Deck 9: Responding at the Right Time and Place: Stimulus Discrimination and Stimulus Generalization

Question 1

Define stimulus generalization, and give an example that is not in this chapter.

Answer 1

Stimulus generalization occurs when a behavior becomes more probable in the presence of one stimulus or situation as a result of having been reinforced in the presence of another stimulus or situation.Any appropriate example is acceptable.

Question 2

Define S^D, and give an example that is not in this chapter.
Identify both the S^D and the response in the example.

Answer 2

An S^D is a stimulus in the presence of which a response will be reinforced.For example, when two people are eating dinner, the request by one person, "Please pass the salt" would be an S^D for the other person to emit the response of passing the salt.Any plausible example is acceptable.

Question 3

What is the difference between a stimulus and a discriminative stimulus?

Answer 3

A stimulus is anything that can be detected by one's sense receptors and can affect behavior.A discriminative stimulus is a stimulus in the above sense, but it is also a cue that a response will pay off.

Question 4

What is a stimulus? Give two examples that are not from the text.

Question 5

When you are considering the selection of a stimulus to be set up as an S^D, what four questions might you ask yourself about that stimulus?

Question 6

Describe the stimulus discrimination training procedure, and give an example that is not in this chapter.

Question 7

What is an ABC assessment?

Question 8

Define S^?, and give an example that is not in this chapter.
Identify both the S^? and the response in the example.

Question 9

In a sentence, state the difference between an instance of stimulus discrimination and an instance of stimulus generalization.

Question 10

Describe how you might teach the concept of honest to a child. Would your program teach a child to be honest? Why or why not?

Question 11

What is good stimulus control? Give an example that is not in this chapter.

Question 12

What do we mean by an error in stimulus discrimination training?

Question 13

In general, what is a contingency? Give an example that is not in this chapter.

Question 14

Give an example (not from this chapter)of a stimulus that is an S^D for one behavior and an S^? for a different behavior.

Question 15

State the two effects of stimulus discrimination training.

Question 16

What do we mean by stimulus equivalence class? Give an example that is not in this chapter.

Question 17

What is a primary distinction between stimulus generalization involving common-element stimulus classes and stimulus generalization involving stimulus equivalence classes?

Question 18

Define stimulus control.

Question 19

Describe a stimulus that you would like to establish as an S^D for a behavior of yourself or a friend, and describe the behavior.Then, for that stimulus, answer the four questions that you asked yourself in Question 17.

Question 20

What do we mean by common-element stimulus class? By conceptual behavior?

Question 21

What is meant by the term contextual control? Illustrate with an example.

Question 22

From a behavioral perspective, what is a rule?

Question 23

Give an example of how ignorance of stimulus discrimination training may lead parents or other caregivers to develop an undesirable behavior in a child or adult in their care.

Question 24

With examples that are not in this chapter, distinguish between rule-governed and contingency-shaped behavior.

Question 25

Just before starting to cross a street, a pedestrian from England visiting Canada observed that the street was clear to the right, stepped into the street, and was struck by a car.Explain how lack of contextual control was involved in this accident.

Question 26

Was the children's high on task behavior to the posted rule in the Auckland classroom likely rule governed or contingency shaped? Justify your choice.

Question 27

Using examples, explain what is meant by reflexivity, symmetry, and transitivity.

Question 28

How have studies of stimulus equivalence provided support for a behavioral view of language development?