Help
Options
Didn't know it?
click below
click below
Knew it?
click below
click below
Don't Know
Remaining cards (0)
Know
retry
shuffle
restart
0:00
Embed Code - If you would like this activity on your web page, copy the script below and paste it into your web page.
Normal Size Small Size show me how
Normal Size Small Size show me how
Chapter 20 Cooper
| Question | Answer |
|---|---|
| Acceptance and Commitment Therapy (ACT): | An evidence-based behavior therapy focused on general well-being, defined as making reliable contact with high-priority positive reinforcers. ACT encourages individuals to accept their thoughts and feelings and commit to actions that align with their valu |
| Arbitrarily Applicable Relational Responding (AARR): | Forming new stimulus classes with little or no reinforced practice. AARR is related to the concept of derived stimulus relations. |
| Arbitrary Relations: | Stimuli to which people respond in interlocked ways, not because of physical similarity, but because social-verbal reinforcement contingencies teach people to respond to them in this way. These relations are based on learned associations rather than inher |
| Behavioral Inflexibility: | An insensitivity to external stimuli occurring when private events interfere with well-being behaviors on which high-priority positive reinforcers are contingent. It refers to difficulties in adjusting behavior based on changing environmental conditions d |
| Casual Relations: | If-then relationships that are a central feature of understanding and doing science. In the context of stimulus relations, causal relations can define the structure of a stimulus class or define the behavior function through which stimuli in a class are |
| Combinatorial Entailment: | A relation involving two stimuli that both participate in mutual entailment with some common third stimulus. It is related to the concept of mutual entailment. |
| Contextual Stimulus: | A stimulus that signals the type of relational responding that will be reinforced. It sets the occasion for specific relational behaviors. |
| Deictic Relations: | A relation between the self, as one stimulus, and other stimuli from the external world. It involves perspective-taking and shifting responses based on the individual's point of view. |
| Derived Stimulus Relations: | Responding indicating a relation (e.g., same as, opposite, different from, better than) between two or more stimuli that emerges as an indirect function of related instruction or experience. Also known as emergent stimulus relations, they are formed throu |
| Distinction Relations | Responding jointly to two stimuli based on their differences. Individuals respond differently to two stimuli based on their specific features or attributes. Hierarchical Relations: A nested stimulus relation in which a category subsumes multiple |
| Hierarchical Relations | A nested stimulus relation in which a category subsumes multiple stimuli, and it, in turn, is a member of a higher-order category subsuming multiple stimuli. It involves organizing stimuli into hierarchical structures. |
| Multiple-Exemplar Training: | Instruction that provides learners with practice under various stimulus conditions, response variations, and response topographies to ensure the acquisition of desired stimulus control response forms. |
| Mutual Entailment: | A bidirectional stimulus relation in which one direction (e.g., if A, then B) is directly learned, and the other (if B, then A) is derived. It is related to combinatorial entailment. |
| Perspective Shifting: | Responding as if from the vantage point of another person, place, or time than the personal here and now. It involves understanding and responding to stimuli from different perspectives. |
| Relational Frame: | Any specific type of arbitrarily applicable relational responding. It refers to different types of stimulus relations. |
| Relational Frame Theory (RFT): | A theory of derived stimulus relations proposing that stimulus relations are inherently verbal and that accumulated experience with relational exemplars creates generalized repertoires of relating. RFT provides an operant analysis of how individuals form |
| Rule-Governed Behavior: Behavior | Behavior controlled by a rule (i.e., a verbal statement of an antecedent-behavior-consequence contingency). It enables behavior to come under the indirect control of temporally remote or improbable consequences. |
| Spatial Relations: | Responding jointly to two stimuli based on their juxtaposition in space. It involves responding to the spatial arrangement of stimuli. |
| Transformation of Function: | Occurs when the behavioral function of one stimulus in a stimulus class changes as a predictable function of the behavior function of other stimuli in the class. It refers to changes in the function of a stimulus based on its relation to other stimuli. |
| Temporal Relations: | Responding jointly to two stimuli based on their juxtaposition in time. It involves responding to the temporal sequence or order of stimuli. |
| Symbolism of Language: | The ability of language to use symbols (e.g., words, signs) to represent objects, events, actions, and ideas. Through symbolism, language allows us to communicate about things that are not physically present or directly perceivable. |
| Cfunc (Contextual Cue): | A contextual cue that specifies which stimulus functions should be transformed according to the specified relation. Cfunc plays a role in determining how individuals respond to stimuli based on their contextual relationship. |
| Crel (Contextual Cue): | A contextual cue that specifies the type of relational response likely to be reinforced. Crel influences how individuals respond to stimuli based on the relational context. |
| Generativity of Language: | The capacity of language to generate an infinite number of meaningful sentences by combining words and rules of grammar in various ways. Generativity allows humans to create novel expressions and understand new sentences they have never encountered before |
| Relational Responding: | Responding to a stimulus or event based on its relation to another stimulus or event. Relational responding is a fundamental aspect of language and cognition, allowing individuals to make connections between different stimuli or concepts. |
| A Generalized Operant: | A class of responses that often do not have the same form but have the same effect in a given context. Generalized operants involve a variety of behaviors that produce similar outcomes under specific circumstances. |
| Functional Contextualism: | A scientific philosophy and approach that emphasizes the importance of understanding behavior and psychological processes in their specific context and in terms of their functional relationships. |
| Class of Responses: | A group of behaviors or responses that have similar functions or effects in a particular context. |
| Derived Stimulus Relations and Generativity: | a concept in RFT, account for the generativity of language by showing how a small number of trained relations can lead to an extensive range of derived relations and language expressions. |
| Symbol and Referent: | t means that the word and what it refers to participate in a frame of coordination or equivalence, allowing for the understanding and use of language symbols. |
Created by:
10160591508916265