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8 Cards in this Set
- Front
- Back
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Echoics |
Repeating a word or sound that the speaker says
Example: The teacher says “Say cat” and the child says “cat” |
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Mands |
A request; to ask for something (a comMAND)
Example: A child says “cookie” and gets a cookie |
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Intraverbal |
A fill in the blank or response to a question without the topic of conversation present
Examples: Teacher says “Twinkle, twinkle, little…” and the child says “star.” Teacher asks “What does a monkey say?” and the child answers “ooh, ooh, ah, ah,” or “What is your name?” and the child says their name |
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Tacts |
To label something (something you come in conTACT with)
Example: A child sees a train and says “train” |
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Behavioral Momentum |
Behavioral momentum is often used in classrooms or vocational settings to improve task-completion and increase compliance, thus creating opportunities for success. It involves making a series of easy, or “high-probability,” requests followed by a difficult or “low-probability” request. The goal of behavioral momentum is to get the individual accustomed to responding to easy requests, thereby increasing the likelihood that he or she will comply with the more difficult ones. - See more at: http://www.mayinstitute.org/news/topic_center.html?id=610#sthash.V43Sa2eR.dpuf
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Behavioral Contrast |
if behavior has been maintained in two (or more) contexts, and a procedure that decreases behavior (e.g., DRO, extinction, or punishment) is introduced into one of these contexts, the behavior may increase in the other, despite no other change in contingencies. This increase is called positive behavioral contrast. Behavioral contrast also has been observed when the schedule of reinforcement has been increased in one situation while remaining constant in the other. In this case performance may decrease in the constant situation producing a negative behavioral contrast.
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Stimulus Discrimination |
A response occurs more frequently in the presence of one stimulus than in the presence of another, usually as a result of a discrimination training procedure.
or The tendency for behavior to have different frequencies in different situations. |
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Matching Law |
A quantitative formulation stating that the relative rates of different responses tend to equal the relative reinforcement rates they produce. The generalized matching law summarizes this relation in an equation in which relative response rate equals a constant multiplied by the relative reinforcement rate raised to a power. The constant takes into account units of measurement and includes bias (e.g., one response might call for a larger constant than another that is more effortful); the performance is described as under matching when the exponent (the power to which the function is raised) is less than 1 and overmatching when it is greater than 1The relative rate of responding on two concurrent schedules of reinforcement equals the relative rate of reinforcement on those two schedules.MATCHING LAW :A description of a phenomenon according to which organisms tend proportionally to match their responses during choice situations to the rates of reinforcement for each choice (i.e., if a behavior is reinforced about 60% of the time in one situation and 40% in another, that behavior tends to occur about 60% of the time in the first situation, and 40% in the second). 32MATCHING LAW :When two or more concurrent-interval schedules are available, relative rate of response matches (or equals) relative rate of reinforcement.
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