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COMPLETE SOLUTIONS.
465 Midterm Exam 159 CORRECT
COMPLETE SOLUTIONS.
Define the mand: - ANSWER a verbal response evoked by an EO and maintained by reinforcement specific to that EO and response.
Better to determine mands by putting control in _________________ and _________________. - ANSWER antecedents and consequences
"A mand is a type of verbal operant singled out by its _____________________. It is not a formal unit of analysis. No response can be said to be a mand by its form alone." (p. 36) - ANSWER controlling variables
"The mand, however, works primarily for the benefit of the ___________________" (p. 36) - ANSWER speaker
1._____________________:
-inanimate object (doll)
-stimulus generalization
- some physical features alike
-manded for snack at store, not at library
-manded to loved ones picture who has passed away
2. _____________________:
- inanimate object
- no stimulus generalization
- (roll dice) "Come on seven! Stop raining!"
3. ______________________:
COMPLETE SOLUTIONS.
-improbability of it coming true is what makes it magical
-ex: I wish 10000$ would drop into my lap - ANSWER 1. Extended Mand
- Superstitious Mand
- Magical Mand
Define verbal behavior: - ANSWER Behavior whose reinforcement is mediated by a listener; includes both vocal verbal behavior and nonvocal-verbal behavior
Two types of behavior: - ANSWER Direct Acting (no other people involved) and Indirect (reinforcement mediated by another person)
VB is NOT focused on the behavior of the __________________ - ANSWER listener (the bx of the listener is not verbal behavior)
The interchange between the speaker and listener is the __________________. - ANSWER total verbal episode
Traditional Formulation: Expression
-Language begins on the __________________. - ANSWER Inside
(expression of ideas, images in the speakers mind,
Problem with Traditional Formulation: Expression? - ANSWER Can't scientifically study and measure inside events / expressions
Identifying the _________ of a word in VB is NOT helpful - ANSWER meaning
Goals of a New Formulation: Verbal Behavior? - ANSWER description and explanation (prediction, control)
COMPLETE SOLUTIONS.
- __________________: a lot = strong, less = weak (e.g., "No, no, no!") - ANSWER 1. Probability
- Emission
- Energy level
- Speed
- Repetition
Skinner argues against 1. _____________ and encourages a 2. ________________. - ANSWER 1. formal analysis
- functional analysis
when we do early verbal behavior training, teach one word or phrase per ___________1__________; additional words are more _________2_________. - ANSWER 1. function
- formal
Types of IV's in VB? - ANSWER -Positive Reinforcement (establishing, maintaining)
-Shaping (important for early verbal development)
-Extinction (reduce verbal behaviors)
-Stimulus Control (not responsible for early babbling- stimulus discrimination: stimuli evoke behavior based on past SR+)
-Motivating Operations (deprivation, aversive stimulation)
5 verbal operants: - ANSWER Intraverbals
Textual
Tact
Mand
Echoic
(INSIDE) Free Will: - ANSWER mental activity; not physical influences in behavior
COMPLETE SOLUTIONS.
ex: choosing to eat a salad vs. pizza
(OUTSIDE) Determinism: - ANSWER behavior is caused by physical
Determinism- variables in our environment
any instance of behavior is a result of:
-___________
-___________
-___________ - ANSWER 1. genes
- history of SR+
- current environment
Can't prove determinism/free will; which has more utility? - ANSWER • Research: assumption—gain control over variables
- Practice: gain control over variables affecting behavior
Determinism
Benefits of Determinism: - ANSWER Parsimony- study well-established variables turning to novel, complex variables
- Physical variables more established than mental activity
Are we responsible for our behavior? - ANSWER • Scientific sense: No, the environment controls our behavior
- But, Yes—we have to live with the consequences
Challenges of Determinism: - ANSWER - Undo common language
- Hard to identify
- We feel free but scientifically we are not
COMPLETE SOLUTIONS.
- To account for any behavior, need ________ & ___________
- One stimulus often has multiple ________________.
- SD often functions as a _____________________.
- _____________________—evocative and punishing effects - ANSWER 1. respondent
- EO and SD
- functions
- conditioned reinforcer
- Conditioned punisher
A child who loves ice cream is playing in his front yard and hears the ice cream truck music—ice cream truck is approaching.
What are all the behavioral effects of that music? - ANSWER 1. Conditioned eliciting stimulus: elicits salivation
- Establishing operation: increase value of money, engage in behavior that produced money in past
- Discriminative stimulus: approach the street/truck
- Conditioned reinforcer: increase future playing in yard
MOs are antecedents with two effects: - ANSWER 1. Change the value of something as a reinforcer
- Change behavior that has produced that reinforcer
An EO is an antecedent and has two effects: - ANSWER 1. Increases the value of a stimulus as a reinforcer
- Evokes behavior that has accessed that reinforcer in the past
__________1___________—no food for a while
- Increases value of food
- Evokes behavior that has produced food in the past (reaching, asking)
COMPLETE SOLUTIONS.
__________2_________—e.g., a headache, demands
- Increases the value of escape from pain/demands
- Evokes behavior that has provided that escape in the past (e.g., taking a Tylenol, aggression, asking for break) - ANSWER 1. Deprivation
- Aversive stimulation
Abolishing operation has two effects: - ANSWER 1. Decreases the value of a stimulus as a reinforcer
- Does not evoke behavior that has gotten that stimulus in the past
Opposite effect of establishing operation; satiation - ANSWER Abolishing Operation
Examples of AO's: - ANSWER • Just had a big meal—decreases value of food
- Just took a nap—decreases the value of sleep
- Have all my toys and food in front of me
- What is an SD?
- The SD is what __________ ____________ over a particular response and results in reinforcement - ANSWER 1. An SD is a stimulus in the presence of which a particular behavior is reinforced
- exerts control
Examples of SDs: - ANSWER - Teaching not talking to strangers: familiar people are SDs for talking; strangers are s-deltas for talking
- Playground is SD for running; hallway is s-delta for running
Differentiate between SDs and prompts: - ANSWER - SD is what ultimately controls response
- Prompt is something else that helps you get there
Two ways EOs have their effect: - ANSWER 1. Direct evocative effect on behavior
COMPLETE SOLUTIONS.
- It is exemplified by the warning stimulus in a typical escape-avoidance procedure - ANSWER CMO-R (Reflexive)
Common interventions for Escape/ Avoidance: - ANSWER •Functional communication training (Carr&Durand,1985)
•DRA: more reinforcement for compliance (Petersonetal.,2005)
- Escape extinction (Lallietal.,1994)
•Non contingent escape (Vollmeretal.,1995)
Problems With FCT: - ANSWER 1. May use communicative response at high rates; don't complete much work
- May involve extinction with extinction bursts
- May reinforce a problem behavior— communicative response chain
Reflexive conditioned establishing
operation (CEO-R)
- Increases the value of ______________ from demand
- ________________ behavior that has produced escape - ANSWER 1. escape
- Evokes
Antecedent-Based Interventions (i.e., CEO-R Manipulations): - ANSWER 1. Program competing reinforcers—i.e., SR+
- Presession pairing
- Errorless teaching
- Demand fading
- Task variation
COMPLETE SOLUTIONS.
- Fast pace of instruction
- Providing choices
- Task interspersal (easy and hard)
- High-probability request sequence
"An environmental variable that, as a result of a learning history, establishes (or abolishes) the reinforcing effectiveness of another stimulus and evokes (or abates) the behavior that has been reinforced by that stimulus." - ANSWER CMO-T (transitive)
CEO-T: an antecedent event or operation that
- _________________ the value of a stimulus as a conditioned reinforcer
- Evokes behavior that has previously produced that ____________________. - ANSWER 1. Increases
- conditioned reinforcer
Example of CMO-T - ANSWER UEO: long time with no food:
- Increases value of food
- Evoke behavior that has gotten food in the past
Server—previously neutral...paired with food: Server is conditioned reinforcer
Now CEO-T: long time with no food :
- Increase value of server
- Evoke behavior that has gotten server in the past
What do you need for listener's behavior? - ANSWER Need EO for speakers behavior, listeners behavior and every behavior
Types of Mands: - ANSWER Request, Command, Prayer, Question, Advice, Warning, Permission, Offer, Call
COMPLETE SOLUTIONS.
Manding to inanimate objects (nonorganisms) without appealing to stimulus generalization - ANSWER Superstitious Mand
Mands which cannot be accounted for by showing that they have ever had the effect specified or any similar effect upon similar occasions - ANSWER Magical Mand
- ___________1___________: one antecedent control (defining antecedent)
- ___________2__________: multiple antecedent control - ANSWER 1. Pure verbal operant
- Impure verbal operant
- Just because a student has a word as one operant, does not mean he or she has the word as another operant
- Example: just because you can tact "book" does not mean you will mand for it - ANSWER Functional Independence
How do you contrive EO's for missing items? - ANSWER ex: give child ice cream without spoon, juice without straw, paper without crayons
Other ways to contrive EO's? - ANSWER "Sabotage the environment"- block doorway when they try to walk outside
Delayed assistance- wait before helping them
Incidental Teaching- items in view but out of reach
Interrupted Chain Procedure
Teaching Mands
- Identify many ___________; ensure strong EO when teaching
COMPLETE SOLUTIONS.
- Teach ______- _______mands with different EOs (e.g., food, toy), child might overuse one mand at a time.
- Don't teach "more" and "please" early:
- Teach _____________ words - ANSWER 1. reinforcers
- two to three
- specific
- Present # ________________ of mand trials per day—break up reinforcers into small pieces
- Don't be _______________—mand training should be fun
- ______________ reinforce more independent manding - ANSWER 1. hundreds
- demanding
- differentially
Hall and Sunberg captured EO's for manding by: - ANSWER leaving an item out of a chain leading to a reinforcer
What was noted about Hall and Sundberg's baseline results? - ANSWER The client could tact the items but did not mand for them.
We should be careful with using a certain term when using a verbal behavior analysis. The idea is that there is always an antecedent to every verbal response, and we should specify that controlling antecedent. The problematic term is - ANSWER Spontaneous Language
- In the study by Sweeney-Kerwin et al. (2007), a reinforcer was shown to the participant after a 15- second period. If a mand occurred before the reinforcer was shown, it was considered a(n) _____ mand because _____.
- Used a rolling time delay to transfer stimulus control from nonverbal stimulus to ____________. - ANSWER 1. MO-controlled mand; the MO was present and the nonverbal stimulus was not present
- MO
COMPLETE SOLUTIONS.
B: "Book" (not in antecedent)
C: General reinforcement
VB operant: ________________ - ANSWER Intraverbal
A: Verbal Stimulus/ Nonverbal Stimulus
B: Touch/ Point to Book
C: General reinforcement
VB operant: ________________ - ANSWER Listener Responding
Non-mand VB is reinforced by a ____________________________.
Give examples: - ANSWER generalized conditioned reinforcer
money, social approval/ praise, poker chips
Point-to-Point Correspondence + Formal Similarity= - ANSWER Echoic (hear/say)
Transcription -Copying a text (see/write)
Point to Point Correspondence + No Formal Similarity - ANSWER Textual (see/say)
Transcription -
Taking dictation (hear/write)
No Point-to-Point Correspondence + No Formal Similarity= - ANSWER Intraverbal (hear/say)
Define "echoic" - ANSWER "point-to-point correspondence between the sound of the stimulus and the sound of the response.
Why do we echo? - ANSWER - In response to the mand, "Say X"
COMPLETE SOLUTIONS.
- Fragmentary self-echoic: helter-skelter, razzle-dazzle
- "Echolalia" - pathological echoic behavior
- Combined with other VB, e.g., we often echo in conversation, we "adopt the accent or mannerisms"
A baby babbling is an example of - ANSWER automatic reinforcement
An echoic must be an ________________* response to verbal stimulus - ANSWER IMMEDIATE (not delayed, days later)
Define textual behavior: - ANSWER a vocal response is under the control of a nonauditory verbal stimulus
_____________________: write yourself a note to control own behavior at a later time - ANSWER Self- textual
How is textual different from reading? - ANSWER Textual Bx: text -> vocal bx (more narrow)
Reading Bx: textual + intraverbals, comprehension
Similarities & Differences of Echoic & Textual: - ANSWER Similarities
- Point-to-point correspondence between stimulus and response product, foundational
Differences
Echoic: transient, fleeting
Textual: permanent, better control of behavior of others and self
Echoic: shapes topography - when response product matches stimulus,SR+
Textual: automatic reinforcement simply increases probability of reading
COMPLETE SOLUTIONS.
Textual, taking dictation - ANSWER 1. Mimetic
- Duplic
- Codic
Describe the Rapid Motor Imitation Antecedent (RMIA) - ANSWER "Do this" + 6 motor movements + echoic mand/tact
Large: clap hands, touch head, tap knees, stomp feet
Small: touch nose, touch eye, touch teeth, open mouth
2 consecutive echoic mands/tacts with RMIA evaluated without RMIA
8 consecutive echoic mands/tacts without RMIA evaluated independent mands/tacts
10 consecutive mands/tact mastered
Experiment 2:
RMIA + echoic tact RMIA + echoic mand
How do children learn to talk? (Behavioral/ Environmental Explanation) - ANSWER Crying first as respondent, then shaped as operant
Direct reinforcement of varied sounds...shaping
Automatic reinforcement
A sound (e.g., "oo") paired with warmth, food
Baby babbles and says, "oo." Because that sound (response product) previously paired with SR+, "oo" is conditioned reinforcer say "oo" more often
Define the intraverbal: - ANSWER - Verbal response evoked by a verbal stimulus and reinforced by generalized social conditioned reinforcement
- No point-to-point correspondence between the antecedent stimulus and response product
- Examples of Intraverbal Responses:
COMPLETE SOLUTIONS.
- Examples of Intraverbal Chains: - ANSWER 1. to another person's verbal antecedent:
"Two plus two" --> "four"
"I pledge allegiance" --> "to the flag"
"Capital of France" --> "Paris"
"How are you?" --> "fine, thank you" (other small talk)
"Why...?" --> "Because..."
- more self-controlled - one word controls next
Reciting poems: Mary --> had --> a --> little --> lamb
Reciting the alphabet: A --> B --> C
Counting: 1 --> 2 --> 3
____________________ from one language to another is intraverbal - ANSWER Translation
- Explain what we learned about teaching intraverbals (Coon & Miguel) - ANSWER Difficult to establish intraverbal behavior
Transfer control from echoic, textual, tact
"What do you read?" + "say book"
"What do you read?" + BOOK
"What do you read?" + picture of book
Purpose of Coon and Miguel study: - ANSWER Purpose/hypothesis: Maybe history with one type of prompt/verbal operant will lead to better use of that prompt for establishing intraverbals
Coon and Miguel:
Participants, Target Bx, and Design: - ANSWER - 4 typically developing children
- French to English translations
