Identifying Various Forms of Discriminative Learning

Chapter 16 Identifying various Forms of Discriminative Learning Study Questions

1. List the elements of a simple discriminative contingency (p. 319)

2. When one particular response, but not others, is reinforced in the presence of a specific stimulus, this is known as: (circle one) (p. 319)

a. Simple discrimination

b. Differential reinforcement

c. Evoking a behavior

3. Explain how a scatterplot can help determine what stimuli may be evoking, or maintaining a particular behavior. (p. 320)

4. Define complex stimulus control and illustrate it with an example from your favorite sport. (p. 320-322)

5. Halle and Holt (1991) designed a method to assess the SD’s controlling a response. (p. 320)

a. What was the method they designed?

b. How does it work?

c. It what situations would it be of use?

6. Define the term concept in relation to its use in stimulus control. (p. 322)

7. “Define conditional discrimination in terms of the 4-part contingency.” Use this very question as a basis for illustrating your answer. (p. 323)

8. Define matching-to-sample. (p. 324)

9. In simultaneous matching-to-sample, the sample item remains exposed when the item to which it is to be matched is presented. T or F? Justify your answer. (p. 324) 10. A stroke patient, Sara, is having difficulty with her memory. Her therapist, Thomas, lays out four items on a tray and asks her to look at them carefully. After 30 seconds he removes the items from view and asks Sara to name those she saw. Is this an example of delayed matching-to-sample? Explain why or why not. (p. 324-325)

11. List three ways that the matching-to-sample technique can aid in teaching skills. (p. 324-326)

12. The first step in teaching matching-to-sample is the most important: (p. 326-327)

a. What is it?

b. Why is it so necessary for success with this method?

13. The controlling features of a complex stimulus control procedure indicate how it works. Match column A to column B to demonstrate your understanding of how these reinforcers operate:

Column A______Column B______

a. Positive reinforcer (p. 27) ______A consequence that is added, resulting in a behavior decreasing

b. Positive punishment (p. 28) ______A consequence that is removed, that results in a behavior increasing or maintaining

c. Negative reinforcer (p. 27) ______A consequence presented, or added, resulting in a behavior increasing or maintaining

14. Identifying how both simple and complicated concepts happens in exactly the same way. Explain and give an original example from your daily routines to indicate why this is true. (p. 317) 15. Give the meaning for each of the following: (p. 306)

a. SDr’s

b. SDp’s

c. SΔ’s (S deltas)

16. Define the terms stimulus-equivalence or functional-equivalence and explain how it works by using the word “red” as an example. (p. 328)

17. Define equivalence classes and explain the 3 defining relations required to demonstrate the existence of an actual equivalence class. (p. 329-330)