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principles of behavior
Questions and Answers of
Principles Of Behavior
Describe the behavioral contingency supporting the writing of a term paper, and contrast it with a fixed-interval schedule or reinforcement. LO3
Describe the behavioral contingency supporting Congress’s law passing, and contrast it with a fixed-interval schedule or reinforcement. LO3
Diagram the avoidance contingency for turning on the TV to watch a weekly TV show and give the two reasons why it is or isn’t a good example of a fixed-interval schedule. LO3
Diagram the contingency of going for your biweekly paycheck and explain why it is or isn’t a good example of a fixed-interval schedule. LO3
A fixed-time schedule of reinforcer delivery- define it. LO3
Describe Dr. Skinner's experiment demonstrating the effects of a fixed-time schedule of reinforcer delivery. Specify:a. a response classb. the schedule of reinforcementc. the reinforcerd. the
Superstitious behavior-define it. LO3
Give a human example that illustrates the role of accidental reinforcement. LO3
Analyze the example in terms of accidental reinforcement. LO3
Variable-interval schedule of reinforcement- define it and give an example. LO3
Explain the difference between the concept of variable-interval schedule and the principle of variable-interval responding. At quiz time, people get confused with this one. LO3
Describe the procedure and behavioral results of a variable-interval 2-minute schedule of reinforce- ment (VI 2'). LO3
List three characteristics of variable-interval schedules. LO3
Students often blow this one: On a variable-inter- val schedule of reinforcement, must a response occur before the reinforcer is delivered? LO3
Relatively speaking, describe the response rate with a variable-interval schedule if the time intervals are small. the time intervals are big. LO3
The concept of resistance to extinction—define it and give an example. LO3
The principle of resistance to extinction—define it and give an example. LO3
Compare and contrast a fixed-time schedule of reinforcer delivery and a fixed-interval schedule of reinforcement. Students have blown this one in the past. LO3
Construct and understand the summary table on the next page. In other words, specify the differences between ratio, interval, and time schedules of reinforcement in terms of LO3a. availability of
Understand the relation between the rate of responding and the rate of reinforcers for ratio and interval schedules. LO3
Identify the cumulative records for each of the four basic schedules of reinforcement in the following table. LO3 Comparing and Contrasting Ratio, Interval, and Time Schedules of Reinforcement
With ratio schedules, the faster you respond, the more reinforcers you will get per hour. LO3a. trueb. false
With interval schedules, the faster you respond, the more reinforcers you will get per hour. LO3a. trueb. false
When Does the Reinforcer Occur? LO3
Draw and recognize the cumulative records for each of the four basic schedules of reinforcement. LO3
Why does intermittent reinforcement make behavior more resistant to extinction than does continuous reinforcement? LO3
Illustrate the problems of the concept of response strength. LO3
Diagram the three contingencies involved in a behavioral intervention using punishment of selfstimulation to increase normal play. LO4
Concurrent contingency—define it and briefly give three examples. LO4
Recall the article by Koegel et al. “Increasing spontaneous play by suppressing self-stimulation in autistic children” (i.e., Mae’s punishment of self-stimulation).Is this an example of
Our definition of concurrent contingencies suggests four types of concurrent contingencies. What are they, and how would you diagram examples of them? LO4
How might hearing impairment affect a child’s language learning? LO4
Explain how some people commit the error of reification when looking for a cause for behavioral problems. LO4
What kind of contingency was this concurrent performance-management contingency? LO4a. reinforcementb. penaltyc. avoidance of the loss of a reinforcerd. punishment by the prevention of the
Diagram the natural and performance-management contingencies in a behavioral intervention to decrease a child’s disruptive behavior while shopping. LO4
Using the concept of concurrent contingencies for physically incompatible responses, describe a behavioral approach to decrease hyperactivity. LO4a. Diagram one of the inappropriate natural
Define Differential reinforcement of incompatible behavior. LO4
Diagram the performance-management contingency and one inappropriate contingency showing its use to decrease disruptive behavior(hyperactivity). LO4
Use a pair of similar examples to compare and contrast DRA and DRI. LO4
Symptom substitution—define it and give a presumed example. LO4
What is a behavioral analysis of this example, in terms of concurrent contingencies? Diagram the contingencies. LO4
What theoretical implications does the behavioral analysis have for the debate between the mentalistic medical model and a behavioral approach? LO4
In terms of concurrent contingencies of reinforcement and escape for physically incompatible responses, diagram the problem of staying awake when you’re working vs. when you’re playing (e.g.,
Do the same thing in terms of incompatible concurrent escape and penalty contingencies. LO4
Intervention (treatment) package—define it and give an example. LO4
Discuss the use of intervention packages from the point of view of LO4a. scientific, applied-behavior analysis researchb. technology developmentc. providing a behavioral serviced. the economics of
For which of the following is an intervention (treatment)package usually least appropriate? LO4a. scientific, applied-behavior analysis researchb. technology developmentc. providing a behavioral
If some components of an intervention were expensive and you would be using them repeatedly, then you should combine them as a treatment package rather than testing each component independently.
State the matching law and describe a situation to which it can be applied. LO4
Diagram a behavioral intervention to teach a child with cerebral palsy to walk. LO9
Behavioral chain—define it and diagram a diningtable example. LO9
The principle of dual-functioning chained stimuli—define it and give an example. LO9
Forward chaining—define it and diagram its use to teach walking to a child with cerebral palsy. LO9
Total-task presentation-define it and give two examples. LO9
Describe the response classes LO9
Describe the reinforcement contingencies LO9
Describe the presumed reinforcers the results any other interesting features of the intervention. LO9
Differential reinforcement of low rate-define it and describe its use to decrease the excessive rate of eating. Specify the response classes the reinforcement contingencies the extinction contingency
Define Extinction LO9
What are nine procedures for reducing the frequency of undesirable behavior? (See the summary table.) LO9
Give one pro and one con for each procedure. (See the summary table.) LO9
Cite an example of the use of each procedure. LO9
Diagram the use of backward chaining in the Skinner box. LO9
Diagram dual-functioning chained stimuli in the Skinner box. LO9
Give an example of a nonchained behavioral sequence. LO9
Differential reinforcement of low rate—describe its use in the Skinner box. LO9
Why do so many mentally handicapped people have poor table manners? LO9
Study the following table very carefully so that you can explain the differences between DRL and FI on a quiz or exam. LO9
Describe an intervention for eliminating the fear of darkness. LO6
Describe the anxiety-generating situation. LO6
List specific components of the anxiety situation, in increasing anxiety-generating sequence. LO6
How would you use fantasies to get rid of fear of darkness? LO6
Who was Ivan Pavlov? LO6
What was the great discovery of Pavlov and his colleagues? LO6
Phobia—give an example. LO6
Define unconditioned stimulus. LO6
Define unconditioned response. LO6
Define conditioned stimulus. LO6
Define conditioned response. LO6
Define respondent conditioning. LO6
Define operant conditioning. LO6
List three traditional differences between respondent and operant conditioning as indicated in the preceding table. LO6
Give an example of conditioning a phobia.Include the LO6 a. unconditioned stimulus (US)b. unconditioned response (UR)c. conditioned stimulus (CS)d. conditioned response (CR)e. procedure.
Higher-order respondent conditioning LO6 a. Define it.b. Give an example.c. Compare and contrast it with higher-order operant conditioning.
Please fill in the extinction diagram. LO6 Extinction of Escape Behavior Before Behavior After
Which is it, respondent or operant extinction (Hint:the fact that there is a response in this diagram should give it away)? LO6 a. respondent extinctionb. operant extinction
If Rod’s crying fails to extinguish, Dawn should suspect that the crying is LO6 a. respondent behavior, and the music is a respondent eliciting stimulusb. operant behavior, and the music is an
Respondent extinction—define it and give an example. LO6
Discuss the similarities and differences between respondent and operant extinction, in terms of:a. the procedureb. the operationc. the results. LO6
Illustrate how you could use operant extinction to determine if a stimulus is a respondent eliciting stimulus or an operant before condition. LO6
Describe a procedure to get rid of a car phobia. LO6
Give an example showing how phobias could evolve from operant and respondent conditioning. LO6
Describe the use of operant conditioning techniques to get rid of a car phobia. LO6
Systematic desensitization—define it and give an example. LO6
What is the difference between emotive imaginary treatment and systematic desensitization? LO6
Compare and contrast operant and respondent analyses of the Gilles de la Tourette syndrome. LO6
Describe the conditioned insulin phenomenon and diagram the respondent processes. LO6
How can respondent extinction get rid of the problem? LO6
Diagram respondent conditioning of the immune system. LO6
Give an example of stimulus generalization in respondent conditioning. LO6
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