unit 17 Cooper
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| 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.
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| 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
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| stimulus discrimination training | requires one behavior and 2 antecedent stimulus conditions, reinf. in one and not the other
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| concept formation | example of stimulus control that requires both st. generalization withn class of stimuli and discrimination within classes of stimuli
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| antecedent stimulus class, feature stimulus class, arbitrary stimulus class | cooper pg 396, 397
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| stimulus equivalence- reflexivity, symmetry, transitvity | accurate responding to untrained and unreinforced stimulus-stimulus relations following reinf. of responses to some stimulus-stimulus relations
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| reflexivity aka generalized identity matching | in absence of training and reinf. a response will select a stimulus that is matched to itself A=A
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| symmetry | the reversibility of the sample stimulus and comparison stimulus if A=B then B=A. ie spoken word car and pic
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| 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
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| 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.
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| 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
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| 3 forms of response prompts | verbal instructions (vocal and nonvocal), modeling, physical guidance
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| stimulus prompts | movement (tapping, pointing) and redundancy (color, size, shape) dimensions paired with correct response
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| 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
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| 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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