Deck 17: Avoidance

Question 1

According to the text, new ideas rarely work until you've revised them at least three times.

Answer 1

True

Question 2

In avoidance of loss of a reinforcer, the frequency of the response of interest decreases.

Answer 2

False

Question 3

In avoidance of the loss of a reinforcer, removal of the reinforcer is contingent on (dependent on) a specific response (Hint: Diagram an example of an avoidance of the loss and look at what is caused by the behavior).

Answer 3

False

Question 4

In avoidance of the loss of a reinforcer, the loss of the reinforcer is contingent on a specific response?

Question 5

Both negative reinforcement and avoidance use negative reinforcers.

Question 6

An effective approach to reducing work-place injuries is to pay workers a bonus, when they don't have injuries.

Question 7

Joyce received reprimands when she goofed off. According to the current edition of our book, this is

A) A punishment contingency.
B) An avoidance contingency.

Question 8

When Sid rode his bike carefully; he avoided losing the ice-cream cone he was holding. What kind of avoidance contingency is this?

A) Non-continuous avoidance (non-continuous is not the same as non-cued)
B) Continuous avoidance
C) Discrete-trial avoidance

Question 9

What was the contingency used with remedial summer school students to increase on task behavior?

A) Punishment of goofing off by presenting reprimands
B) Avoidance of reprimands

Question 10

Now this one's not very straightforward, but what was the terrible trio's avoidance of time-out?

A) Cued avoidance of the loss of a reinforcer
B) Non-cued avoidance of the loss of a reinforcer
C) Continuous avoidance of the loss of a reinforcer

Question 11

What contingency was used to improve Jimmy's eye contact, which improved his instruction following? (Foxx, 1977)

A) Avoidance of an aversive condition
B) Avoidance of the loss of a reinforcer
C) Punishment
D) Penalty

Question 12

Suppose the shock-shock interval is 20 seconds. So every 20 seconds, a shock just occurs. If the rat presses the lever every 19.9999 seconds, no shock will occur. The conditions stay the same. What's the contingency?

A) fixed-interval avoidance
B) fixed-time avoidance
C) cued avoidance
D) non-cued avoidance

Question 13

Only Behavior woman's superhuman effort can prevent 50 "innocent" tourists at Disney World from being crushed to death by the descending ceiling in the Haunted Mansion. What is the contingency?

A) avoidance
B) punishment
C) penalty
D) escape

Question 14

What kind of contingency is this?

A) Avoidance of the loss of a reinforcer
B) Avoidance of an aversive condition
C) Punishment
D) Escape

Question 15

What do an S^D and a warning stimulus have in common?

A) Both decreases responding.
B) Both signal that an aversive stimulus is coming.
C) Both are present before the response.

Question 16

What is the crucial difference between an S^D and a warning stimulus?

A) The presence of an S^D means that if the response does not occur, the aversive outcome will occur. The presence of a warning stimulus means that a specific outcome may occur only if the response occurs.
B) The presence of a warning stimulus means that if the response does not occur, the aversive outcome will occur. The presence of an S^D means that a specific outcome may occur only if the response does occur.
C) The S^D is removed contingent on the response, whereas the warning stimulus remains in place regardless of whether the response has occurred.
D) A & C
E) Are you serious!? They have nothing in common.

Question 17

Please put yes or no in each of the relevant positions in this table.
-

Question 18

Match the numbers in the boxes to the words that go in those boxes to diagram the contingency used with Sid the Slouch to KEEP him standing straight.

-Before

A) Sid straightens up
B) Sid maintains an erect posture
C) Sid slouches
D) Sid won't hear a click immediately and won't hear a loud tone in 3 seconds
E) Sid will hear a click immediately and will hear a loud tone in 3 seconds
F) Sid hears a loud tone
G) Sid doesn't hear a loud tone

Question 19

Match the numbers in the boxes to the words that go in those boxes to diagram the contingency used with Sid the Slouch to KEEP him standing straight.

-Behavior

A) Sid straightens up
B) Sid maintains an erect posture
C) Sid slouches
D) Sid won't hear a click immediately and won't hear a loud tone in 3 seconds
E) Sid will hear a click immediately and will hear a loud tone in 3 seconds
F) Sid hears a loud tone
G) Sid doesn't hear a loud tone

Question 20

Match the numbers in the boxes to the words that go in those boxes to diagram the contingency used with Sid the Slouch to KEEP him standing straight.

-After

A) Sid straightens up
B) Sid maintains an erect posture
C) Sid slouches
D) Sid won't hear a click immediately and won't hear a loud tone in 3 seconds
E) Sid will hear a click immediately and will hear a loud tone in 3 seconds
F) Sid hears a loud tone
G) Sid doesn't hear a loud tone

Question 21

Match the numbers in the boxes to the words that go in those boxes to diagram the pairing procedure for converting a buzzer into a learned aversive stimulus in the Skinner box.
(Not all the terms will be used)

-Buzz
B) No buzz
C) Click
D) No Click
E) Water
F) No water
G) Shock
H) No shock

Question 22

Match the numbers in the boxes to the words that go in those boxes to diagram the pairing procedure for converting a buzzer into a learned aversive stimulus in the Skinner box.
(Not all the terms will be used)

-Buzz
B) No buzz
C) Click
D) No Click
E) Water
F) No water
G) Shock
H) No shock

Question 23

Match the numbers in the boxes to the words that go in those boxes to diagram the pairing procedure for converting a buzzer into a learned aversive stimulus in the Skinner box.
(Not all the terms will be used)

-Buzz
B) No buzz
C) Click
D) No Click
E) Water
F) No water
G) Shock
H) No shock

Question 24

Match the numbers in the boxes to the words that go in those boxes to diagram the pairing procedure for converting a buzzer into a learned aversive stimulus in the Skinner box.
(Not all the terms will be used)

-Buzz
B) No buzz
C) Click
D) No Click
E) Water
F) No water
G) Shock
H) No shock

Question 25

Please put yes or no in each of the relevant positions in this table.
(This tables in a different order than the book.)
-

Question 26

Match the numbers in the boxes to the words that go in those boxes to diagram a specific example of cued avoidance in the Skinner box.

-Shock
B) No shock
C) Buzz
D) No buzz
E) Water
F) No water
G) Will be shocked in 3 seconds
H) Won't be shocked in 3 seconds
I) Love
J) Hate

Question 27

Match the numbers in the boxes to the words that go in those boxes to diagram a specific example of cued avoidance in the Skinner box.

-Shock
B) No shock
C) Buzz
D) No buzz
E) Water
F) No water
G) Will be shocked in 3 seconds
H) Won't be shocked in 3 seconds
I) Love
J) Hate

Question 28

Match the numbers in the boxes to the words that go in those boxes to diagram a specific example of cued avoidance in the Skinner box.

-Shock
B) No shock
C) Buzz
D) No buzz
E) Water
F) No water
G) Will be shocked in 3 seconds
H) Won't be shocked in 3 seconds
I) Love
J) Hate

Question 29

Match the numbers in the boxes to the words that go in those boxes to diagram a specific example of cued avoidance in the Skinner box.

-Shock
B) No shock
C) Buzz
D) No buzz
E) Water
F) No water
G) Will be shocked in 3 seconds
H) Won't be shocked in 3 seconds
I) Love
J) Hate

Question 30

Please match the following definitions with the terms below. (Not all of the terms will necessarily be used. In fact, some may be fictitious.)

-Warning stimulus

A)Response-contingent prevention of a negative reinforcer resulting in an increased frequency of that response.
B)Response-contingent prevention of loss of a reinforcer resulting in an increased frequency of that response.
C)A stimulus that precedes a negative reinforcer and thus becomes a conditioned negative reinforcer.

Question 31

Please match the following definitions with the terms below. (Not all of the terms will necessarily be used. In fact, some may be fictitious.)

-Avoidance-of-loss contingency

A)Response-contingent prevention of a negative reinforcer resulting in an increased frequency of that response.
B)Response-contingent prevention of loss of a reinforcer resulting in an increased frequency of that response.
C)A stimulus that precedes a negative reinforcer and thus becomes a conditioned negative reinforcer.

Question 32

Please match the following definitions with the terms below. (Not all of the terms will necessarily be used. In fact, some may be fictitious.)

-Avoidance contingency

A)Response-contingent prevention of a negative reinforcer resulting in an increased frequency of that response.
B)Response-contingent prevention of loss of a reinforcer resulting in an increased frequency of that response.
C)A stimulus that precedes a negative reinforcer and thus becomes a conditioned negative reinforcer.

Question 33

Fill in the Blank
-Avoidance contingency
• Response-contingent
• _____________________________of
• a ______________________________ reinforcer
• resulting in an ____________________________ frequency of that response.

Question 34

Fill in the Blank
-Avoidance-of-loss contingency
• Response-contingent
• prevention of ______________________________
• of a __________________________
• resulting in an ________________________ frequency of that response.

Question 35

Fill in the Blank

-Warning stimulus
$\bullet$ A stimulus that ____________________________
$\bullet$ a ____________________________reinforcer
$\bullet$ and therefore, becomes a conditioned _______________________ reinforcer.

Question 36

Define the following concepts:
-Warning stimulus

Question 37

Define the following concepts:
-Avoidance-of-loss contingency

Question 38

Define the following concepts:
-Avoidance contingency

Question 39

Give a brief example of each of the following
-Warning stimulus

Question 40

Give a brief example of each of the following
-Avoidance contingency

Question 41

Give a brief example of each of the following
-Avoidance-of-loss contingency

Question 42

Compare and contrast negative reinforcement versus avoidance.
NOW PLEASE EXPLAIN YOU ANSWER!!!

Question 43

How about an everyday example of the benefits of avoidance contingencies? (It needn't come from the book.

Question 44

With a concrete example, compare and contrast avoidance of a negative reinforcer and punishment by the presentation of a negative reinforcer.
$\bullet$ Use the dead-man test.
$\bullet$ Is the so-called punished response class so infinitely large that it's not useful to think of it as a punishable response class? Explain.

Question 45

Using two concreate example (e.g., the on-task contingency and the spitball contingency), compare and contrast avoidance of the loss of a reinforcer and punishment by the removal of a reinforcer.
$\bullet$ Show how each contingency fits the appropriate cells in the preceding table.
$\bullet$ Use the dead-man test.
$\bullet$ Is the non-avoidance response class so infinitely large that it's not useful to think of it as a punishable response class? Explain.

Question 46

What's the general rule for great new ideas?

Question 47

Discuss how behavior-based safety might best make use of different contingencies to increase safe behavior and decrease unsafe behavior in the workplace.
$\bullet$ And also discuss the problem of paying bonuses for going without injuries.

Question 48

Give an example of victim blaming in industrial safety and explain why we should not be doing it.

Question 49

What is teleology?
$\bullet$ And why aren't our avoidance contingency diagrams a teleological explanation?

Question 50

Fill in the empty boxes (yes, nature abhors an empty box).
-Diagram an avoidance contingency for good driving.

Question 51

Fill in the empty boxes (yes, nature abhors an empty box).
-Diagram an avoidance contingency for good walking.

Question 52

Fill in the empty boxes (yes, nature abhors an empty box).
-Diagram an avoidance contingency used to get eye contact with an autistic child. Just do the avoidance part; don't worry about the escape part of the diagram, at this point.

Question 53

Fill in the empty boxes (yes, nature abhors an empty box).
-Diagram an avoidance contingency to ensure students stay on task.

Question 54

Fill in the empty boxes (yes, nature abhors an empty box).
-Diagram the pairing procedure for converting a buzzer into a learned aversive stimulus in the Skinner box.

Question 55

Fill in the empty boxes (yes, nature abhors an empty box).
-Diagram an example of cued avoidance in the Skinner box. Remember to include the warning stimulus (buzzer). Hint: The rat is escaping the warning stimulus.

Question 56

Fill in the empty boxes (yes, nature abhors an empty box).
-Diagram an example of cued avoidance in the Skinner box.

Question 57

Fill in the empty boxes (yes, nature abhors an empty box).
-Diagram the negative reinforcement and avoidance contingencies for the eye-contact procedure based on the work of Richard Foxx.

Question 58

Fill in the empty boxes (yes, nature abhors an empty box).
-Diagram an example of the continuous-response avoidance used to maintain erect posture.

Question 59

Fill in the empty boxes (yes, nature abhors an empty box).
-Diagram a contingency for cued avoidance with an S^D and S^∆.