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principles of behavior
Questions and Answers of
Principles Of Behavior
On hearing his master opening a can of dog food, Spot runs into the kitchen. With regard to Spot’s behavior of running into the kitchen, what is the function of the sound of the can opening (and
What about this one? You hold the food up, say OK, and Spot jumps toward the food. So, what’s OK? LO6 a. SD (operant conditioning)b. CS (respondent conditioning)
You drop the food on the floor and Spot bends down toward it. LO6 a. SD (operant conditioning)b. CS (respondent conditioning)
Describe the similarities and differences between the conditioned stimulus and the SD. LO6
Explain why is it risky to infer the history of conditioning by looking at the response. LO6
To determine the function of a stimulus—describe this general rule and give an example. LO6
What does anorexia nervosa mean? LO3
Describe and analyze the intervention for Mary’s anorexia. LO3
What part of the intervention seems to be based on simple reinforcement and what part seems to involve reinforcers that are too delayed to be useful in simple reinforcement? LO3
What were the results of the intervention? LO3
For each of the following concepts: define it and give an example. LO3a. ruleb. rule controlc. rule-governed behaviord. contingency controle. contingency-governed behavior (contingencyshaped
Give an example where behavior is controlled by the promise of the reinforcer rather than the delivery. LO3
Give an example where an apparent delayed analog to reinforcement is really a delayed analog to discriminated avoidance. LO3a. Include a discussion of the role of the deadline.b. Be able to diagram
Give an example where an apparent delayed analog to reinforcement is really a delayed analog to nondiscriminated avoidance, with the time before the deadline merely being the time when there’s an
Define and give an example of each of the following concepts: LO3a. direct-acting contingencyb. indirect-acting contingencyc. ineffective contingency
Construct the contingency tree. LO3
Rule-governed analog to reinforcement by the presentation of a reinforcer—state it, give an example, and explain how your example fits the definition. LO3
Give an example showing how such an analog can indirectly control behavior. LO3
Describe the traditional and the behavioral parenting techniques involved with Wayne. LO3
Diagram and label the contingency Wayne’s mother used during the behavioral intervention. LO3
Give an example of a statement of a rule, a related instructional statement, and a related statement of a request. LO3
Give an example of a complete rule and an incomplete rule. LO3
Using the bubblegum contingency, give an example of the difficulty of interpreting the effects of rules describing direct-acting contingencies. Show how it’s hard to tell whether the rule or the
Using the bubblegum contingency, give an example where we might be able to infer control by a rule describing that contingency—a direct-acting contingency. Explain why. LO3
To do well on the quizzes, you may have to keep in mind that rules can describe direct-acting contingencies as well as indirect-acting contingencies.This is easy to forget because we are mainly
Present an argument for the necessity of analyzing some sorts of behavior in terms of rule-governed behavior. LO3
Why do so many people procrastinate so much? LO3
And what causes them to get it together only at the last minute? Diagram and explain the relevant escape and avoidance contingencies. LO3
Why do we need deadlines to control our behavior? LO3
Give an example that shows how people procrastinate up to the deadline. LO3
Define and give an example of the following: LO1a. task analysisb. the process vs. product general rulec. feedback.
Please diagram and explain the role of delayed feedback in a behavior-analytic coaching procedure.LO1
Please diagram the preceding indirect-acting contingency involving studying, public posting, and avoidance of the opportunity to see a good grade.LO1 Before You will lose the opportunity to receive a
What is wrong with this description?LO1
What’s the implicit deadline for this other rule?LO1
What’s the contingency?LO1a. Reinforcementb. Analog to reinforcementc. Analog to avoidance of the loss of the opportunity to receive a reinforcer.
Please diagram the contingency.LO1 SD (Deadline) Before Behavior After SA After
Please diagram the avoidance analog for organizing the carpool.LO1 SD (Deadline) Before Behavior After SA After
What is the preceding contingency? Keep in mind that, realistically, the behavior analysts probably didn’t get the Smokey patches to the kids within 60 seconds after they’d brought in a bag of
Please diagram that contingency.LO1 SD (Deadline) Before Behavior After SA After
Is this a rule-governed analog to reinforcement?LO1
So what kind of contingency is this?LO1
Please diagram the contingency.LO1 SD (Deadline) Before Behavior After SA After
For each of the following areas, give an example of research showing the successful use of a rulegoverned analog to avoidance of the loss of the opportunity to receive a reinforcer. Explain how your
What two common errors do behavior analysts make concerning rule-governed analogs?LO1
Give an example of each type and explain why they are errors.LO1 Hint: In answering these two questions, be able to explain why the delayed praise for shooting baskets will increase shooting baskets
What do you think about the analysis those authors did?LO1
Give three of our examples of how information was not enough to get people to act in their best interests and the best interests of the community.LO1
When should you put contingencies on behavior leading to the accomplishment and not just on the accomplishment?LO1
List the four issues to address when putting contingencies on the process in addition to the product.LO1
Multiple-baseline design—define it.LO1a. Why is it useful?b. Give an example of a multiple baseline across groups.c. And one across behaviors.
Covert behavior—define it and give an example.LO1
Reinforcement of covert behavior—give an example.LO1
What are the possible roles reinforcement of covert behavior might play in behavioral coaching, and what, if any, are the limitations on those roles?LO1
The principle of shifting from rule control to contingency control—state it, give three examples(e.g., football, driving, and Spanish), and explain how your examples fit the principle.LO1
Give and explain an example where you’re not likely to get shifting from rule control to contingency control.LO1
What’s wrong with that example?LO1 Suppose Rudolph, pulls the chain, which immediately turns on a light; then he immediately goes to the lever, immediately presses the lever, immediately hears the
What’s a reinforceable response unit?LO1
What’s an analog to a reinforceable response unit?LO1
Please explain why rule-governed, indirect-acting avoidance contingencies, really involve delayed outcomes. Diagram an example.LO1
Describe the relevant direct-acting escape contingency.Diagram an example.LO1
Describe the concept of the conditional stimulus and it’s relevance to your example.LO1
In spite of the title of this section and the example being analyzed, many students still seem to think that only human beings can be under conceptual stimulus control. What do you think? LO1a.
Concerning the experiment to teach the concepts of picture of person and picture of nonperson to pigeons: LO1a. Diagram the training contingencies.b. What was the testing procedure?c. What were the
Stimulus class (concept)—define it and give an example. LO1
Stimulus generalization—define it and give an example. LO1
Conceptual stimulus control (conceptual control)—define it and give an example. LO1
Conceptual discrimination training procedure—define it. LO1
Concerning the experiment to teach the concepts of Picasso paintings to pigeons: LO1a. Diagram the training contingencies.b. What was the testing procedure?
What were the results of above previous question? LO1
The sweet taste of the red apples reinforces Rod’s eating them. The tart taste of the green apples does not. Over a period of a few weeks, Rod eventually stopped eating the green apples but
What is the difference between discrimination and generalization? LO1
Stimulus dimension—define it and give an example. LO1
Fading—define it and give an example. LO1
Errorless discrimination training—define it and diagram an example. LO1
Give an example of each of the following techniques: LO1a. shapingb. fadingc. reinforcer reduction
What are the differences between these three procedures? LO1
What are the similarities? LO1
For the pigeon experiment that shows stimulus generalization: LO1a. Diagram the training procedure.b. Diagram the testing procedure.c. Draw a graph of the results.
Stimulus-generalization gradient—define it and give an example. LO1
Compared to the original gradient does this hypothetical gradient show more or less stimulus generalization from the yellow-green training stimulus to the other test stimuli? LO1a. more stimulus
Compared to the original stimulus- generalization gradient, does this hypothetical stimulusgeneralization gradient show more or less stimulus discrimination between the yellow-green training stimulus
Subjective measure—define it and give an example of each of the two reasons a measure might be subjective. LO1
Objective measure —define it and give an example. LO1
What is the role of interobserver agreement in dealing with subjective measures? Give an example. LO1
Matching to sample—define it and illustrate it: LO1a. in the Skinner boxb. with an autistic childc. in an IQ test.
Describe an intervention using stimulus-equivalence training to help a brain-injured man be able to match faces to written and spoken names and vice versa. LO1a. What was the equivalence class in
Physical prompt—define it and give an example. LO5
Imitation—define it and give an example. Make the example one that is not an example of generalized imitation. LO5
Generalized imitation—define it and give an example. LO5
To train imitation, we need both a discrimination contingency and a differential reinforcement contingency. LO5a. trueb. false
Why we need both a discrimination contingency and a differential reinforcement contingency to train imitation? LO5
Diagram the contingency for establishing imitation for a child who previously showed no imitative stimulus control. LO5
Also describe how you would establish generalized imitation for such a child. LO5
To get generalized imitation, we must reinforce some imitative responses. LO5a. trueb. false
How would you show that you have achieved generalized imitation? LO5
Give an example of an added contingency for imitation and an automatic, built-in one. LO5
Please complete this diagram. LO5 SD Dicky had swung, and attendant asks. SD Differential Reinforcement of Short Latencies Reinforcer Slower Sprompt Reinforcer Quicker Behavior Behavior Dicky says
Please complete the diagram for this contingency. LO5 SD Dicky had The Imitative Verbal Prompt Sprompt Attendant swung, and attendant asks. Before says, "I was swinging." Behavior SA After After
Verbal prompt—define it and give a clear example. LO5
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