Psych 371 Chapter 9 - Supplement

Front 1

Define conceptual behavior.

Back 1

occurs when a class of stimuli that share stimulus features act as discriminative stimuli for responding

Front 2

Provide and recognize original examples of conceptual behavior. (p. 430)

Back 2

Being able to identify "insideness" even when it occurs in diverse and novel situations. Same with democracy. Same with "conceptual behaviour."

Front 3

Define concept instances or examples,

Back 3

members of a stimulus class: must have the critical features (also called relavant, defining, or distinctive features - seems like "invariable" should be added to the list), and also possess a large range of variable features

Front 4

Define (concept?) critical features,

Back 4

The invariable features of a stimulus class: things that must be present for a member to be a member. For example, to be a member of the LDS Church means you must have been baptized.

Front 5

Define (concept?) variable features. Provide and recognize original examples of each. (p. 430)

Back 5

features that vary from one stimulus instance to the next. E.g. Africans, Americans, Asians, etc can all be LDS

Front 6

Explain why learning to respond to stimulus features, rather than individual stimuli, is valuable. (pp. 430-431)

Back 6

If a learner can discriminate the critical and variable features of a stimuli, they can recognize any member of the stimulus class they may see, throughout life and in a variety of new situations. Without this, every new stimulus would require complete relearning.

Front 7

Explain how concept learning involves both discrimination and generalization. (p. 431)

Back 7

Within class generalization (recognize all democracies), between class discrimination (don't label monarchy democracy)

Front 8

Define and describe errors of undergeneralization

Back 8

When presented with other examples of the stimulus class, student fails to identify them correctly.

Front 9

Define and describe errors of overgeneralization.

Back 9

Learner incorrectly identifies noninstances outside of conceptual-stimulus class as concept instances.

Front 10

Provide and recognize original examples of undergeneralization

Back 10

Failing to identify new examples of conceptual behaviour as conceptual behaviour

Front 11

Provide and recognize original examples of overgeneralization. (p. 431)

Back 11

Identifying non-examples of conceptual behaviour as conceptual behaviour.

Front 12

Describe what is necessary to test for conceptual behavior. (p. 431)

Back 12

If the critical features of the concept are discriminative stimuli for the learner's response. Must use novel stimuli to test

Front 13

Describe the relation between concepts and words.

Back 13

Words represent conceptual stimulus classes, and allow us to refer to the whole class. Moreover, each grammatic element is it's owns conceptual stimulus class, with defining and variable features.

Front 14

Describe the benefits of using words to refer to concepts. (pp. 431-432)

Back 14

We can refer to huge classes of stimuli too numerous to encounter directly (e.g. all zebras, or abstract concepts, like good and evil, or effect of inflation on government)

Front 15

Describe the common factors between conceptual discrimination and stimulus discrimination that make them each effective. (pp. 432-433)

Back 15

Active responding, pretraining procedures, similarity of the stimuli, relationship between training and goal stimuli, similarity of required responses, rate of stimulus presentation, order of stimulus presentation, prompting and fading methods, use of multiple teaching exemplars

Front 16

Describe how the following conditions contribute to the effectiveness of conceptual discrimination: (list conditions)

Back 16

1 defining goal of conceptual discrimination through concept analysis 2. using concept definitions 3. training discrimination skills with examples and non-examples

Front 17

Describe how the following conditions contribute to the effectiveness of conceptual discrimination: (a) defining the goal of conceptual discrimination through concept analysis,

Back 17

E.g. help students discriminate between lions, tigers, and bears. However, goal could also be discriminate between lions, tigers, bears, cheetas, leapards, and hyenas, which requires different materials and even procedures. Concept analysis: breaking down the critical and variable features of the concept. Allows teacher to create concrete examples and non examples, anticipate student errors, helps identify training materials and processes

Front 18

Describe how the following conditions contribute to the effectiveness of conceptual discrimination: (b) using concept definitions, and

Back 18

Concept definition: rule that specifies the features of a concept that make it a member of the conceptual stimulus class. Students who learn these and are able to apply them to novel concepts are demonstrating rule governed behaviour. Some learners are able to learn concepts quickly through these definitions. Students can use words in the definition as descriminative stimuli, (take advantage of students' previous learning

Front 19

Describe how the following conditions contribute to the effectiveness of conceptual discrimination: (c) training discrimination skills with examples and non-examples.

Back 19

Allows students to discover the richness and variety withing the definition.

Front 20

Provide and recognize original examples illustrating the contribution of each of these variables. (pp. 433-436) (a) defining the goal of conceptual discrimination through concept analysis,

Back 20

Teaching children to discriminate between truck, car, and van, instead of truck, car, ban, SUV and motorcycle, or between kinds of cars (e.g. Viper, Corvette, etc)

Front 21

Provide and recognize original examples illustrating the contribution of each of these variables. (pp. 433-436) (b) using concept definitions, and

Back 21

4th graders: common language definition best. 8th graders: technical definition best. Suit to level of learner. Defining what jump rope is as a sport.

Front 22

Provide and recognize original examples illustrating the contribution of each of these variables. (pp. 433-436) (c) training discrimination skills with examples and non-examples.

Back 22

FOCAL EXAMPLE: picture of person jumping rope. BROAD RANGE: single rope, double dutch, speed, freestyle. MINIMALLY DIFF NON-EXAMPLE: skip-it.

Front 23

Define concept analysis.

Back 23

Concept analysis: breaking down the critical and variable features of the concept.

Front 24

Conduct a brief analysis of a concept for use in teaching. (p. 433)

Back 24

Jump rope: critical features: a rope and jumping. Variable features: who turns the rope, kind of rope, what is being done in the rope.

Front 25

Define concept definition.

Back 25

Concept definition: rule that specifies the features of a concept that make it a member of the conceptual stimulus class.

Front 26

Provide original examples of concept definitions.

Back 26

Jump rope: a sport involving 1 or more athletes jumping over ropes they turn themselves, or which may be turned by other athletes.

Front 27

Describe the conditions responsible for the effectiveness of concept definitions. (pp. 433-434)

Back 27

Older learners with more verbal skill can use definitions most effectively; oft effective because students have already learned the words and use them as descriminating stimuli for the concept (ie. Definitions use prior learning history); best if suited to the level of the learner.

Front 28

Describe the major problem with teaching concepts exclusively through definitions. (p. 434)

Back 28

Student does not learn the variety of examples that make up the conceptual learning class.

Front 29

Describe how each of the following conditions contributes to the effectiveness of the use of examples and non-examples in concept learning: (list conditions)

Back 29

1. Focal examples 2. Broad range of examples 3. minimually different non-examples

Front 30

Describe how each of the following conditions contributes to the effectiveness of the use of examples and non-examples in concept learning: (a) focal examples,

Back 30

FOCAL EXAMPLES: prototypical examples that illustrates the concept. Helps with long term memory/application. E.g. Park taught one group a concept with focal example, another group with critical features. During learning, group 2 could classify non examples/exampels best. 1 week later, the results reversed.

Front 31

Describe how each of the following conditions contributes to the effectiveness of the use of examples and non-examples in concept learning: (b) using a broad range of examples, and

Back 31

BROAD RANGE OF EXAMPLES: show variation within the boundaries. Aka "sameness principle". Transportion need not involve wheels. Can including walking, running, swimming, flying, etc.

Front 32

Describe how each of the following conditions contributes to the effectiveness of the use of examples and non-examples in concept learning: (c) using minimally different non-examples. Provide and recognize original examples illustrating how these factors influence concept learning. (pp. 434-435)

Back 32

MINIMALLY DIFFERENT NON-EXAMPLES: missing a single critical feature. Greater the difference between examples and non-examples, the poorer the students performance. Errors of misconception (misrules) are likely to occur. E.g. skip-it vs. jump rope.

Front 33

Define errors of misconception.

Back 33

Variable features of the concept are responded to as critical features

Front 34

Provide and recognize original examples of misconceptions. (pp. 435-436)

Back 34

Skip it vs. jump rope

Front 35

Define generalized response class.

Back 35

When a learner is trained to engage in a response that has specified features, we say they acquired a generalized response class.

Front 36

Identify other words that describe generalized response classes.

Back 36

Operations. Procedure that produces GRCs is sometimes called operations training.

Front 37

Provide and recognize original examples of generalized response classes. (pp. 436-437)

Back 37

Original? Is my creating new examples of a generalized response class an example of a GRC? Writing a computer program: a) the response feature is using programming language to create a program that suits a particular need. B) learner is able to do it themselves after programming school? 2. Children learning to multiply. response feature is multiplication: same thing applied to every situation, regardless of numbers. Casey and Burton: GRCof honesty (novel honest acts not directly trained) (1982). Cosgrove & Patterson, 1978 - GRC of listening

Front 38

Explain why generalized imitation and Goetz and Baer's (1973) work in training creative responding illustrate generalized response classes. (pp. 437-438)

Back 38

1. Generalized imitation counts because a) it has a specified feature (matching model's response) and b) learner able to match new modeled responses without further training. 2. Goetz and Baer: trained preschool children to perform novel blockbuilding by reinforcing it. a) specified feature: novelty. b) training allowed preschoolers to perform new, novel responses.

Front 39

Compare and contrast conceptual behavior with generalized responses classes. (pp. 438-439)

Back 39

SIMILARITIES: both defined in terms of features. CB - stimulus features rather than specific stimuli are discriminative stimuli for response. GRC - learner engages in variety of responses with same features in common rather than specific, trained response. 2. In both CB and GRC, stimulus and response class members differ in certain respects. CB conceptual class members have different variable features. GRC responses can differ as long as they include the response features. 3. Tests are similar because they require learner to do something new. To show CB - must respond correctly to new stimuli that have the critical concept features. To show GRC, learner must show new behaviours that have the critical features of the response class. Usual done through transfer or response generalization tests.

Front 40

Provide and recognize original examples in which conceptual behavior and generalized responses classes are learned in the same task. (pp. 439-442)

Back 40

Math story problem: must make conceptual discriminations based on features of problem, the engage in GRC

Front 41

Define general case instruction.

Back 41

General strategy: present tasks where basic stimulus and response features are present, but specific stimulus and response features vary. Aka general-case training and general-case programming.

Front 42

Provide original examples of general case instruction. (pp. 439-442)

Back 42

Sprague & Horner: trained retarded high school students to use novel vending machines. Had to response to general features (conceptual behaviour) such as coin slots, prices, buttons, etc; using GRCs, such as inserting the right amount of money, pressing the right buttons, etc. Is Koegel teaching parents to teach autistic children an example of general case instruction?

Front 43

Describe how the following conditions influence the learning of conceptual behavior and generalized response classes: (list conditions)

Back 43

1. Defining the goal tasks 2. Analyzing critical stimulus and response features 3. Providing rules that identify the critical stimulus and response features 4. Using a variety of tasks 5. Testinf for stimulus and response class formation by requiring performance of novel tasks.

Front 44

Describe how the following conditions influence the learning of conceptual behavior and generalized response classes: (a) defining the goal tasks,

Back 44

1st step: define target skill the learner is to acquire.

Front 45

Describe how the following conditions influence the learning of conceptual behavior and generalized response classes: (b) analyzing the critical stimulus and response features,

Back 45

CB requires understanding critical and variable stimulus features to derive concept illustrations for teaching and testing. GRC must understand critical and variable response features. Could be called: sameness analysis (see other card)

Front 46

Describe how the following conditions influence the learning of conceptual behavior and generalized response classes: (c) providing rules that identify the critical stimulus and response features,

Back 46

Rules informing learner what critical response features are required helps them acquire the GRC. Words in rules can identify critical stimulus and response features. Makes use of words learner has previously acquired.

Front 47

Describe how the following conditions influence the learning of conceptual behavior and generalized response classes: (d) using a variety of tasks, and

Back 47

Must learn from a variety of tasks that sample stimulus and response variation.

Front 48

Describe how the following conditions influence the learning of conceptual behavior and generalized response classes: (e) testing for stimulus and response class formation by requiring performance on novel tasks. Provide and recognize original examples illustrating the role of each of these conditions. (pp. 443-445)

Back 48

Must test with novel stimuli to be sure a class of stimuli and responses has been learned as opposed to specific responses to specific stimuli.

Front 49

Provide and recognize original examples illustrating the role of each of these conditions (a) defining the goal tasks,

Back 49

Ie. Goals for specific proficiency in different computer programming languages. (CB responding to stimulus features of problem/language itself, GRC implementing various loops and subroutines as needed)

Front 50

Provide and recognize original examples illustrating the role of each of these conditions (b) analyzing the critical stimulus and response features,

Back 50

Dividing by fractions: CB is recognizing the critical features of a fractions problem GRC is "invert the divisor and multiply." Variable reponses: actual numbers used, inverting on paper on as covert response, spoken or written answer, etc. Darch, Carnine, Gersten taught 4th grade students to set up math story problem with three numbers and solve for missing number with GRC of multiplication or division. Sameness is problems that a: give the big number or B: don't.

Front 51

Provide and recognize original examples illustrating the role of each of these conditions (c) providing rules that identify the critical stimulus and response features,

Back 51

Darch, et al: "Look for the big number to see if it is given."

Front 52

Provide and recognize original examples illustrating the role of each of these conditions (d) using a variety of tasks, and

Back 52

Sprague & Horner: training retarded high school students to use novel vending machines was more effective when they used a variety of training machines than if they used similar ones, or only one.

Front 53

Provide and recognize original examples illustrating the role of each of these conditions (e) testing for stimulus and response class formation by requiring performance on novel tasks. (pp. 443-445)

Back 53

A sample test that doesn't present everything new before a final exam that presents everything new.

Front 54

Define sameness analysis, and

Back 54

identifying stimulus and response features present in tasks, making this the basis for instruction.

Front 55

explain why sameness analysis is important.

Back 55

Allows tasks to be divided into classes so teachers can focus on the samenesses: the essential and critical stimulus and response features that make different tasks alike.

Front 56

Conduct a sameness analysis of a class of problems that could be used for teaching. (pp. 443-444)

Back 56

Identifying animals: must do a sameness analysis of animals of a specific species and teach students how to recognize and identify these things.