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| alters the momentary frequency of a type of behavior because in the presence of that stimulus in the past, the relation between that class of behavior and an effective consequence has been different from the consequence in the absence of that stimulus |
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| is a controlling stimulus that sets the occasion for the reinforcement of the behavior that follows it |
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| is a controlling stimulus that sets the occasion for nonreinforcement or extinction of the behavior that follows it |
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| when the rate, latency, duration or amplitude of a response is altered in the presence of an antecedent stimulus |
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| stimulus control is acquired when: |
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| responses are reinforced only in the presence of a specific stimulus and not in the presence of other stimuli |
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| MO changes the VALUE of a stimulus as a reinforcer, S+ signals the availability of reinforcement in the presence of a stimulus |
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the ability of learned behavior to spread to similar situations not involved in training
Due to reinforcement history of multiple Sd's resulting in the same consequence
May learn Sd's do not have to be exactly the same |
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the ability to behave differently in different situations
Due to reinforcement history with similar/different Sd's not resulting in the same consequence |
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not a hypothetical construct or mental process;
complex example of stimulus control that requires:
Stimulus generalization within a class of stimuli
Stimulus discrimination between classes of stimuli |
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| types of stimulus classes |
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Feature stim class: share common physical forms, common relative relationship, developed through stim generalization
Arbitrary stim class: do not share common feature, limited number of stim, developed using stim equivalence |
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| the emergence of accurate responding to untrained and nonreinforced stim-stim relations following the reinforcement of responses to some stim-stim relations |
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| test for stim equiv- matching to sample, A=A |
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| test for stim equivalence - if a=b, b=a |
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| demonstration of 3 untrained stim-stim sequences, a=b relation (spoken name = picture), b=c relation(picture = written word), a=c relation (spoken word = written word) |
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| factors affecting stimulus control |
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| consistent use of reinforcers contingent upon correct responding in the presence of the Sd critical, preattending skills, stimulus salience, masking and overshadowing |
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| prominence of the stimulus in the environment, increased saliency facilitates effiency |
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| masking and overshadowing |
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| increase or decrease salience of stimuli, competing stimuli may block the evocative function of an Sd, to limit the negative effects of these: rearrange the environment, make instructional stimuli more intense, consistently reinforce behavior in the presence of instructionally-relevant stimuli |
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| immediately fade physical prompts, follow closely with hands, gradually increase distance between hands and participant |
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| varying the time interval between presentation of a natural stimulus and the presentation of a response prompt |
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| hilighting a physical dimension of a stimulus and then gradually fading that exaggerated dimension |
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| stimulus shape transformations |
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| initial stim shape that produces correct response, shape is gradually changed to form the natural stimulus while maintaining correct responding |
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