because we aren’t “unpairing” a conditioned stimulus with a reflex. When you think of respondent conditioning, think “seeing a snake so many times that you don’t jump anymore.” <> Reinforcer satiation would be the answer if the mother had given out lots of jelly beans and the daughter then failed to respond. <> This scenario does describe extinction, but the behavior seems to have decreased as would be expected, rather than continuing to occur without reinforcement.
B.11. Identify and distinguish between operant and respondent extinction as operations and processes |
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Term
What's this scenario describe: A teacher makes a big show of reaching outward and placing both hands over her mouth. Every time that she does this, the first students to see it nudge their friends and mimic the hands over their mouths until the entire class is quiet. Otherwise, the class is actually pretty loud most of the time.
A. stimulus control
B. stimulus prompt
C. stimulus fading
D. stimulus equivalence |
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Definition
A. Stimulus control is when the stimulus has control over the behavior. It's not an invisible force, though. It's a history of reinforcement for a specific behavior in the presence of the stimulus. The teacher's hands over her mouth would also be an SD for imitating her, an S-delta for continued talking, and when students behave "correctly," they are demonstrating stimulus discrimination.
Incorrect: An example of a stimulus prompt when asked to "Show me the thing you put food into," is to point to the mouth. You are calling attention to the stimulus of interest. The above isn't an example of this. <> No stimulus seems to be faded here. <> You could make a case that the teacher is equating "Be quiet, class," with "hands over the mouth," but I think that's a stretch.
B.12. Identify examples of stimulus control. |
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Term
Galad is having trouble opening his locker to get out his backpack. A friend walks hurriedly by and says, "Galad, you'd better hurry up, the bus is leaving soon." The friend's comment is:
A. An instruction
B. An establishing operation
C. An abolishing operation
D. A prompt |
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Definition
b. Establishing Operation: The opening of the locker is now even more valuable than it was a moment before, because of the friend's statement. It isn't that this helps Galad open the locker more - MOs do not alter the effectiveness of responses.
Incorrect: An instruction or rule provides some information on a contingency without actually contacting it. While you could read the friend's statement to mean "If you don't leave, you'll miss the bus," it likely has the effect of increasing Galad's hurry. <> An abolishing operation would involve a momentary reduction in the value of the reinforcer (getting into the locker). An example might be the friend telling Galad that there is a bomb inside his locker. <> A prompt would have evoked the behavior of opening the locker by modeling, verbal instruction or physical assistance (Cooper et al., 2020.pp 383-390).
B.16. Identify examples of motivating operations. |
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Term
You have to give the presentation at noon. You turn to a coworker and point to your wrist. She tells you what time it is. Your behavior is explained best by which verbal operant?
A. Mand
B. Duplic
C.. Intraverbal
D. Codic |
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Definition
A. Mand
A mand is the only verbal operant evoked by an MO (the need/want to know the time) and that results in specific rather than generalized conditioned reinforcement (Cooper et al., pp. 417-430). Here, you asked for the time (by gesturing) and your colleague gave you the specific reinforcer that you sought.
Incorrect: A duplic has both point-to-point correspondence and formal similarity. The easy way to say this is that a duplic communicates the same thing (P2P) in the same way (formal similarity). <> Although many intraverbals take the form of a verbal response, your behavior is a request for information. For example, if you walk into a bakery and say “What kind of cakes do you have?“ you would be manding for information. <> A codic involves saying the same thing (point-to-point correspondence), but in a different way (sense mode). If I said, “the time is 11:11” and you wrote, “the time is 11:11”, this is a codic (dictation).
B.19. Identify and distinguish among verbal operants. |
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Term
Rachana was enrolled in a cosmetology program. She watched her instructor cut a volunteer’s hair and carefully noted the technique. Rachana didn’t think that the haircut looked very good and thought that the volunteer was unhappy, too. Given her turn with a volunteer, Rachana just did exactly what the instructor had done. This is most likely an example of which?
A. Observational learning
B. Listener behavior
C. Imitation
D. Stimulus discrimination |
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Definition
C. Imitation Rachana did just what the instructor showed her how to do. That’s just straight-up imitation.
Incorrect: Observational learning involves watching someone act and changing your own behavior based on their consequences. Here, the consequences were at least “not good,” but Rachana didn’t change her behavior from the model. <> Listener behavior would have been true if Rachana had been told something, rather than shown it. Someone can also tell you “Grab the lights, will you?” and when you do, we’d call that listener behavior. <> Stimulus discrimination is to “tell the difference” between stimuli. There’s really no differentiation going on in this scenario.
B.24. Identify and distinguish between imitation and observational learning. |
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Term
Anna says she needs to use the bathroom every night when it’s time for her family to clean up after dinner. During PE she tells the teacher that her belly aches, so that she doesn’t have to play volleyball. In Algebra class Anna tells her teacher that she doesn’t have her glasses, so that she can’t see or do the problems. All Anna’s responses are:
A. Within the same response class
B. Stimulus generalization
C. Similar in temporal loci
D. Within the same stimulus class |
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Definition
A. Within the same response class
Correct: All of Anna’s responses are of the same response class (i.e. serve the same function-- escape/avoidance). (Cooper, 2020, p27)
Incorrect: Stimulus generalization would be the same response/behavior in each situation, such as complaining of a stomach ache, regardless of the situation. <> Anna’s behaviors did not happen at the same time in relation to the stimuli (temporal loci). <> Lastly, we are asked about Ann’s responses or behaviors, rather than the stimuli. Although, these stimuli might fall into the same arbitrary stimulus class of “things you’re expected to do.” (Cooper, 2020, p801).
B.1. Identify and distinguish among behavior, response, and response class. |
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Term
A child is taught to write their name with a marker on the classroom whiteboard. Later on the playground, they write their name on the sandbox with a stick. This is an example of?
A. Stimulus Generalization
B. Response Generalization
C. Setting/situation generalization
D. All of the above. |
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Definition
B. Response Generalization
Because name writing with a stick is a different topography than the classroom behavior.
Response Generalization: The extent to which a client exhibits novel behaviors that are functionally equivalent to a trained target response in the presence of specific antecedent stimuli (SDs).
Stimulus Generalization: Responding in the same way to antecedent stimuli that share certain aspects of other antecedent stimuli (SDs)
Generalization
When a behavior occurs in conditions that differ from the original teaching conditions (e.g., across other settings, behaviors, stimuli, and people). |
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Term
Concept Formation requires:
A. Stimulus generalization within a stimulus.
B. A stimulus class whose members should all occasion the same response.
C.Stimulus discrimination between stimulus classes
D. All of the above |
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Definition
D.All of the above
Concept formation requires generalizationamong members of a stimulus class and discrimination between members of different stimulus classes. All members of a stimulus class should occasion the same response. |
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Term
BCBA John is trying to teach a student the concept of red. What three examples should John use to help him learn?
A.Red, Pink, Orange
B.Red. Blue, Yellow
C. White, Black, Red
D. Green, Silver, Red. |
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Definition
A.Red. Pink, Orange
First client should be able to broadly label things at red before learning distinguish crimson, burgundy.
Reinforce responses to various shades of red and extinguish responses that fall outside the set. (orange, pink)
Many non-examples should be "close in" non-examples, that is, they should be similar to the example, as pink is to red.
but lacks at leastone of its necessary features. It is often possible to teach rules that define a concept. Like, there are many different shades of red. crimson, scarlet. |
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Term
BCBA Brandon told the driver instructor to teach his client, Lloyd, how to drive many different types of cars. Brandon doing this is trying to ensure that Lloyd does not learn what?
A. Tight stimulus control.
B. Loose Stimulus Control
C. Fixed stimulus control
D. Strict Stimulus Control |
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Definition
A. Tight Stimulus Control
Being able to drive a sedan and then not being able to operate a sports car is tight stimulus control. We want people to learn Loose Stimulus control ie being able to operate both kinds of cards. |
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Term
A child is taught to write their name with a marker on the classroom whiteboard. Later on the playground, they write their name in the sandbox with a stick. This is an example of what?
A.Stimulus Generalization
B. Response Generalization
C. Setting/situation generalization
D. All of the above. |
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Definition
| Stimulus generalization and setting/situation generalization are synonymous terms. This is also an example of response generalization because name writing with a stick is a different topography than the classroom behavior. |
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Term
BCBA John teaches Richard that all Mammals have some form of fur or hair, are warm-blooded, and nurse their young from Mammary glands. Teaching this to Richard helps to do what?
A. Provides rules that define the concept.
B.Placing Positvie examples on extinction
C. differently reinforcing non-examples of the concept.
D. All of the above. |
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Definition
A. Providing rules that define the concept.
It is possible that teaching concepts by rules can help others discriminate and have stimulus control. Teaching rules can help teach concepts. |
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Term
BCBA Tima tells his client, Claude, to pick all Green colors. Claude picks emerald green, olive green, and sage green. BCBA Tima says great job, you did it. Then Tima says which color is green, and she places three pictures down: seafoam teal, teal, and green. When her client touches Seafoam Teal, she said try again and rearranges the array. Then asks the same question, and the client touches green. Then the BCBA says great you did it, and yes, that is green. How did BCBA Tima teach Claude the concept of Green?
A. Differently reinforcing examples of a concept.
B.Placing Positvie examples on extinction
C. differently reinforcing non-examples of the concept.
D. Avoiding the use of rules so that responses are strictly contingency shaped. |
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Definition
A. Differently reinforcing examples of a concept.
To help teach concepts, you should do this by:
Differentially reinforcing responses to examples of the concept.
extinguishing responses to non-examples that are very similar to examples.
teaching a set of rules that define the critical features of the concept.
selecting examples and non-examples that prevent extraneous features from acquiring control over responding. |
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Term
BCBA Tima says to client CLaude there arw many shades of green, and she shows him many colors of green and says thier name. The lays out some colors and ask client give me green and Tima is given the colors emerald green, olive green, and sage green. BCBA Tima says great job, you did it. How did BCBA Tima teach Claude the concept of Green?
A. teaching a set of rules that define the critical features of the concept.
B.Placing Positvie examples on extinction
C. differently reinforcing non-examples of the concept.
D. Avoiding the use of rules so that responses are strictly contingency shaped. |
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Definition
A. teaching a set of rules that define the critical features of the concept
To help teach concepts, you should do this by:
Differentially reinforcing responses to examples of the concept.
extinguishing responses to non-examples that are very similar to examples.
teaching a set of rules that define the critical features of the concept. |
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Term
BCBA Tima tells his client, Claude, to pick all Green colors. Claude picks Army Green, Teal, and Red. Claude picks Green, and Tima says great you did it. So Tima laid out these arrays of colors to make sure that Claude did what?
A. selecting examples and non-examples that prevent extraneous features from acquiring control over responding.
B. teaches a set of rules that define the critical features of the concept.
B.Placing Positvie examples on extinction
C. differently reinforcing non-examples of the concept.
D. Avoiding the use of rules so that responses are strictly contingency shaped. |
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Definition
A. selecting examples and non-examples that prevent extraneous features from acquiring control over responding.
To help teach concepts, you should do this by:
Differentially reinforcing responses to examples of the concept.
extinguishing responses to non-examples that are very similar to examples.
teaching a set of rules that define the critical features of the concept. |
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Term
BCBA Johnah teaches Kia that mammals walk on 2 legs and that birds also walk on 2 legs. Then she teaches Kia that mammals differ from birds because they have mammary glands and they nurse their young. Choose the best answer for how Jonah is teaching this concept to Kia.
A. By using stimulus discrimination between stimulus classes.
B. By using stimulus discrimination within a stimulus class.
C.Discrimination of animals.
D Arbitry discrimination |
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Definition
A. Stimulus discrimination between stimulus classes.
To teach concept formation, you should teach it by:
Stimulus generalization between stimulus classes.
Stimulus discrimination within stimulus classes.naming different features of mammals and not comparing other features to mammals.
a stimulus whose members should all occasion the same response.
Stimulus discrimination between stimulus classes. is explaining differences b/t 2 different concepts, even though they may share some of the same features, but they have differences. comparing mamaals to birds. |
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