Deck 19: Antecedent Control: Motivation

Question 1

Are the value-altering and behavior-alternating effects of CMOs learned or innate?
Discuss with reference to an example.

Answer 1

The value-altering effect of a CMO is learned.For example, Coach Dawson's announcement of the points program for the basketball players established points as conditioned reinforcers because of prior learning.The behavior-altering effects of CMOs are learned.For example, the hard work of the basketball players and the praising of each other were learned behaviors that occurred as a result of the CMO.Any appropriate examples are acceptable.

Question 2

Define echoic , and give an example that is not in the book.

Answer 2

An echoic is a vocal imitative response that is typically reinforced by a social reinforcer.For example, when a mother is teaching her baby to say "Mama" she might say to her child, "Say Mama." If later the child mimics "Mama," the mother would praise the child by hugging him or her and saying "Yeah, that's right, Mama!" Any appropriate example is acceptable.

Question 3

Give an example illustrating that a given MO may affect the value of more than one reinforcer and may influence the occurrence of many behaviors.

Answer 3

For example, not only does food deprivation increase the reinforcing value of food and lead to various food-seeking behaviors, it also increases the reinforcing value of water and increases the likelihood of water-seeking behavior.

Question 4

How do many people who are not behaviorists or behavior modifiers conceptualize motivation? Illustrate with an example.

Question 5

Would you describe Coach Dawson's explanation of the points program to the basketball players as a UMEO or a CMEO? Justify your choice.

Question 6

In what two ways are motivating establishing operations and motivating abolishing operations different?

Question 7

Define tact, and give an example that is not in the book.

Question 8

Using an example, describe how a motivating operation might be incorporated into mand training with a child.

Question 9

Suppose that a football team has been practicing for an hour in the hot sun without water.The coach says to one of the players, "Here are the keys to my car.Get the bottles of water from the trunk." Would this request be classified as an S^D or a CMEO for getting the water? Justify your choice.

Question 10

If by "motivating someone to do something" we mean nothing more than manipulating antecedent conditions to influence that person to behave in a certain way, list each of the strategies presented in Chapters 17 and 18 to accomplish that task.

Question 11

Suppose that a pianist sets a goal for practicing a piece: "Before I can stop practicing, I have to play this piece through 10 times in a row without making a mistake." Is that goal best conceptualized as an S^D or a CMEO? Justify your choice.

Question 12

Are the value-altering and behavior-alternating effects of unconditioned motivating operations learned or innate? Discuss with reference to an example.

Question 13

Define motivating operation. Give an example that illustrates both aspects of the definition.

Question 14

How was a CMEO used to motivate seat belt use among senior drivers?

Question 15

What is a conceptual problem with the traditional view of motivation? Illustrate with an example.

Question 16

Distinguish between a mand and an intraverbal. Illustrate each with an example that is not in the text.

Question 17

Define mand], and give an example that is not in the book.

Question 18

How was an MAO applied to decrease the self-injurious behavior of a woman with profound intellectual disability?

Question 19

Describe three practical problems with conceptualizing motivation as an internal cause of behavior.