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5460 M3 All terms
For studying
| Term | Definition |
|---|---|
| class expansion | A new member is added to a demonstrated stimulus equivalence class as the result of teaching a new conditional discrimination |
| class merger | Independent equivalence classes are combined as the result of teaching a new but interrelated conditional discrimination. |
| class-specific reinforcement | A match-to-sample procedure in which not only is the correct comparison choice conditional on the sample stimulus, but the type of consequence delivered is, too; class-specific consequences themselves become members of the equivalence classes. |
| conditional discrimination | Performance in a match-to-sample procedure in which discrimination between the comparison stimuli is conditional on, or depends on, the sample stimulus present on each trial. |
| contextual control | The situation or context in which a stimulus (or stimulus class) occurs determines its function. |
| 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. |
| emergent stimulus relations | Stimulus relations that are not taught directly but emerge as an indirect function of related instruction or experience. |
| equivalence-class formation | The emergence of accurate responding to untrained and nonreinforced stimulus–stimulus relations following the reinforcement of responses to some stimulus–stimulus relations. |
| equivalence test | A probe for the emergence of untrained stimulus–stimulus relations that evaluates both symmetry and transitivity simultaneously. |
| exclusion | A procedure for building new arbitrary conditional discriminations based on the robust finding that learners will select a novel comparison stimulus over a known one in the presence of a novel sample. |
| higher-order operant class | Behavior defined in terms of general relations between antecedents and responses, rather than in terms of specific stimuli and responses; examples include generalized imitation, manding, instruction following, naming, and relational framing. |
| matching-to-sample procedure | A discrete trial procedure for investigating conditional relations and stimulus equivalence. Responses that select a comparison stimulus that matches the sample stimulus are reinforced. |
| nodal stimulus (node) | A stimulus set that must be held in common across a minimum of two conditional discriminations to provide a basis for all equivalence properties. |
| reflexivity | A type of stimulus-to-stimulus relation in which the learner, without any prior training or reinforcement for doing so, selects a comparison stimulus that is the same as the sample stimulus |
| simple discrimination | Responding is under stimulus control of a single antecedent stimulus condition |
| simple-to-complex testing protocol | An arrangement in which types of stimulus equivalence probes are introduced sequentially, beginning with symmetry, followed by transitivity (if relevant), and then combined tests for equivalence. |
| stimulus-control topographies | Refers to two different forms of stimulus control that can result from a match-to-sample procedure involving one sample stimulus and two comparison stimuli |
| stimulus equivalence | The emergence of accurate responding to untrained and nonreinforced stimulus–stimulus relations following the reinforcement of responses to some stimulus–stimulus relations. (AKA equivalence-class formation) |
| symmetry | A type of stimulus-to-stimulus relationship in which the learner, without prior training or reinforcement for doing so, demonstrates the reversibility of matched sample and comparison stimuli |
| training structure | Refers to dimensions of procedural arrangements when teaching multiple conditional discriminations. |
| transfer of function | Occurs when teaching a new function for one member of an established equivalence class results in the same function holding for all members of the class. |
| transitivity | Describes derived stimulus–stimulus relations that emerge as a product of training two other stimulus–stimulus relations |
| acceptance and commitment therapy | An evidence-based behavior therapy focusing on general well-being, defined as making reliable contact with high-priority positive reinforcers. |
| arbitrarily applicable relational responding | Forming new stimulus classes with little or no reinforced practice. |
| 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. |
| behavioral inflexibility | An insensitivity to external stimuli occurring when private events interfere with well-being behaviors on which high-priority positive reinforcers are contingent. |
| causal relations | If-then relationships that are a central feature of understanding and doing science. With respect to stimulus relations, causal relations can define the structure of a stimulus class or behavior function through which stimuli in a class are transformed. |
| combinatorial entailment | A relation involving two stimuli that both participate in mutual entailment with some common third stimulus |
| contextual stimulus | Signals the type of relational responding that will be reinforced. |
| deictic relations | A relation between the self, as one stimulus, and other stimuli from the external world. |
| derived 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. |
| distinction relations | Responding jointly to two stimuli on the basis of their differences. |
| hierarchical relations | A nested stimulus relation in which a category, subsuming multiple stimuli, is itself a member of a higher-order category subsuming multiple stimuli. |
| multiple-exemplar training | Instruction that provides the learner with practice with a variety of 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. |
| nonequivalence relations | Derived stimulus relations in which stimuli are related on some basis other than “sameness.” |
| perspective shifting | Responding as if from the vantage point of another person, place, or time than the personal here and now. |
| relational frame theory | 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. |
| relational frame | Any specific type of arbitrarily applicable relational responding. |
| rule-governed behavior | Behavior controlled by a rule (i.e., a verbal statement of an antecedent-behavior-consequence contingency); enables human behavior to come under the indirect control of temporally remote or improbable, but potentially significant consequences |
| spatial relations | Responding jointly to two stimuli on the basis of their juxtaposition in space. |
| 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. |
| temporal relations | Responding jointly to two stimuli on the basis of their juxtaposition in time. |
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