Questions and Answers of Principles Of Behavior

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
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

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