Psy 282 Ch 13

Front 1

What did Plato first define a person as?

Back 1

A two-legged animal without feathers

Front 2

Intuition (intuitive control)

Back 2

control by a concept or set of contingencies the person or organism does not define or describe

e.g. good art, jazz

Front 3

What did Hernstein and Loveland do with pigeons in the Skinner box?

Back 3

Reinforced pecking responses with pictures of people (S^D) and extinguished pecking when pictures didn't contain people (S^Delta)

Front 4

DId the pigeons exhibit stimulus generalization to novel pictures?

Back 4

Yes

Front 5

When do we know that conceptual stimulus control is occurring?

Back 5

1. The observer responds in a similar way to all stimuli in a stimulus class (including novel stimuli)

2. But the observer does not respond to stimuli outside that class (including novel stimuli)

Front 6

What is the difference between concept training and discrimination training?

Back 6

Concept training deals with stimulus classes.

Discrimination training deals with individual stimuli.

Front 7

What is an example of stimulus class and an individual stimulus?

Back 7

Stimulus class: being able to recognize your best friend in all different clothes and from different angles and distances.

Individual stimulus: only being able to recognize your friend from one specific view

Front 8

Stimulus class (concept)

Back 8

-A set of stimuli,
-all of which have some common physical property

Front 9

Stimulus generalization

Back 9

-The behavioral contingencies
-in the presence of one stimulus
-affect the frequency of the response
-in the presence of another stimulus

Front 10

Concept training

Back 10

-Reinforcing or punishing a response
-in the presence of one stimulus class
-and extinguishing it
-or allowing it to recover
-in the prsence of another stimulus class

Front 11

Conceptual stimulus control

Back 11

-Responding occurs more often in the presence of one stimulus class
-and less often in the presence of another stimulus class
-because of concept training

Front 12

What was Dr. Watanabe's experiment with pigeons in Japan?

Back 12

Two groups:
1. S^D: Impressionistic paintings by Monet
S^Delta: Cubist paintings by Picasso

2. S^D: Picasso
S^Delta: Monet

Key pecks were either reinforced or extinguished, depending on the S^D

Front 13

What were the results?

Back 13

Generalization tests with novel paintings resulted in the birds still discriminating correctly.

The pigeons correctly picked other non-Monet impressionistic paintings (and vice versa).

Also correctly picked black-and-white renditions and sharpened or blurred paintings

Front 14

What is generalization the opposite of?

Back 14

Discrimination

Front 15

When is it difficult to establish a good discrimination?

Back 15

When the two stimuli are physically similar.

Front 16

Stimulus dimensions

Back 16

the physical properties of a stimulus

(i.e. the ways stimuli can differ from each other)

Front 17

Fading procedure

Back 17

-At first the S^Delta and the S^D differ along at least two stimulus dimensions.
-The difference between the S^Delta and the S^D along all but ONE dimension is reduced until there is no difference along the reduced dimensions.
-Then the S^Delta and the S^D differ along only one dimension.

Front 18

What was the golfball example?

Back 18

There was a good golf ball and a bad golf ball. In order to make them vary on TWO dimensions, they colored the bad one green. Then they gradually faded the green --> white, leaving roundness (e.g.) the only difference in dimensions. Roundness would therefore be the only basis for stimulus discrimination.

Front 19

What would red triangles be?

Back 19

Stimulus class

Front 20

What would intensity of light be?

Back 20

Stimulus dimension

Front 21

What would red be?

Back 21

An abstraction

Front 22

What would force of a lever press be?

Back 22

Response dimension

Front 23

How did Mae teach Jimmy to recognize his name?

Back 23

Using fading.
She put his name and Susan's name on a white card and a black card (respectively). Then she reinforced his correct responses with a raisin, fading the card to black gradually until it was black like Susan's. The only differing stimulus dimension was the lettering.

Front 24

Errorless Discrimination procedure

Back 24

-The use of a fading procedure
-to establish a discrimination,
-with no errors during the training

Front 25

What is Shaping's area of application and purpose?

Back 25

Response differentiation.

To bring about a response not made by the organism.

Front 26

What is Reinforcer Reduction's area of application and purpose?

Back 26

Type and amount of reinforcer.

To maintain responses already made or to establish a particular pattern of responses.

Front 27

What is Fading's area of application and purpose?

Back 27

Stimulus discrimination.

To bring the response under the control of stimuli that didn't exert control initially.

Front 28

What variables does reinforcer reduction affect?

Back 28

-Schedule of reinforcement
-Amount of reinforcer
-Type of reinforcer

Front 29

What schedule of reinforcement was used for the pigeon and the yellow-green light?

Back 29

Intermittent reinforcement (only reinforced an occasional response in the presence of the light)

Front 30

What were the results of the natural stimulus generalization with the yellow-green light?

Back 30

The pigeon made fewer responses as the colors were more dissimilar to the original yellow-green light, decreasing in responses as the natural color frequency moved further away from yellow-green.

Gradient effect

Front 31

Stimulus-generalization gradient

Back 31

-A gradient of responding showing
-a decrease of stimulus control
-as the test stimulus
-becomes less similar to the training stimulus

Front 32

What is the difference between the amount of generalization and the amount of discrimination?

Back 32

They are opposites

Front 33

Matching to Sample

Back 33

-Selecting a comparison stimulus
-corresponding to a sample stimulus

Front 34

Symbolic matching to sample

Back 34

-Matching to sample in which
-the relation between
-the sample and comparison stimuli
-are arbitrary

Front 35

Who was Al and what couldn't he do?

Back 35

Al was in a car accident when he was 19 that led to brain damage. He couldn't do certain kinds of symbolic matching to sample, like identify therapists he saw daily.

Front 36

How did Dawn help Al?

Back 36

She verbalized an individual therapist's name (sample stimulus) and had Al point to the matching photo (comparison stimulus)

Front 37

How did Al's case show symmetry?

Back 37

Since Al was trained to pick out a photo when he heard a name, he could also say the name when he saw the photo.

This happened because he would repeat Dawn under his breath when she said the names.

Front 38

How did Al's case show transitivity?

Back 38

Al could also match written names to the photos, even though he'd never had symbolic matching to sample involving both photos and written names.

Training: (Spoken name)--> (Written name)
Training: (Spoken name)--> (photo)
Results: (Photo)--> (Written name)

Front 39

How did Al's case show reflexivity?

Back 39

Al could match written words with identical written words, and photos with identical photos.

A = A

Front 40

Stimulus equivalence class

Back 40

-All stimuli in an arbitrary set resulting from symbolic, matching to sample, stimulus-equivalence training are:
-reflexive
-symmetrical and,
-transitive with each other

Need not have common physical properties.

Front 41

Emergent Relations

Back 41

-Those stimulus-control relations that emerge without being explicitly trained

(e.g. Al's ability to match a photo to a written name)