Questions and Answers of Principles Of Behavior

As always, when you see contingency diagrams in the text, be able to reproduce and explain them—in this case, it’s the inappropriate contingency and the performance-management contingency.LO6
How did the behavior analysts make the conditions of their intervention more similar to the conditions of the regular class?LO6
Diagram a dysfunctional reinforcement contingency and a dysfunctional escape contingency that might maintain vomiting.LO6
Also diagram the relevant performance-management escape contingencies.LO6
What was the punishment contingency used to get rid of self-injury?LO6
Describe the use of punishment to reduce selfinjury.Include:LO6 the client. the behavior. the aversive stimulus. the results.
What happened when the punishment contingency was stopped?LO6
What happened when the punishment contingency was resumed?LO6
Describe the use of time-out to reduce self-stimula- tion and destructive behavior. Specify: the client. the reinforcer involved in the time-out. the results. what happened when that time-out
Give an example of recovery from a response-cost contingency.LO6
Describe Skinner box experiments that would show the following and then describe the results: extinction following reinforcement by the pre- sentation of a reinforcer extinction following escape
Describe a complex intervention package for failure-to-thrive infants. Describe and label the behavioral contingencies that may have caused the problem. Describe the behavioral contingencies that may
What are the ethical issues involved in using extinction rather than punishment?LO6
Why is it morally necessary to evaluate novel interventions?LO6
Explain how to use a reversal design to show that attention and removal from the classroom can reinforce vomiting.LO6
Compare and contrast recovery from punishment and spontaneous recovery from extinction. In other words, what are their similarities and differences?LO6
And, as always, whenever you see a table in the text, learn it. Be able to fill it out even if the rows and columns are switched around on you.LO6
To confound variables—define the term and give an example.LO6
Using your example, show how you would get rid of the confounding.LO6
Control condition—define it, give an example, and explain its importance by referring to your example.LO6
Describe a behavioral intervention to improve tennis skills. Specify: LO8a. the responsesb. the reinforcement contingenciesc. the presumed reinforcersd. the resultse. any other interesting feature of
Task analysis—define it and give an example. LO8
Process vs. product—state this general rule, and explain how you can apply it in sports. LO8
What is the time between the light turning green and your slamming your foot down on the accelerator? LO8a. response durationb. response latency
What is the length of time your blowing your horn at the driver in front of you who doesn’t notice the light has turned green? LO8a. response durationb. response latency
Define and give an example of the following concepts: LO8a. response dimensionb. response durationc. response latencyd. response topography
Give an example of responses that vary across the following dimensions: LO8a. topographyb. forcec. durationd. latency
Give an example of responses that differ along various dimensions but have the same function. LO8
Describe a behavioral intervention to increase your teacher’s lecturing from a specific location in the classroom. Then convince your teacher why you’d never dream of doing such a dastardly deed.
Response class—define it and give one or more examples of each of the three criteria in the definition. LO8
Differential-reinforcement procedure—define it and give an example. LO8
Describe and diagram the use of differential reinforcement in traditional, nondirective psychotherapy. LO8
Diagram an example of differential reinforcement involving the end or reduction of an aversive condition. LO8
Compare and contrast reinforcement vs. differential reinforcement. LO8a. Give two pairs of examples to illustrate the difference(one pair should involve presentation of reinforcers and the other
Describe the punishment procedure used to educate a natural-born lady. Include: LO8a. the behavior.b. the consequences.c. the contingency.
The principle of differential punishment—define it and give an example. LO8
What is the difference between differential punishment and plain punishment? LO8
Describe the use of differential punishment to improve ballet skills. Include response classes, response dimension, freeze contingency, and results. LO8
Explain how this is an example of response differentiation. LO8
Give an example of differential punishment involving a penalty contingency. Include the response, the presumed reinforcer, the contingency, and the expected results. LO8
Please describe and diagram an animal experiment using differential reinforcement to increase the percentage of bar presses that are greater than 1 inch. LO8
Please describe and diagram the use of differential punishment to decrease the frequency of a rat’s lever presses that are less than 1 inch? Please explain your answer. LO8
What is the role of aversive control in the freeze technique and traditional approaches to teaching ballet? LO8
What is the function of a control group? LO8
Describe and diagram the procedure used to help a hospital resident speak again. LO6
Is wearing glasses behavior? Please explain. LO6
In terms of behaviors, what should we normally be talking about? LO6a. Putting on the glasses.b. Taking off the glasses.c. Both.
Construct a table comparing differential reinforcement with shaping. LO6
Give a pair of related examples showing these differences. LO6
Ok, you’ve nailed the basics of shaping so the next time you go into class, explain to your teacher how you’d shape baseball playing starting with t-ball. LO6
Diagram a variable-outcome shaping procedure to improve squirming as a means of locomotion. LO6
Diagram a variable-outcome shaping procedure to improve locomotion from squirming up through running. LO6
Fixed- and variable-outcome shaping—define them. LO6
Fixed-outcome shaping and variable-outcome shaping—diagram two similar examples showing the difference and give an example to show the difference. LO6
Fill in a table contrasting fixed- and variableoutcome shaping. And explain it. LO6
How would you shape lever presses of 100 grams of force using a reinforcement contingency? LO6
How would you shape lever presses of 100 grams force using a punishment contingency? LO6
To shape 100-gram lever presses with punishment, do you need to keep a reinforcement contingency going throughout the entire shaping procedure?Please explain. LO6
Is shaping the same as getting in shape? LO6
Please explain that shaping the same as getting in shape. LO6
Explain why it’s often wrong to talk about shaping the lever press; and explain how shaping can be involved in lever press training. LO6
Show the difference between shaping and behavioral chaining with a human student example. LO6
Diagram the punishment contingency to get rid of bruxism (teeth grinding). What was the intervention and what were the results?LO1
Punishment contingency—define it and diagram an everyday example.LO1
Describe the use of a punishment contingency to get rid of regurgitation. What was the intervention, and what were the results?LO1
Describe the use of a punishment contingency to prevent self-injurious behavior. What was the intervention and what were the results?LO1
Explain how a child might gradually acquire selfinjurious behavior reinforced by attention.LO1
Use an example or two to compare and contrast the following (also construct and use a contingency table in the comparing and contrasting):LO1a. reinforcement by the removal of an aversive stimulus,b.
Describe the use of a punishment contingency to prevent self-stimulation. What was the intervention and what were the results?LO1
Diagram the punishment contingency for getting rid of a habitual behavior.LO1
Describe the use of a punishment contingency to reduce aggression. What was the intervention and what were the results?LO1
Overcorrection—define it and give an example.LO1
Sick social cycle (victim's punishment model)- define it and give an example Draw the two contingency diagrams for your example. Draw the circular diagram of the sick social cycle.LO1
Now please fill in the diagram for your entire sick social cycle. (The contingency for the perpetrator goes in the top row; and the contingency for the victim goes in the second row.)LO1• Make sure
Using the Skinner box, compare and contrast punishment and escape.LO1
Compare and contrast Wade’s case with Azrin’s Skinner box experiment.LO1
What are two factors you should consider in doing a cost-benefit analysis of using punishment?LO1
What are six considerations you should include in guidelines for punishment?LO1
Define each of the following concepts:LO1a. dependent variableb. independent variable
Describe an experiment that illustrates these two concepts.LO1
What information can be obtained from a line or bar graph?LO1
What information is represented in the x-axis, or abscissa?LO1
What information is represented in the y-axis, or ordinate?LO1
Multiple-baseline design—describe it and give an example.LO1
List three types of multiple-baseline designs.LO1
Explain and illustrate four of the criteria for good research using a simple baseline design.LO1
Reliability measurement—define it.LO1
What scientific practices must we follow to protect ourselves from our biases?LO1
Informed consent—define it and give an example.LO1
Social validity—define it and give an example.LO1
Compare and contrast negative reinforcement and punishment. Use an example and a contingency table in doing so.LO1
Briefly describe how to use reinforcers to improve behavior in stroke victims. What were the behaviors, the reinforcers, the procedures, and the results?LO5
Reinforcement contingency—define it, use it correctly in a sentence, and diagram three examples.LO5
What is the principle of the delay gradient?LO5
Behavioral contingency—define it and give an example.LO5
Use some version of the verbal expression, to be contingent, in a nontrivial sentence. By trivial I mean like “I must use ‘to be contingent’ in a sentence.” In other words, I want you to use
Give an example of an assumed reinforcement contingency in college teaching.LO5
How can you tell if the points are reinforcers?LO5
The general rule of environmental enrichment—give a couple of examples.LO5
Give two examples that at first glance might appear to be reinforcement but are not because the apparent reinforcer comes before the response.LO5

Showing 500 - 600 of 655