stimulus discrimination training

requires one behavior and 2 antecedent stimulus conditions, reinf. in one and not the other

example of stimulus control that requires both st. generalization withn class of stimuli and discrimination within classes of stimuli

stimulus equivalence- reflexivity, symmetry, transitvity

accurate responding to untrained and unreinforced stimulus-stimulus relations following reinf. of responses to some stimulus-stimulus relations

reflexivity aka generalized identity matching

in absence of training and reinf. a response will select a stimulus that is matched to itself A=A

the reversibility of the sample stimulus and comparison stimulus if A=B then B=A. ie spoken word car and pic

final and critical test for stimulus equivalence A=C then C=A, then A=B and B=C; spoken word car and pic, pic and written word car, then written word=spoken word

factors that affect development of SD

consistent use of consequences that function as reinforcers, preattending skills, stimulus salience (prominence in the environ), masking and overshadowing to decrease salience either blocking or interfering ie: rearranging environ.

supplementary antecedent stimuli use to get a correct response in presence of SD that will eventually control the behavior, response prompts act on the response while stimulus prompts act on the antec. task to cue correct responses

3 forms of response prompts

verbal instructions (vocal and nonvocal), modeling, physical guidance

movement (tapping, pointing) and redundancy (color, size, shape) dimensions paired with correct response

use response and stimulus prompts during the acquistion phase as supplemental and gradually fade to transfer SD from prompts to natural environ.

most to least, graduated guidance, least to most, time delay, Cooper 403-404

stimulus control shaping

stimulus fading that changes the stimuli -hilited or exaggerated, stimulus shape transformation shape gradually changes to correct natural stimulus (405)

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unit 17 Cooper

Question	Answer
SD and conditioned stimulus	both evoke the occurrence of behavior, SD for operant and conditioned stimulus for respondent conditioning, SD acquires its control thru stim.changes following a beh., cond.stim. gets its control via assoc.with other ant.stimuli that elicit the behav.
stimulus generalization	stimuli that share physical properties with the controlling antecedent stimulus to evoke a response vs. stimulus discrimination when diff. stimuli do not evoke the response
stimulus discrimination training	requires one behavior and 2 antecedent stimulus conditions, reinf. in one and not the other
concept formation	example of stimulus control that requires both st. generalization withn class of stimuli and discrimination within classes of stimuli
antecedent stimulus class, feature stimulus class, arbitrary stimulus class	cooper pg 396, 397
stimulus equivalence- reflexivity, symmetry, transitvity	accurate responding to untrained and unreinforced stimulus-stimulus relations following reinf. of responses to some stimulus-stimulus relations
reflexivity aka generalized identity matching	in absence of training and reinf. a response will select a stimulus that is matched to itself A=A
symmetry	the reversibility of the sample stimulus and comparison stimulus if A=B then B=A. ie spoken word car and pic
transitivity	final and critical test for stimulus equivalence A=C then C=A, then A=B and B=C; spoken word car and pic, pic and written word car, then written word=spoken word
factors that affect development of SD	consistent use of consequences that function as reinforcers, preattending skills, stimulus salience (prominence in the environ), masking and overshadowing to decrease salience either blocking or interfering ie: rearranging environ.
prompts	supplementary antecedent stimuli use to get a correct response in presence of SD that will eventually control the behavior, response prompts act on the response while stimulus prompts act on the antec. task to cue correct responses
3 forms of response prompts	verbal instructions (vocal and nonvocal), modeling, physical guidance
stimulus prompts	movement (tapping, pointing) and redundancy (color, size, shape) dimensions paired with correct response
use response and stimulus prompts during the acquistion phase as supplemental and gradually fade to transfer SD from prompts to natural environ.	most to least, graduated guidance, least to most, time delay, Cooper 403-404
stimulus control shaping	stimulus fading that changes the stimuli -hilited or exaggerated, stimulus shape transformation shape gradually changes to correct natural stimulus (405)

Created by: kmb3076

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