Bcba Cooper Ch. 17

Front 1

When a group of stimuli all evoke the same response (for example, when one sees a picture of a Border collie, a Doberman pinscher, and a Labrador retriever, one says "that's a dog"), the group of stimuli is referred to as:
a) A response class
b) A stimulus class
c) An arbitrary class
d) A response class

Back 1

b) A stimulus class

Front 2

Which of the following is an example of an arbitrary stimulus class
a) The following women's restroom signs: the word woman, a pictogram of a woman, and a painting of a mermaid
b) A picture of a brick house, a stick built house, and a log cabin
c) A picture of a chair with no arms, a chair with arms, and a rocking chair
d) A picture of a bus, a car, and a motorcycle

Back 2

a) The following women's restroom signs: the word woman, a pictogram of a woman, and a painting of a mermaid

Front 3

Which of the following illustrates an example of stimulus control?
a) Joanne occasionally runs the stop sign near her house because there are rarely any cars at the intersection
b) Frank flaps his hands almost constantly all day long.
c) Joe hits his teacher every time and only when she asks him to wash his hands.
d) Molly uses a Kleenex to wipe her nose when it is running and often when it is not running. It is a bad habit she has.

Back 3

c) Joe hits his teacher every time and only when she asks him to wash his hands.

Front 4

Which of the following statements is true?
a) When a dog has been trained to salivate when a bell rings by repeatedly pairing meat powder and a bell, this is an example of stimulus control.
b) When an individual has been trained to say the word "red" when he is shown a card that says RED (but not when he has been shown a card that says GREEN), this is an example of stimulus control.
c) Antecedent stimuli rarely acquire control over human behavior.
d) The first two statements are true.

Back 4

d) The first two statements are true.

Front 5

A teacher makes a request of a student. The student emits aggressive behavior immediately following the request. The teacher removes the request in order to avoid getting hit. The teacher's request:
a) Was clearly inappropriate
b) Is a discriminative stimulus for the problem behavior
c) Is a motivating operation for the problem behavior
d) Is a stimulus delta for problem behavior

Back 5

c) Is a motivating operation for the problem behavior

Front 6

Motivating operations and discriminative stimuli:
a) Have similar evocative effects on behavior
b) Are considered synonymous
c) Occur after the behavior of interest
d) All of these

Back 6

a) Have similar evocative effects on behavior

Front 7

Amanda, a typically developing two-year-old girl, has a father who is in the Marines. The last time her father was home, he was in uniform. Now, every time she sees a man in uniform, she says, "Daddy!" This is an example of:
a) Stimulus control
b) Stimulus equivalence
c) A response class
d) Stimulus generalization

Back 7

d) Stimulus generalization

Front 8

Stimulus generalization is more likely to occur:
a) When stimuli share more similar properties than when stimuli are very different from one another.
b) When the practitioner tightly controls the training procedures and stimuli used during training (i.e., using few different stimuli during training).
c) If time delay is used as part of the training procedure.
d) If reflexivity is observed.

Back 8

a) When stimuli share more similar properties than when stimuli are very different from one another.

Front 9

Stimulus discrimination is acquired by:
a) Reinforcing responses in the presence of a stimulus delta and withholding reinforcement in the presence of the discriminative stimulus.
b) Reinforcing responses in the presence of both discriminative stimuli and stimulus deltas.
c) Reinforcing responses in the presence of the discriminative stimulus and withholding reinforcement in the presence of the stimulus deltas.
d) Thinning reinforcement so that no reinforcement is required for any antecedent stimuli.

Back 9

c) Reinforcing responses in the presence of the discriminative stimulus and withholding reinforcement in the presence of the stimulus deltas.

Front 10

Stimulus discrimination involves the behavioral principles of:
a) Prompts and extinction
b) Reinforcement and extinction
c) Form and function of behavior
d) Concepts and stimulus equivalence

Back 10

b) Reinforcement and extinction

Front 11

In order to form the concept of "vehicles," an individual must be able to:
a) Have an IQ of at least 100
b) Have a strong grasp of concrete operations first
c) Discriminate vehicles from nonvehicles and generalize across all motorized methods of transporting people
d) Discriminate vehicles from nonvehicles

Back 11

c) Discriminate vehicles from nonvehicles and generalize across all motorized methods of transporting people

Front 12

Which of the following is a concept that can be taught using stimulus discrimination and generalization procedures?
a) Fruit
b) Under
c) Integrity
d) All of these

Back 12

d) All of these

Front 13

The difference between a response prompt and a stimulus prompt is:
a) A response prompt operates directly on the response, while a stimulus prompt operates on the antecedent task stimuli.
b) Stimulus prompts are easier to fade than response prompts.
c) A response prompt involves changing the required response, while a stimulus prompt requires changing the antecedent task stimuli.
d) Response prompts are verbal, while stimulus prompts are nonverbal.

Back 13

a) A response prompt operates directly on the response, while a stimulus prompt operates on the antecedent task stimuli.

Front 14

Rahul keeps forgetting to push the Total button on the cash register at his place of employment. His job coach wants to insert a prompt to help him remember to total customers' orders. She wants to use a stimulus prompt. Which of the following is an example of a stimulus prompt?
a) When Rahul reaches the end of the order, the job coach gives him a nudge on the elbow to get his hand moving toward the Total button.
b) When Rahul reaches the end of the order, the job coach says, "Don't forget to push Total."
c) The job coach places a sign on the cash register that says "Don't forget to push Total."
d) The job coach places a bright pink sticker on the total button.

Back 14

d) The job coach places a bright pink sticker on the total button.

Front 15

Stimulus and response prompt fading is used to:
a) Transfer stimulus control from the prompt to the natural antecedent cue.
b) Thin the reinforcement schedule for responding correctly.
c) Establish stimulus equivalence.
d) Promote stimulus generalization.

Back 15

a) Transfer stimulus control from the prompt to the natural antecedent cue.

Front 16

Most-to-least prompt fading involves:
a) Gradually decreasing the time between the presence of the antecedent cue to the prompt from most time to least time.
b) Gradually changing the form or intensity of the prompt from most intense to least intense.
c) Gradually decreasing exaggerated dimensions of the stimulus prompt.
d) Gradually changing the shape of the prompt to look more like the natural antecedent cue.

Back 16

b) Gradually changing the form or intensity of the prompt from most intense to least intense.

Front 17

Transitivity is demonstrated when:
a) In the absence of training and reinforcement a learner will select a stimulus that is matched to itself.
b) The sample stimulus and comparison stimulus can be reversed.
c) An untrained stimulus-stimulus relation emerges as a product of training two other stimulus-stimulus relations.
d) An individual can match to sample.

Back 17

c) An untrained stimulus-stimulus relation emerges as a product of training two other stimulus-stimulus relations.

Front 18

Stimulus equivalence:
a) Is a theoretical construct and not studied much in behavior analysis.
b) Provides a methodology for efficient teaching-expanding learners' skills far beyond what is directly taught.
c) Describes the emergence of accurate responding to stimulus-response relations that have not been trained.
d) Establishes feature stimulus classes.

Back 18

b) Provides a methodology for efficient teaching-expanding learners' skills far beyond what is directly taught.