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principles of behavior
Questions and Answers of
Principles Of Behavior
Diagram a contingency showing how you can use verbal prompts to take advantage of excessive imitation and establish more normal verbal behavior under more normal stimulus control. LO5
Do such a diagram for a procedure for estab- lishing control by stimuli that are present. Do such a diagram for a procedure for estab- lishing control by stimuli or events that are not present. LO5
In both cases, diagram the procedure for differential reinforcement of short latencies. LO5
Imitative reinforcer—define it and give an example. LO5
Diagram how we establish learned imitative reinforcers. LO5
For generalized imitation, diagram: LO5a. the discrimination contingencyb. the differential reinforcement contingency.
Why do we need a theory of generalized imitation? LO5
Why is generalized imitation crucial for language learning? LO5
Why isn’t extinction the best control procedure for demonstrating reinforcement? LO5
Avoidance contingency—define it and diagram its use: LO2a. to improve postureb. to maintain good drivingc. to maintain good walking.
Diagram an avoidance contingency to reinforce erect posture. LO2
Diagram a behavioral contingency used to get eye contact with an autistic child. LO2
What kind of contingency is it? LO2a. avoidance of an aversive conditionb. avoidance of the loss of a reinforcerc. escaped. punishment
According to the book, if someone (e.g., an autistic student) isn’t listening to you, what might you do to get his or her behavior under the control of your verbal instructions? LO2
Avoidance-of-loss contingency—define it and diagram some examples. LO2
Describe the use of an avoidance contingency to ensure students stay on task. Diagram and label the relevant contingencies. LO2
Compare and contrast escape versus avoidance. LO2
Diagram cued avoidance in the Skinner box. LO2
Diagram either example of the continuous-response avoidance used to maintain erect posture. LO2
Diagram either example of continuous-response avoidance in the Skinner box. LO2
Diagram noncued avoidance in the Skinner box. LO2
Diagram the avoidance of the loss of a reinforcer in the Skinner box. LO2
In avoidance of the loss of a reinforcer, is removal contingent on a specific response? Explain your answer. LO2
Now this one’s not very straightforward, but what was the terrible trio’s avoidance of time-out? LO2a. cued avoidance of the loss of a reinforcerb. noncued avoidance of the loss of a reinforcerc.
How about an everyday example of the benefits of avoidance contingencies. LO2
With a concrete example, compare and contrast avoidance of an aversive condition and punish- ment by the presentation of an aversive condition. Use the dead-man test. Is the so-called punished
Warning stimulus—define it and give an example. LO2
Diagram the contingency for cued avoidance with an SD and SΔ. LO2
Describe an escape/avoidance contingency that involves a discriminative stimulus, and explain the difference between the warning stimulus and the discriminative stimulus in that contingency. LO2
Where does the warning stimulus go in the contingency diagram? LO2
The general rule for great new ideas—give an example. LO2
Diagram the escape/avoidance contingency for the eye-contact procedure based on the work of Richard Foxx. LO2
What is teleology? LO2
And why aren’t our avoidance contingency diagrams a teleological explanation? LO2
Please complete the following diagram. LO1 Punishment by Prevention of Removal Before Thorn will be removed from paw. Behavior Lion moves his paw. After
Please diagram the ugly-bully example, with calling your brother “ugly bully” being the behavior. LO1 Before Behavior After
Punishment by prevention contingency—define it and diagram an example. LO1
Define Punishment-by-prevention-of-reinforcer contingency. LO1
Draw a diagram of Punishment-by-prevention-of-reinforcer contingency and its use to reduce face slapping. LO1
Compare and contrast punishment by the prevention of the presentation of a reinforcer and punishment by the removal of a reinforcer. Do so by diagramming a similar example of each contingency. LO1
Fill in contingency tables describing the four basic contingencies and their prevention. LO1
Draw diagrams describing the effects of the four basic contingencies and their prevention. LO1
Describe the eight contingencies and their effects in sentences as well. LO1
Describe an intervention to decrease children’s disruptions during dental treatment using punishment-by-prevention contingencies. Include: LO1a. the response class.b. the punishment
Diagram the procedure for punishment by prevention of the removal of an aversive stimulus in the Skinner box. LO1
Differential reinforcement of other behavior—give an example (include the contingency diagram of your example). LO1
Argue for an analysis in terms of punishment by the prevention of the presentation of a reinforcer as opposed to differential reinforcement of other behavior (DRO). LO1
Intermittent reinforcement—define it. Then describe how it applies to the behavior of diving for coins. LO2
Continuous reinforcement—define it and give an everyday example. LO2
Schedule of reinforcement—define it. LO2
What type of schedule of reinforcement is best for shaping behavior? Give an example. LO2
Fixed-ratio schedule of reinforcement—define it and give an example. LO2
Post-reinforcement pause—give an example. LO2
What is the relationship between the length of a pause and the size of the ratio in a fixed-ratio schedule of reinforcement? LO2
How would you build up to a high ratio requirement? LO2
What do behavior analysts mean by straining the ratio? LO2
For a pigeon to respond on a fixed-ratio 20,000 schedule of reinforcement, does the pigeon have to be able to count the responses? Explain. LO2
Warning: Here’s one students often miss: Explain the requirement for performance on an FR shedule. For example, must the organism responding on that schedule be able to count? LO2
Draw both a cumulative and a noncumulative frequency graph. LO2
Define variable-ratio schedule of reinforcement. LO2
Define variable-ratio responding. LO2
Recall the driver of Nassau. What was their reinforcement schedule? LO2a. continuous reinforcementb. fixed ratioc. variable ratio
Variable-ratio schedule of reinforcement by the removal of an aversive condition—give an example. LO2
Variable-ratio schedule of punishment—give an example. LO2
A specific pellet of food for a deprived rat? LO2a. reinforcerb. reinforcement
The immediate delivery of a pellet contingent on a deprived rat’s lever press with a resulting increased rate of pressing? LO2a. reinforcerb. reinforcement
A quarter for a deprived professor? LO2a. reinforcerb. reinforcement
The immediate delivery of a quarter, contingent on a deprived prof’s pleading for a raise, with a resulting increased rate of pleading? LO2a. reinforcerb. reinforcement
Important quiz hint: Know the difference between reinforcer and reinforcement so well that you don’t mess it up, even in the heat of a quiz, now or ever. LO2
Give four differences between typical gambling contingencies and the usual variable-ratio schedules of the Skinner box in the professional research laboratory, not necessarily an introductory student
Define the following concepts and diagram an example: LO2a. discrimination-training procedureb. SDc. SΔ
What was the reinforcer for the chicken pulling the trigger in the Breland demonstration? LO2a. Breland not shotb. Food
Why didn’t the chicken pull the trigger when Breland was in the line of fire? LO2a. Because it might have killed Breland.b. Because that response was not reinforced with food.
Stimulus discrimination—state this principle and give an example, showing how it illustrates the principle. LO2
Diagram discrimination training based on escape. LO2
Using a discrimination training procedure, diagram how Butterfield and Staats taught a juvenile delinquent to read. LO2
Punishment-based discriminative stimulus and punishment-based SΔ—diagram an example of each. LO2
Please complete the following diagram. LO2 Reinforcement-Based Discrimination SD Clock says mail time. Before You have no mail. Behavior You go to the mailbox. SA Clock says too early for mail.
What are the similarities between a reinforcementbased discriminative stimulus and a punishmentbased discriminative stimulus? LO2
Diagram an example of reinforcement-based discrimination. LO2
Diagram an example of punishment-based discrimination. LO2
Compare and contrast the differential- reinforcement and stimulus-discrimination procedures. LO2a. Be able to fill out each of the three balloons in each of the three drawings.b. Be able to do each
Give an example of the differential-reinforcement and stimulus-discrimination procedures involving a reinforcement contingency. Now do the same using a punishment contingency. LO2
Please complete the following diagram. LO2 Tact (Naming) Contingency SD Red car Before Child has no snack. Behavior Child says, This is a red car. After After SA Green car
Please complete the following diagram. LO2 Mand (Requesting) Contingency SD Red car After Before Child has no red car. Behavior Child asks, May I have the red car? After SA Green car
Please complete the following diagram. LO2 SD Teacher holds red car and asks, "What is this?" Before Child has no snack or praise Behavior Child says, red car. SA Teacher holds green car and asks,
Diagram the two stimulus-discrimination procedures used to increase the frequency of the children’s descriptive adjectives: LO2a. Discrimination-training procedure: tact (naming)contingencyb.
Prompt—define it and give an example. LO2
Name and give an example of each of the three types of prompts. LO2
So the first thing Mae did was decide what a child would do to be considered a proper student; in other words, Mae performed LO2a. differential reinforcementb. a shaping procedurec. a task analysisd.
Please complete the diagram for Jimmy’s discrimination-training procedure: LO2 SD Mae says, Jimmy, sit down. Before Jimmy has no bite of food. Behavior Jimmy sits down. After SA After
At first, Jimmy never sat down in the presence of the SD Jimmy, sit down. So Mae would take hold of him and sit him down. This is an example of what? LO2a. an SDb. a promptc. a motivating operationd.
Diagram the procedure for bringing sitting down under stimulus control. LO2
Describe the relevant physical prompt procedure. LO2
Please complete this diagram describing the preceding pigeon demonstration: LO2 Discriminated Reinforcement SD After Before Behavior The pigeon pecks the key. SD After
Diagram an experiment that would show stimulus discrimination with pigeons. LO2
List four prerequisites for effective discrimination training, and give an example of each. LO2
Give an example of parent blaming. LO2
Explain why parent blaming may be incompatible with the concept of stimulus discrimination LO2
Give an example of the use of differential reinforcement of incompatible behavior in the behavioranalysis setting to overcome the effects of poor child rearing in the setting where the child is being
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