Questions and Answers of Principles Of Behavior

Most people fail to discriminate between the before condition (motivating condition) and the SD in the case of the escape contingency. Here’s your chance to show you’re not one of the confused:
This time, Rudolph the Rat has Dr. Richard Malott in the Skinner box. When the shock is on, Malott can press the lever and escape the shock. What is the shock? LO2a. before conditionb. SD
What’s the light? LO2a. before conditionb. SD
What’s the shock? LO2a. before conditionb. SD
Please diagram poor Dr. Malott’s plight. LO2 Discriminated Escape SD Before Behavior Malott presses the lever. After SA After
Fill out the table that compares and contrasts the before condition and the reinforcement-based discriminative stimulus. LO2
Diagram an example of discriminated escape. LO2
When the light is on, Rudolph presses the lever and receives a drop of water. When the light is off, Rudolph will receive no water, even if he presses the lever. Is the light something Rudolph
Will Rudolph’s response be reinforced when the light is on? LO2a. yesb. no
So what’s the light? LO2a. SDb. operandum
Please diagram Rudolph’s contingencies in the previous example. In the behavior component, mention the operandum. But first, review this definition:S-Delta (SΔ)—a stimulus in the presence of
What’s an SD? LO2a. an opportunity for the response to be reinforcedb. an opportunity for the response to be made
What’s the response lever? LO2a. an opportunity for the response to be reinforcedb. an opportunity for the response to be made
What’s being in the Skinner box? LO2a. an opportunity for the response to be reinforcedb. an opportunity for the response to be made
Does this experiment involve an SD? LO2a. yesb. no
So which does this lever-in/out Skinner-box experiment involve? LO2a. an SDb. a nondiscriminated reinforcement contingency
Now what does this experiment involve? LO2a. an SDb. a nondiscriminated reinforcement contingency
Know the criteria for diagramming discriminated contingencies, and be able to recognize when there is and is not an SD. LO2
Diagram an experiment that shows pain-motivated aggression. LO3
Diagram an experiment that shows extinctionmotivated aggression. LO3
Diagram an experiment that shows that the opportunity to aggress is a powerful reinforcer. LO3
Aggression reinforcer—define it. LO3
Aggression principle—define it. LO3
Diagram three cases of subtle aggression. LO3
Fill out the contingency diagrams for three escape contingencies involving addictive drugs. They differ mainly in their motivating operations. LO3
Describe an experiment demonstrating that drugs can maintain self-administration through reinforcement other than escape from an aversive condition. LO3
Describe the research on nalorphine as a motivating operation. LO3
Addictive reinforcer—define it and give an example. LO3
Is aggression behavior learned? LO3a. learnedb. unlearned (innate)
Are the aggression reinforcers learned or unlearned? LO3a. learned (by the way, we’ll be talking a lot more about learned reinforcers in the next chapter)b. unlearned (innate)
What is the value of aggression? LO3
Why isn’t success in battle enough of a reinforcer? LO3
What are some mentalistic interpretations of the causes of psychotic talk? LO4
What are some objections to a behavioral analysis and intervention for psychotic talk? LO4
Diagram the use of differential reinforcement to reduce psychotic talk. LO4
What happened when Helen’s psychotic talk received bootleg reinforcement after a few weeks of the extinction procedure? LO4
Learned reinforcer—define it and give a couple of examples and show how they might have acquired their reinforcing value. LO4
Pairing procedure—define it. LO4
Value-altering principle—define it. LO4
Generalized learned reinforcer—define it and give an example. LO4
Describe research on a token economy in a psychiatric hospital: LO4a. Who were the participants?b. What were some responses?c. What were some backup reinforcers?d. How did the behavior analysts
Describe the use of learned generalized reinforcers to help remedial grade school students: LO4a. What were the learned generalized reinforcers?b. What were some backup reinforcers?c. What were some
Token economy—define it. LO4
Show how we could know that no is a learned aversive stimulus. LO4
Give an example of how learned reinforcers and learned aversive stimuli lose their value. LO4
Show how this differs from extinction and stopping the punishment contingency. LO4
Define conditional stimulus. LO4
Give an example of a conditional aversive stimulus LO4
Diagram a contingency illustrating that one of the elements is aversive. LO4
Why do Japanese babies babble in Japanese and American babies babble in English? LO4
For the Zimmerman and Hanford research: LO4a. Describe their experimental procedure.b. Describe the results.c. Explain why the results are surprising.
What’s a hedonic learned reinforcer? Give an example. LO4
What’s a hedonic learned aversive stimulus? Give an example. LO4
Diagram the creation of a learned reinforcer in the Skinner box. LO4
The reason we know water is a learned reinforcer not just an unlearned reinforcer is because it helped Rudolph learn to press the lever. LO4a. trueb. false
Must Rudolph make the response that produces the click, in order for the click to become a learned reinforcer? LO4a. yesb. no
Must Rudolph make the response that produces the click in order to demonstrate that the click has become a learned reinforcer? LO4a. yesb. no
What is the crucial motivating operation for a learned reinforcer to be effective? LO4a. deprivation of the learned reinforcerb. deprivation of the backup reinforcer
Why was the Ayllon–Michael research so important? LO4
Residents of psychiatric institutions often have a high frequency of bizarre talk with a sexual em- phasis. Diagram a behavioral interpretation of this phenomenon. LO4
How would you provide good evidence that the dipper click really was the reinforcer? LO4
How can you use noncontingent reinforcers to determine the importance of the contingency? LO4
To determine the importance of the contingency, it is better to use noncontingent reinforcers, rather than simply to stop giving the reinforcers (extinction).Why? LO4
How can you use a reversal design to determine the importance of the contingency? LO4
Describe the use of a penalty procedure to reduce inappropriate social interactions. Describe: the person whose behavior was modified the undesirable behavior the reinforcer used the contingency the
The principle of punishment by the loss of reinforcers—state it and give a couple of everyday examples. LO6
Must the reinforcer removed by the penalty be the same as the one maintaining the penalized behavior? LO6
Describe the use of a penalty contingency to reduce self-injury. Include: LO6a. the person whose behavior was modifiedb. the undesirable behaviorc. the reinforcer usedd. the contingencye. the results
Describe the use of a penalty contingency to reduce poor English. Include: LO6a. the person whose behavior was modifiedb. the undesirable behaviorc. the reinforcer usedd. the contingencye. the results
Diagram the penalty contingency used by Ayllon, Garber, and Allison for getting rid of a child’s inappropriate nighttime visits. LO6
Describe the use of time-out to reduce disruptive and destructive behavior. Include: LO6a. the person whose behavior was modifiedb. the undesirable behaviorc. the reinforcer usedd. the contingencye.
Time-out contingency—define it and diagram a couple of examples where parents might want to use it. LO6
Show how the previously described intervention to reduce Sam’s disruptive behavior meets the three criteria in our definition of time-out. LO6
How does time-out differ from solitary confinement and penalties in sports? LO6
Compare and contrast exclusionary and nonexclusionary time-out. LO6
Describe a behavioral intervention using nonexclusionary time-out to reduce hyperactivity. Specify: LO6a. the response classesb. the punishment contingencyc. the presumed reinforcersd. the
What do ⇑ and ⇓ mean? LO6
Draw or fill in the complete contingency table of the four basic contingencies, all properly labeled.You must understand it; memorizing won’t get it. LO6
Compare and contrast the penalty contingency with the other three. LO6
In the same way, compare and contrast the punishment contingency with the two reinforcement contingencies. LO6
Draw, fill in, and explain the tree diagram of the four basic behavioral contingencies. LO6
Diagram the contingency Dawn used to help April stop her crying (Larson and Ayllon). LO6
What kind of contingency is it? LO6a. reinforcementb. escapec. punishmentd. penalty
Diagram the three contingencies Larson, Ayllon, and Barrett used to help Claude become a thriving baby. LO6
State the law of effect and comment on its value. LO6
What are the two main values of basic scientific research? LO6
Compare and contrast punishment by the loss of reinforcers, penalty, response cost, and time-out. LO6• Construct a table comparing and contrasting time-out and response cost. Remember that it's
Reversal design—define it and show how Tate and Baroff’s original research on the use of time-out to reduce self-injury meets the three components of the definition. LO6
Explain the function of each phase in the Larson and Ayllon experiment on the use of time-out to reduce colicky crying. LO6
Give an example of the importance of collecting baseline data and what might happen if you didn’t. LO6
Describe the use of extinction to reduce disruptive behavior. Include the: client. reinforcer withheld. results LO6
The principle of extinction—define it and give an everyday example.LO6
Describe the traditional way parents attempt to reduce bedtime crying. What’s wrong with this technique?LO6
What reinforcers may maintain excessive bedtime crying?LO6
Describe the use of extinction to reduce bedtime crying. Include:LO6 the reinforcer withheld. the results.
After a week of the extinction procedure, the infant began to cry again at night. Why?LO6
What’s liable to happen at the beginning of your first extinction session?LO6
Spontaneous recovery—state the principle and give an example.LO6
Describe the use of extinction to reduce temper tantrums. Include: the client. the reinforcer withheld. the results LO6
Describe the use of extinction to reduce hand- flapping self-stimulation. Diagram the dysfunctional natural contingency. . Diagram the performance-management contingency.LO6

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