Chapter 3

Front 1

Discrimination

Back 1

Occurs when a limited spectrum of Stimuli occassions a response

-narrow stimuli control

Front 2

Generalization

Back 2

Occurs when a large spectrum of stimuli occassions certain responses.

- generalization is a critical element as to why the human species has survived and thrived.

Front 3

Types of Generalization

Back 3

Stimulus generalization, response generalization

Front 4

Stimulus generalization

Back 4

Responding to antecedent stimuli sharing certain aspects of the original Sd. A broadening of the spectrum of stimuli.

Front 5

Over generalization

Back 5

Emitted a response for appear to some contexts in an inappropriate contexts

Hint 5

Calling all women 'mom'

Front 6

Response generalization aka response induction

Back 6

The extent to which an individual sits novel responses that are functionally equivalent to the train target response

Front 7

Relevance of behavior rule

Back 7

Only choose behavior that generate reinforcers after intervention ceases. (How to plan for generalization)

Front 8

2 types of contingency

Back 8

Naturally existing contingencies, Contrive contingencies

Front 9

Naturally existing contingencies

Back 9

Any contingency of reinforcement (punishment/reinforcement) that operates independently of your efforts in a generalization setting.

Front 10

Contrived Contingencies

Back 10

Any contingency of reinforcement (or punishment) designed by you to achieve acquisition maintenance and/or generalization of a behavior change

Front 11

Strategies to promote generalization

(Acronym; CLEMING)

Back 11

Common stimuli, loosely train, Examplars, Mediation, Indiscriminable contingencies, Negative teaching Examplar, General Case Analysis

Hint 11

Acronym: CLEMING

Front 12

Common stimuli

Back 12

The likelihood that the correct response will be occasion in the generalization setting is increased if there is a lot of similarity.

》 Ensuring the SD exist in both the instructional and generalization setting

Front 13

Loosley Train

Back 13

- expanding the Heterogeriety of Sd

Hint 13

Method: Teach upstairs in the home and downstairs

Front 14

Examplars

Back 14

More examples used during teaching the better

Hint 14

Teaching with sufficient examples

Front 15

Mediation

Back 15

Instruct other who will maintain and generalize the newly acquired behavior.

Front 16

Indiscriminable contingencies

Back 16

Contingencies in which the individual does NOT know when to discriminate when they will be reinforced.

Hint 16

Intermittent Schedules of Reinforcement

1. Intermittent reinforcement (IRF), 2. Continuous Reinforcement (CRF) OR Delayed Rewards

Front 17

Negative teaching Examplars

Back 17

Instructing individuals regarding settings, times and conditions in which is it NOT appropriate to display a certain behavior 'do not do it' examplars

Front 18

General Case Analysis (strategies)

Back 18

Teaching all the difference stimulus variations and response variations the individual mat encounter in the generalization post intervention environment.

Front 19

Skinner created and published in 1957

Back 19

'verbal behavior'

Front 20

Private Events

Back 20

Events taking place inside the skin, thoughts and feelings, private events are behaviors too

Front 21

Verbal behavior

Back 21

Defined by the function of the response, NOT the topography. Behavior that is reinforced through the mediation of another person's behavior. Communication the helps individuals get what they want & avoid undesirable things/events.

Front 22

Verbal Behavior includes

Back 22

Vocal (spoken), non-vocal (non spoken), behavior (signs/gestures/written etc.)

》involves social interaction btw the speaker and the listener.

Front 23

VERBAL operant

Back 23

The unit of analysis in verbal behavior( mand, echoics, tact, interaverbal, textual, transcription)

》 Verbal repertoire: is a set of "verbal operants" emitted by someone.

Front 24

Acronym: EMITT

Back 24

Echoics, mand, tact, intraverbal, textual transcription

Front 25

Echoics

Back 25

(Has Point to point Correspondence and formal similarity)

- Verbal operant that occurs when the speaker repeats the verbal behavior of another speaker.

Repeat/ echoing /imitation

Front 26

_______Is controlled by the verbal discrimination stimulus (verbal Sd)

Back 26

Echoics

Front 27

Point to point correspondence

Back 27

When the beginning middle end of the verbal stimulus match the beginning middle and end of the response

Front 28

Formal similarity

Back 28

When the controlling and antecedant stimulus and the response share the same sense mode (e.g Both stimulus and response are visual auditory or tactile) and physically look exactly the same.

Front 29

Teaching Echoics

Back 29

Shaping, teaching presents a vocal verbal stimulus and reinforces the individual successive approximation

Prompt level, physical, touching face gradually shape mouth formation

Front 30

Mand

Back 30

A type of verbal operant in which the speaker asks (states, demands implies) what he/ she needs or WANTS.

》 Occurs due to a state of deprivation or aversion stimulation. ________ are reinforcer due to attaining the manding item.____

are the 1st verbal operant acquired by humans.

Front 31

___________ controlled by the Mo's NOT Sd's

Back 31

Mand

Front 32

Mand Training

Back 32

Involves bringing verbal responses under the control Mo's.

》Using words involving a response form already in the clients repertoire.

》 Use items that related to strong Mo's

Front 33

Complex Mand

Back 33

Using mands w/ adj. H prepositions to increase the length of mands.

》manding for info.

》attention, etc "come play with me"

》ppl do things for u, etc. "get me water"

Front 34

Types of Mands

Back 34

Regular mand and contrived mand

Front 35

Regular Mand

Back 35

Mand's that can actually be reinforced.

Front 36

Extended mand

Back 36

Emitting mand's to objects or animals that cannot possibly supply an appropriate reinforcing response.

》2 types: superstitious, magical mand

Front 37

Superstitious

Back 37

An Extended Mand; a mand in which reinforcement sometimes occurs incidentally.

Hint 37

Manding car to start when sometimes it started sometimes it doesn't. Sometimes car starts Intermittenly reinforced for manding

Front 38

Magical mand

Back 38

An Extended Mand: A mand that has never occurred in the past (wishing)

Front 39

Interaverbal

Back 39

Speaker differentially responds to other ppl. Answering a question!

Front 40

Verbal Discrimination Stimulus (Sd)

Back 40

The intervertebral operant occurs when____________ evokes a verbal response that does NOT have a Point to point correspondence with the verbal stimulus.

Front 41

Produces Generalized condition reinforcement (GCSR) "doesnt depend on an Mo for its effectiveness"

Back 41

Intraverbal Operant

Front 42

Tact

Back 42

The speaker names things and actions that the speaker has direct contact (present in the environment) with through any of the Senses

Front 43

____________ Controlled by a non verbal discriminative stimulus (non-verbal Sd). Controlled by GCSR

Back 43

Tact

Front 44

Tact training

Back 44

Involves bringing the verbal response under the functional control of nonverbal SD.

Non-verbal Sd = stimulus

Front 45

Intraverbal training

Back 45

Involves bringing the verbal response under the functional control verbal SD lacks point to point correspondence with the response

》teaching by prompting, fading, chaining.

》Continue to teach mand and tact

Front 46

Prerequisite tact

Back 46

》echoics

》labeling voc.

》5-10 mands without prompting

Front 47

Prerequisite intraverbal

Back 47

》requires 50 mands and tscts

》

Front 48

Tact extension

Back 48

There is not one name for 1 thing there are many ways to describe the same thing

Front 49

Types of Tacts

Back 49

Holistic, Metophorical, Metonymical, Generic

Front 50

Solistic

Back 50

》Poor use of language

》 Substandard for bold behavior; slang

Front 51

Metophorical

Back 51

Metaphors;

The novel stimulus shares some features associated but not always the original stimulus.

Hint 51

Ex. Heart is as black as cool

Front 52

Metonymical

Back 52

Verbal responses to novel stimuli that share none of the relevant features of the original stimulus But some irrelevant by related features has acquired seniors control

Hint 52

Ex. Saying 'water' when shown an empty cup. irrelevant related features

Front 53

Generic

Back 53

Sharing all of the relevant or defining features of the original stimulus.

Hint 53

Ex. Saying jujube wen shown an M&M

Front 54

Textual

Back 54

Has point a point correspondence but no formal similarity.

Reading without any implication that the reader knows/understands what is being read reading written words.

Front 55

Textual Operant

Back 55

Occurs when a verbal discrimination (Sd) has a point to point correspondence but no formal similarity.

Hint 55

Ex. See written word 'pizza', says 'pizza'

Front 56

Transcription

Back 56

Writing and spelling words spoken to you. Taking Dictation!

Front 57

Transcription Operant

Back 57

Occurs when he spoken verbal discrimination stimulus (Sd) controls a written, typed or finger spelled response. Produces a GCSR (doesnt depend on Mo).

Front 58

Codic: 3 defining features

Back 58

The response form is controlled by the Verbal Sd; point to point correspondence the way it is said is the exact way it is formed; No Formal Similarities; the response does not have the same sense as the stimulus.

Front 59

Verbal Operants that fall under Codic

Back 59

Textual, Transcription

Front 60

Duplic: 3 defining features

Back 60

The response is controlled by the verbal stimulus (sd); has a point to point correspondence, the response is the same as the verbal stimulus (echo); Formal similarity, the response is exactly the same as the verbal sd (Spoken word pillow, response is the spoken word pillow)

Front 61

Verbal operant the falls under Duplic

Back 61

Echoics (speaking, written, signing)

Front 62

Listener Training

Back 62

Skinners term for a certain type of listener behavior in which the listener provides a non verbal response to a verbal Sd. *think Receptive language* skills

Front 63

Schedule of reinforcement

Back 63

Continuous reinforcement ( CRF), intermittent reinforcement (INT), Extinction (EXT).

Front 64

Continuous reinforcement

Back 64

-Provide reinforcement for every occurrence of the target behavior.

-Utilized for strengthening Novel Behavior when teaching is 1st initiates a new skill that is being acquired

Front 65

Intermittent reinforcement

Back 65

-Some, not all, occurrences of the behavior are reinforced

- Used for maintaining Behaviors that have already been established

- helps to fade artificial reinforcers to natural reinforcement

Front 66

FVFV

Back 66

Fixed ration, favorable ratio, fixed interval, variable interval.

Front 67

Fixed Ratio

Back 67

Constant, set criteria. A certain # of occurrences of the behavior has to occur before 1 response produces reinforcement

Hint 67

FR4 - reinforcement is delivered after every 4 correct responses.

Front 68

Variable ratio

Back 68

Strongest Basic reinforcement:

Changing, means of responses. A # of occurences of the target behavior has to occur in average before 1 response produces reinforcement.

Front 69

Postreinforcement Pause

Back 69

Follows reinforcement. When the individual does not respond for certain time following reinforcement. Occures after INT; FR and FI

Front 70

Rate of Response produced by FR

Back 70

Often produces quicker responses, because of quick produces faster rate of reinforcement. The larger the ratio requirement the quicker the responses.

Front 71

Pattern of responding produced by FR

Back 71

Responses completed with little hesitation. Postreinforcement Pause follows reinforcement.

*Large ratio=large pause;

*short ratio=short pause

Front 72

FR prototype graph

Back 72

Hint 72

Only graph with STEPS

Front 73

VR prototype graph

Back 73

Hint 73

Super fast and steep

Front 74

Pattern of responding produced by VR

Back 74

Constant responding, steady rate. Doesnt produce postreinforcement pause. May be due to the absence of info. Of when the next response will produce reinforcment.

Front 75

Rate of responding produce by VR

Back 75

Fast rate (like FR), the larger the ratio the faster the responses (like FR)

Front 76

Thinning INT schedule

Back 76

Gradually increasing the response ratio or the duration of the time interval

Front 77

Ratio Strain

Back 77

A result of abrupt increases in ratio requirement when moving form denser (more) rate of reinforcement to thinner (less) rate of reinforcement schedule.

Front 78

Limit Hold

Back 78

A restriction is place on a interval schedule requiring that to be eligible for reinforcment, the primed response (1st response following the required interval) must occur within a specific span of time following the interval.

Front 79

Variation of Basic Intermittent Schedule

Back 79

Differential reinforcement of high response rate (DRH), Differential reinforcement of diminishing rate of responding (DRD), Differential reinforcement of low rate of responding (DRL)

Front 80

DRH

Back 80

A schedule reinforcement that provides reinforcement for emitting behaviors that are above pre-established rate.

Front 81

___________ helps increase behaviors that the individual displays too frequently

Back 81

DRH

Front 82

DRD

Back 82

A schedule of reinforcement that provides reinforcement when the # of responses in a specific time period is less than, or equal to the prescribed limit.

Hint 82

Responses with in a period of time.

Front 83

___________ helps to decrease behaviors that an individual displays to frequently but NOT to eliminate if entirely.

Back 83

DRD

Front 84

DRL

Back 84

Schedule of reinforcement only if the behavior occurs following a specific period of time during which it did not occur or since thats time it occurred.

Hint 84

Occurs within a time period.

Front 85

Increasing the IRT you are lowering the rate of responding. That is what the ___________ is all about.

Back 85

DRL

Front 86

Interresponse time

Back 86

Idnentifies the duration of time that occurs between two responses. ___________ and rate of response are functionally related.

Front 87

Progressive Scedules of reinforcement

Back 87

A variation of basic reinforcement schedule (int). Systematically thins successive reinforcement opportunity independent of the participants behavior.