Unit 5

In the above scenario, in relation to Tag's threatening behavior, Grandpa George appears to function as a(n): A. Abolishing operation for reinforcement B. Sd C. Conditioned Punisher D. Sdp

D. Sdp Grandpa George now signals the availability of increased effort as a consequence for "threatening" behavior. This abates the likelihood of threats occurring in Grandpa George's presence. Grandpa George as a stimulus does not come after a behavior that is then reduced, so is not a punisher; nor does he reduce the value of reinforcement for threats (money), so is not an abolishing operation for the value of that reinforcer, money. Finally, he does not evoke Tag's threatening behavior, so cannot be an Sd. What he does do is abate Tag's threats.

All of the following are types of discriminative stimuli except A. S d B. S dp C. S delta D. Sp

D. Sp S-Delta is the discriminative stimulus for extinction (or a much reduced schedule of reinforcement); Sd is the discriminative stimulus for reinforcement; Sdp is the discriminative stimulus for punishment. The fact that the symbols are not in superscript should not throw you!

The term which refers to an antecedent stimulus, which is correlated with the unavailability of reinforcement is: A. AO for reinforcement B. Sd C. Sdp D. SΔ

D. SΔ This is definitional. SΔ is an antecedent correlated with the non-availability of reinforcement (extinction). This can also include the stimulus condition where there is simply the absence of the correlated Sd. The Sd is correlated with the availability of reinforcement, and an Sdp is correlated with the availability of punishment. AO for reinforcement is an antecedent stimulus or condition which decreases the reinforcing effectiveness of a consequence.

Which of the following statements is true? X = an SΔ can be a stimulus condition characterized by the absence of the Sd Y = an SΔ can be a specific stimulus correlated with the lack of availability of reinforcement Z = an SΔ can be a specific stimulus correlated with the lack of availability of punishment A. Y only B. X only C. X, Y and Z D. X and Y but not Z

D. X and Y but not Z The discriminative stimulus can either be a specific stimulus that is correlated with the unavailability of reinforcement OR a stimulus condition characterized by the lack of the presence of an Sd. The S-delta in its basic form does not relate to punishment per se.

Antecedent stimuli can include.... W = Reinforcers X = Discriminative stimuli Y = Motivating operations Z = Frustration A. Y and Z only B. X, Y, and Z only C. W, X, and Y only D. X and Y only

D. X and Y only Discriminative stimuli and motivating operations are behavior-altering antecedents. Reinforcers are consequential stimuli. Frustration is an explanatory fiction, which is not measurable as distinct from the behavior that is supposedly causes.

Which of the following is true about a conditional discrimination? A. At least two antecedent discriminative stimuli are required to evoke a response B. All choices are true C. This can often be referred to as a three-term contingency D. This is a discrimination in which reinforcing a response is independent of another stimulus

A. At least two antecedent discriminative stimuli are required to evoke a response This is definitional. A conditional discrimination involves reinforcing a response under a particular stimulus condition, contingent on the presence of another antecedent discriminative stimulus. In other words, at least 2 discriminative stimuli are necessary. It is, at minimum, a 4-term discriminative contingency: {SA - S1 - R - SR}, {SB - S1—R—Ext}, {SB -S2—R—Ext} {SB—S2—R—Ext}. The term, "three-term contingency" is not adequate to diagram the relationship involved in a conditional discrimination. [Add in the EO as a necessary antecedent, and it is actually a 5- term contingency, with the typical (i.e, non-conditional) discrimination being actually most accurately represented as a 4-term contingency: EO—SD—R—SR. However, the term, "three-term-contingency" in still used in behavioral terminology as a typical way to reference the SD—R—SR relationship (AKA., "A-B-C")].

Antecedents can be found: A. Both inside and outside the skin B. Neither inside nor outside the skin C. Inside the skin only D. Outside the skin only

A. Both inside and outside the skin Antecedents are environmental events and, as such, can be found both inside and outside of the skin (remember that the skin is just an artificial boundary in the relation between behavior and the environment).

Antecedents can be: A. Both social and non-social B. Neither social nor non-social C. Social only D. Non-social only

A. Both social and non-social Antecedents are environmental events that can result from the behavior of others (social), or not (non-social).

Which of the following is likely to be an example of stimulus generalization? A. Calling all brands of cola, "Coke" B. Referring to Coca-Cola as "Coke" C. Asking for a Pepsi at a restaurant that has Pepsi on the menu D. Asking for a Coke at a restaurant that has Coke on the menu

A. Calling all brands of cola, "coke" Since all brands of cola are not Coke, referring to all brands of cola as "Coke" is an example of stimulus generalization. In some cases, calling another brand of cola "Coke" will even produce access to a cola, even though that was never taught or reinforced. Calling Coca-Cola, "Coke" may be response generalization, depending on the learning history. The remaining examples are all example of discrimination: Identifying a specific stimulus by its exact name (e.g. Pepsi is called, "Pepsi") exemplifies discriminative control exerted by that stimulus over the naming response in its presence.

Once Catalina taught Cody, her dog, to play dead, he would sometimes roll over on his back at random times during the day. Catalina would deliver a treat if Cody rolled on his back only when she said, "BANG!" She would not deliver a treat if Cody rolled on his back when she did not say, "BANG!" Now Cody rolls on his back only when Catalina says, "BANG!" In this example, differential reinforcement led to: A. Discrimination B.. Stimulus generalization C. Differentiation D. Response generalization

A. Discrimination Catalina used differential reinforcement to reinforce Cody's rolling on his back in the presence of the word "bang" and placed that same behavior on extinction in the absence of the word "bang". The environmental condition makes the difference. The behavior is the same.

What kind of effects do consequences have on discriminative stimuli? A. Function altering effects B. Behavior altering effects C. Evocative effects D. Abative effects

A. Function altering effects The "last name" of each type of discriminative stimulus refers to the type of consequence which led to the development of that discriminative stimulus. Consequences change the function of antecedent stimuli. For example, delivery of reinforcement in the presence of a specific stimulus changes that stimulus from being an S-delta to a discriminative stimulus. But consequences cannot evoke or abate behavior which has already occurred. Moreover, stimuli are never evoked or abated; only BEHAVIOR is evoked or abated. For this reason, consequences can never have behavior-altering effects on stimuli, by definition.

An evocative effect is a(n) ___ increase in a dimension of behavior: A. Immediate and momentary B. Immediate and semi-permanent C. Delayed and semi-permanent D. Delayed and momentary

A. Immediate and momentary An evocative effect is a dimension-altering (aka, behavior-altering) effect: It is an immediate and momentary effect on a dimension of behavior.

The effects of antecedents can be observed... A. In the here and now B. Only by taking repeated measures C. In future presentations of the stimulus D. They can't be observed

A. In the here and now Antecedents are behavior-altering (aka, dimension altering) in that they alter a dimension of a member of a response class right now, making that response more or less likely to occur. The here-and-now is during the current presentation of the antecedent stimulus, not during some future presentation.

Which of the following is NOT true about a conditional discrimination? A. It can sometimes be a three-term contingency B. This is usually a four-term contingency at least C. All choices are true D. It involves reinforcing a response in one condition contingent on a second stimulus.

A. It can sometimes be a three-term contingency This is definitional. A conditional discrimination is a discrimination in which reinforcing a response under a particular condition is contingent on the presence of another antecedent discriminative stimulus. It is at minimum a four-term contingency: {Sa - S1 - R - SR} {Sb - S1—R—Ext} {Sa -S2—R—Ext} {Sb—S2—R—Ext}; therefore, a three-term contingency is not adequate to diagram this relationship.

Which of these is an example of discriminative stimulus control? A. John raises his hand in the classroom to ask his teacher for help, as in the past, his teacher has only helped him in the classroom when he raised his hand first B. John raises his hand to ask his mother for help at home, even though she has never required him to raise his hand to ask for help C. John raises his hand over his head about 4 times an hour, regardless of what is going on in his environment D. John raises his hand when he wants to see if he can reach the top of the doorway

A. John raises his hand in the classroom to ask his teacher for help, as in the past, his teacher has only helped him in the classroom when he raised his hand first Discriminative stimulus control exists when an individual engages in a response only under specific stimulus conditions, those that have been present when the response has been reinforced in the past. John raising his hand to reach a doorway, or arbitrarily throughout the day is not an example of discriminative stimulus control. Raising his hand in the classroom has resulted in help, while raising his hand at home has not, thus raising his hand in the classroom is the best example of discriminative stimulus control

Which of the following illustrates an evocative effect? A. Kyle heard his phone ring and immediately picked it up. B. Kyle spoke by phone with a friend who told him good news. He now speaks with his friend on the phone more often. C. Kyle spoke by phone with a friend who told him bad news. He now speaks with this friend on the phone less frequently. D. Kyle heard his phone ring, but did not answer the call.

A. Kyle heard his phone ring and immediately picked it up An evocative effect cannot be a decrease in the frequency of behavior; it has to be an increase. The increase in the frequency of behavior has to be immediate and momentary, not delayed and semi-permanent (i.e., it is the effect of an antecedent, not the effect of a consequence).

Which is an antecedent in the following diagram? MO -> Sd -> r -> Sr A. MO B. -> C. Sr D. r

A. MO The r is a response, the Sr is a reinforcer (which is a consequence), and - is a symbol that indicates a temporal sequence. The two antecedents in this diagram are the MO and the Sd: they both occur immediately before the response.

Which of the following is an example of a non-social antecedent? A. A male peer looks at Clair right before she starts talking to him B. A smile from a peer right before Austin shares his pretzels C. A frown from her mother right before Liana stops finger-painting on the walls D. A new baseball is in Bill's glove before he throws it for a fastball strike.

D. A new baseball is in Bill's glove before he throws it for a fastball strike. A frown from another person, a peer looking, and a smile from a peer are all social antecedents.

As you are driving down the highway, a state trooper drives up behind you. You are going at the speed limit. While the state trooper is behind you, you watch your speedometer very carefully, and do not go above the speed limit. In terms of your speeding behavior, the presence of the state trooper exerts which type of effect? A. Punishment B. Limitation C. Intimidating D. Abative

D. Abative Punishment follows behavior, and speeding has not happened yet. Intimidation, as a causal factor, is not measureable independent of the behavior it is deemed to influence, so is an explanatory fiction. Limitation sounds good, but is not a behavioral term, and a limitation effect is not well defined. Abative means to "make less likely to occur", which is certainly the effect the trooper has on your speeding behavior

Which of the following statements is true A. Antecedents have delayed effects, and these effects are temporary B. Consequences have effects in the here and now, and these effects are temporary C. Antecedents have effects in the here and now, and these effects are semi-permanent D. Consequences have delayed effects, and these effects are semi-permanent

D. Consequences have delayed effects, and these effects are semi-permanent Antecedents have immediate effects, here and now, but these effects are temporary (i.e., momentary). Consequences are the opposite: effects are delayed, but are semi-permanent.

Amelia tells Eddie to take a shower. Whenever Eddie kicks Amelia in the shins, she goes away, delaying or even eliminating the demand for him to take a shower that night. Conversely, when Darrin issues the request, and Eddie kicks, Darrin keeps Eddie in the task until he has completed his shower. Darrin never delays the shower. In regards to the availability of avoidance of the shower task, Amelia most likely functions as a: A. SDr- B. S∆r+ C. S∆r- D. SDr+

A. SDr- Amelia functions as a SDr- , as evidenced by the differential availability of avoidance of the task in her presence, contingent upon kicking behavior. Thus, Eddie is highly likely to engage in problem behavior in her presence due to a past history of escape. The SDr- designation could, under some circumstances of escape (e.g., if the shower causes pain or discomfort to Eddie due to sensitive skin), be designated as SDR- (note the change in case of the letter "R" to indicate change from conditioned ("r") to unconditioned ("R")) but in this scenario, the prompt to take a shower is a warning stimulus, and thus a conditioned aversive, rather than an unconditioned aversive, so the form of escape/avoidance as a reinforcer is similarly conditioned.

When Tag's mom Ann is around, he threatens his younger brother Barry, and Ann usually gives him money to get him out of the house to "buy something nice". When Tag's grandfather George is around, Tag does not receive any money when he threatens Barry, but George sends him to his room to read up on great men of the past -- and then he has to report back to Grandpa George in an hour. Thus, when Grandpa George is around, Tag no longer threatens his brother. However, when Ann is the only adult present, he threatens Barry a lot. In relation to Tag's threatening behavior, Ann appears to function as a(n) A. Sd B. Sdelta C. Sdp D. EO for reinforcement

A. Sd Ann provides him money for threatening, and his threats are maintaining specifically in her presence. Her delivery of money functions as a reinforcer. Ann signals the availability of this reinforcement due to past history, so she is neither an Sdelta nor an Sdp. She does not make money more valuable, so is not an EO.

When Annie goes to the store with her dad and cries, he buys her cookies. When Annie goes to the store with her mom and cries, her mom does not buy Annie any cookies. Annie cries at the store only when she is with her dad, but not when she is with her mom. The dad evoking crying exemplifies: A. Stimulus control B. Differentiation C. An SDP D. An establishing operation

A. Stimulus control In stimulus control, a discriminative stimulus (mom) evokes a response (crying) as a result of a history of differential reinforcement that has led to discrimination. The environment (the presence of her mom versus presence of her dad) not exerts discriminative control over her crying response.

Ann starts receiving reports from school indicating that Tag has stopped threatening the other boys at the Academy, and has started to cooperatively play with the boys he used to bully. Tag's change in cooperative play behavior at the school is an example of: A. Stimulus generalization B. Pairing C. Response generalization D. Discrimination

A. Stimulus generalization Different stimuli (the different kids) evoke the same response (cooperative play). He is not discriminating, since the effect is spreading across settings - the opposite of stimulus control being increasingly exerted by a specific (discrimination). No stimuli are being paired here, and he is not engaging in new responses to the same stimuli without training (which would be the requirement for this to be defined as response generalization).

When a response is trained to occur in the presence of one stimulus, and that response begins to occur in the presence of a different stimulus without additional training, this is referred to as A. Stimulus generalization B. Generalized conditioned stimuli C. Stimulus control D. Response generalization

A. Stimulus generalization Stimulus generalization = same response to different stimuli, without training. If the same stimulus evoked a different response - without training — that would be response generalization. But that is not what happened here. Whichever term goes immediately after the word "different" is the term that defines the type of generalization: Without any training, DIFFERENT stimuli, same response = stimulus generalization.

Michael got into a fight with his roommate at the group home. The next day, he began to tell his behavior analyst the details of the fight, but she kept typing on her computer and did not look at him. He walked away. At lunch time, he tried to tell her again, but she became busy doing something else, and he walked away. At the end of the day, he told the workshop manager what had happened, and she violated the program procedures by patting him on the shoulder and saying, "It'll be okay." Now, he often talks to his workshop manager about his fights with his roommate, but no longer tries to talk with his behavior analyst about fights with his roommate. Given this information, we can reasonably conclude that in terms of his "talking about his fights with his roommate", the behavior analyst has become an: A. SΔ B. Sdp C. AO for reinforcement D. SD

A. SΔ Attention appears to be the maintaining consequence for his "talking about fights" behavior. The behavior analyst withholds attention and thereby becomes correlated with the non-availability of reinforcement: an SΔ. The workshop manager seems to have become an Sd. Sdps abate behavior, due to a correlation with past punishment. AOs for reinforcement also abate behavior, but due to decreasing the possible reinforcing value of a stimulus.

An Sd may evoke behavior... X = due to a correlation with the availability of negative reinforcement in the past Y = due to a correlation with the availability of positive reinforcement in the past Z = due to a correlation with the withholding of punishment in the past A. X and Y only B. X, Y, and Z C. Y and Z only D. Y only

A. X and Y only An Sd can correlate with the availability of either positive or negative reinforcement in the past. However, the antecedent stimulus that is correlated with the withholding of punishment in the past is called (by our suggestion) an S-delta-P. This is not in the literature, but this condition is similarly not outlined anywhere in the literature.

What is a reason an SDps could abate a particular behavior? Because it is correlated with X = the availability of negative reinforcement in the past Y = the availability of positive punishment in the past Z = the availability of the absence of punishment in the past A. Y only B. Y and Z only C. X only D. X and Y only

A. Y only This is definitional. SDps are never correlated with negative reinforcement or the absence of punishment. SDps are correlated with the availability of either positive or negative punishment, based on past learning history. (By the way: specifying which type of punishment is what Jose means by giving the SDp a last name: SDP- , SDP+, SDp-, or SDp+, where of course the capital P is for unconditioned punishment, and the lower case p is for conditioned punishment. )

Judy wants to watch a blu-ray movie on TV. Which of the following is an example of a conditional discrimination? She presses "PLAY" when the "disc ready" icon on the blu-ray player (which illuminates when there is a disc in the player) is... A. lit up, and the TV is set is on "blu-ray" as the input. B. lit up, and the TV is not set on "blu-ray" as the input. C. dark, and the TV is not set on "blu ray" as the input. D. dark, and the TV is set on "blu-ray" as the input.

A. lit up, and the TV is set is on "blu-ray" as the input A conditional discrimination indicates that reinforcement for a response - in a tradition 3-term contingency - is contingent/conditional on yet another stimulus (in addition to the basic Sd). In this example, pressing play when there is a disc in the tray (as indicated by the lit disc icon) will result in the blu-ray player playing the movie (i.e. reinforcing consequence for pushing play). However, if the TV is not set to the "blu-ray" input, the movie will not be seen. In that case, pressing "PLAY" will only be reinforced if the disc is in the blu-ray player, and the TV is set to "blu-ray" as the input.

Which of the following is an example of a social antecedent? A. A light says, "Vacant" right before Corey opens the airplane bathroom door B. A peer takes away a toy right before Tommy starts crying C. A timer rings right before Virginia opens the oven to check on a roast D. All of these are social antecedents

B. A peer takes away a toy right before Tommy starts crying A phone ringing, and a "Vacant" sign are not stimuli which involve another person, so are not social antecedents. A peer taking something is a social event.

Which of the following statements is true? As a result of being correlated with the availability of punishment, an Sdp A. Evokes problem behavior which has been punished in its presence B. Abates behavior which has been punished in it presence C. All of these answers are true D. Evokes the target behavior, which leads to escape

B. Abates behavior which has been punished in it presence Sdp abate behavior, pure and simple. Sdps are correlated with the availability of punishment in the past for a specific behavior, and thereby abate that behavior.

Which of the following describes an immediate and momentary decrease in a dimension of behavior? A. Evocative effect B. Abative effect C. Reinforcing effect D. Punishing effect

B. Abative effect An evocative effect is an immediate and momentary increase in a dimension of behavior. A punishing and a reinforcing effect are delayed and semi-permanent, not immediate and momentary.

Gallagher is a therapy dog at the local adult day training facility. Brett, a client, would say "Gallagher, give me your paw." When Gallagher would raise his paw, Brett would grasp it with one hand while placing a doggie treat into Gallagher's mouth. Brett asked Gallagher to raise his paw at least once per day, and Gallagher would always comply— resulting in Brett giving him a doggie treat. Brett's request, which evoked paw raising from Gallagher, functioned as a(n): A. A conditioned stimulus B. An SD C. Positive reinforcement D. EO for positive reinforcement

B. An SD This is an example of an Sd. Brett saying, "Give me you paw" is correlated with availability of treats for Gallagher's paw raising. It is not a conditioned stimulus (CS): that term is only used in respondent relationships (the eliciting stimulus in a conditioned reflex). The request is antecedent in relation to the paw-raising response, so cannot be reinforcement (a consequence). An EO for positive reinforcement in this case would have to change the value of food. Does the request make food more valuable, or simply signal food is available? Past history says, "it is available—if you raise your paw". There you go.

A discriminated operant is: A. The tendency of behavior to occur more frequently in the presence of a particular stimulus because the behavior has been reinforced only or mostly in the presence of that stimulus B. An operant class that is established through the process of differential reinforcement with respect to the presence or absence of antecedent stimuli C. A value altering effect on behavior D. An antecedent stimulus which evokes or abates a specific behavior, due to a past history of differential availability of reinforcement or punishment

B. An operant class that is established through the process of differential reinforcement with respect to the presence or absence of antecedent stimuli This is definitional

Differential reinforcement results in: A. Potentiation or Extinction B. Differentiation or discrimination C. Generalization or specialization D. Differentiation or extinction

B. Differentiation or discrimination Differential reinforcement of one response over another leads to differentiation. Discrimination occurs when a response is reinforced in one environment, and not reinforced in another environment. Generalization is seen in the spread of learning effects to other behaviors, environments, or individuals, without specific training. Extinction is only one half of a differential reinforcement procedure, while differentiation is one of the possible two effects. Potentiation is an unlearned respondent effect, and specialization is not a behavior analytic term (and is not a result of differential reinforcement).

Condie has two bosses. George always laughs at Condie's jokes. Dick reprimands joke telling. Condie now only tells jokes in the presence of George and never in the presence of Dick. This is an example of: A. Stimulus generalization B. Discrimination C. Differentiation D. Response generalization

B. Discrimination Discrimination consists of reinforcing a response when certain stimuli are present and not reinforcing the same response when those stimuli are not present. In this example, joke telling is reinforced via George's laughter. Joke telling is reprimanded in the presence of Dick. Therefore, George signals that joke telling will be reinforced, and Dick signals that it will not, thank you very much. Stimulus generalization is the opposite of discrimination. If this were a case of generalization, Condie would tell jokes in the presence of both bosses. Differentiation (of responses) is the process where one response is on a reinforcement schedule and another response is on an extinction schedule. This leads to a change in topography (i.e. reinforced responses maintain or increase and extinguished responses abate). There is no evidence of competing responses in this example. Response generalization is when one response occurs and is reinforced resulting in other responses occurring (that were never taught nor reinforced) -- due to the spread of the effects of reinforcement.

Why does a discriminative stimulus evoke or abate behavior? A. Due to repeated pairing with other antecedent stimuli. B. Due to a learning history of differential availability of consequences C. Due to altering the value of a consequence. D. Due to our genetic endowment. That is, phylogenic provenance.

B. Due to a learning history of differential availability of consequences This is definitional. A discriminative stimulus either evokes or abates behavior due to a past history of differential availability of the consequence for specific behavior, dependent on the presence or absence of that stimulus. Therefore this is due to ontogenic provenance: learning history. The effects of an SD are here and now, immediate and transitory, and are behavior-altering effects - SDs alter the likelihood of a behavior occurring, right now. This is not value altering: it does not increase or decrease the value of a consequence. Pairing results in function-altering effects: one stimulus affects how another stimulus functions. The terms abative and evocative apply only to stimulus-on-behavior effects.

In stimulus control, an antecedent stimulus _________ a response. A. Extinguishes B. Evokes C. Abolishes D. Establishes

B. Evokes Stimulus control means a stimulus exerts the discriminative control of an Sd. That is, there is an immediate and momentary increase in the frequency of the response, which only lasts while the stimulus is present.

Consequences have _____ effects on discriminative stimuli. A. Value-altering B. Function-altering C. Dimension-altering D. Behavior-altering

B. Function-altering Behavior-altering and dimension-altering mean the same thing: a stimulus has had an effect on the occurrence of a response, right now. Value-altering refers to the effect a motivating operation has on the effectiveness of a consequence. A consequential stimulus, however, changes the function of an antecedent stimulus, as demonstrated at some time in the future, when that same antecedent is presented again. That antecedent becomes evocative or abative, based on that past history of consequences, which were correlated with the presence of the antecedent. Antecedents and consequences interact, and are directly related to each other!

An abative effect is a(n) ___ decrease on a dimension of behavior: A. Delayed and momentary B. Immediate and momentary C. Delayed and semi-permanent D. Immediate and semi-permanent

B. Immediate and momentary An abative effect is a dimension-altering effect; therefore, it is an immediate and momentary effect on a dimension of behavior. Function altering effects are delayed and semi-permanent

You have not eaten anything for hours. At a fast food restaurant you stand in the line under the sign "order here" and you do not stand in line under the sign "pick up orders" when you want to order food. This is likely due to: A. Since you have not eaten for hours, the "order here" sign is more valuable than the "pick up orders" sign B. In the past, when waiting under the "order here" sign, you have been able to order food, but you were not able to order when under the sign, "pick up orders" C. All answers are correct. D. The "order here" sign has become a conditioned reinforcer via pairing with the cashier, who can take your order

B. In the past, when waiting under the "order here" sign, you have been able to order food, but you were not able to order when under the sign, "pick up orders" The "order here" sign signals the availability of reinforcement for placing an order for a meal, which is the first step in a chain leading to the delivery of food. The "pick up orders" sign is not correlated with the availability of reinforcement for placing an order behavior (but it does signal the availability of food for "responding to your order being announced as ready" behavior). The "order here" sign is evocative, so is not functioning as a conditioned reinforcer. The "order here" sign does not have its value changed by food deprivation - food has its value changed by deprivation. However, the convergence of food deprivation and the availability of food combine to make ordering a meal a highly probable behavior—in the presence of the "order here" sign.

Kathy receives another yearly Christmas present from her Uncle Bob. When she opens it, she sees that it is another of Uncle Bob's annual fruitcakes (this is the 10th fruitcake in a row from Uncle Bob). Which of the following demonstrates an abative effect of the fruitcake on Kathy's behavior? A. Kathy is very likely to begin eating fruitcake at that moment. B. Kathy is very unlikely to begin eating fruitcake at that moment. C. Kathy continues to open presents from Uncle Bob on subsequent birthdays. D. Kathy does not bother to open presents from Bob on subsequent holidays.

B. Katy is very unlikely to begin eating fruitcake at that moment The effect of Kathy's eating behavior is described as immediate, and momentary; the effect on Kathy's opening presents is described as delayed, but semi-permanent. Since an abative effect is immediate and momentary, this question relates to eating now (not opening presents, later). An abative effect is a decrease on the probability of eating (an increase would be the result of an evocative effect, rather than an abative effect). Note that abative and evocative relate to the effect of an antecedent on the likelihood of a behavior about to happen (or not) -eating has not happened yet, but it will, or will not happen RIGHT NOW, at the moment of this presentation of the antecedent stimulus, fruitcake. Conversely, the consequence of seeing the fruitcake after "opening presents" -either weakens or strengthens/maintains that response -"opening presents" - but this effect is not seen until a future presentation of the stimulus, i.e., the next time a present from Uncle Bob is available at holiday time. It is a delayed effect.

When do operant antecedents function independently of consequences? A. Always B. Never C. When they are motivating operations D. When they are discriminative stimuli

B. Never Operant antecedents and consequences are directly related. The effects of antecedents depend upon the history of their relationship with past consequential operations. In addition, motivating operations (which are always antecedents) have a value-altering effect on consequences for a particular response - MOs change the effectiveness of a consequence. Thus consequences influence antecedents and antecedents influence consequences.

All of the following are subtypes of discriminative stimuli except A. S dP+ B. S RΔP C. S dR- D. S ΔR+

B. S RΔP No such thing

After talking with Grandpa George, Ann decides not to give Tag any more money when he threatens. Over the short term, Tag threatens his other brothers as well, and even starts minor fights, but Ann holds firm and does not give him money when he threatens. Instead she gives him toys and even money when he plays cooperatively with his brother. Now in Ann's presence, Tag plays cooperatively with Barry most of the time. In terms of Tag's threatening behavior, Ann has now become a(n) A. EO for reinforcement B. S-delta C. Sd D. Sdp

B. S-delta Ann had been an Sd for reinforcement for threatening. However, once she put threatening on extinction, she also began to reinforce alternative behavior. Thus, she became an S-delta for threatening behavior—signaling that reinforcement was no longer available for that behavior, and at the same time became an Sd for "playing cooperatively" behavior. But this question is about Tag's threats, not his cooperative play.

The term which refers to an antecedent stimulus, which is correlated with the availability of punishment is: A. Establishing operation for punishment B. SDp C. SΔ D. SD

B. SDp This is definitional. SDp is an antecedent stimulus correlated with the availability of punishment. SΔ is an antecedent correlated with the non-availability of reinforcement (extinction). SD is correlated with the availability of reinforcement. EO for punishment is an antecedent stimulus which increases the effectiveness of a stimulus to function as punisher.

At the local farmers market there was a crate full of "larger than normal" navel oranges. Upon seeing these big oranges, Kaylee pointed to the oranges and asked her mom to buy "one of those grapefruits". Kaylee calling a large orange a "grapefruit", due to its similarity in size, color, and shape, is an example of: A. Differentiation B. Stimulus generalization C. Discrimination D. Response generalization

B. Stimulus generalization Stimulus generalization is the opposite of discrimination. It is the tendency of a learned response to occur in the presence of stimuli which were not present during training but which either have some similar physical properties to the Sd, or have been associated with the Sd in the past. In this example, the "larger than normal" oranges shared the same physical properties of a grapefruit. Therefore, Kaylee called the orange a "grapefruit" even though she has never been taught to do so. Discrimination consists of reinforcing a response when certain stimuli are present and not reinforcing the same response when those stimuli are not present. In this example, that would mean calling oranges, "oranges" if and only if oranges were present, and saying "grapefruits" if and only if grapefruits were present. Differentiation is the result of differential reinforcement of one response topography over another. This does not happen here. Response generalization is when one response occurs and is reinforced, resulting in other new or different responses occurring (that were never taught nor reinforced) under the same stimulus condition.

You are driving down the road when you hear an ambulance's sirens, and see the ambulance coming up in your rearview mirror. In relation to shifting over to the lane closest to the shoulder of the road, for which the reinforcer is being out of the way of the ambulance, which condition would constitute an Sd? A. The ambulance has its lights blinking B. The next lane is empty C. The ambulance car is tailgating you D. The next lane is full of cars

B. The next lane is empty The ambulance tailgating you, or it having its lights blinking certainly sets the occasion for moving over - it MOTIVATES you to move by establishing getting out of the lane as a reinforcer - but only the open lane signals the availability of the next lane as a place to move your vehicle.

Identify the antecedent(s) in the following diagram: MO -> Sd -> R -> Sr W = MO X = Sd Y = R Z = Sr A. W only B. W and X only C. W, X and Y D. X only

B. W and X only The r is a response, the Sr is a reinforcer (which is a consequence). The two antecedents in this diagram are the MO and the Sd: they both occur immediately before the response.

Which of the following illustrates an abative effect? Virginia wants some coffee. She opens the door to a room with a coffee maker, and sees that... A. a meeting is going on. People in the room frown at her and complain about being interrupted. She does not open this door the next time she wants coffee. B. a meeting is going on, so she does not walk in. C. the room is empty, so she walks in to make a cup of coffee. D. a meeting is going on. People in the room smile tell her she does a great job, and to come in and get coffee. She continues to open this door in the future when she

B. a meeting is going on, so she does not walk in There is an immediate, but momentary, effect on walking into the room and a delayed, but semi-permanent, effect on opening the door. Since an abative effect has to be immediate and momentary, the question relates to walking in the room (not on opening the door). The immediate and momentary abative effect is a decrease in the probability of walking into the room.

Which of the following is a conditional discrimination? Byron is the behaver in this scenario, and his compliance with teacher requests has resulted in social reinforcement from the teacher in the past. Byron picks up... A. the red marker when his teacher asks him to bring over the green marker. B. the green marker when his teacher asks him to bring over the green marker. C. All of these answers are examples of conditional discriminations D. the green marker and takes it to his teacher's desk, although the teacher has not asked for the green marker.

B. the green marker when his teacher asks him to bring over the green marker A conditional discrimination involves an operant relationship wherein a response is likely to produce reinforcement under a particular stimulus condition, contingent on the presence of a second antecedent discriminative stimulus. In other words, at least 2 discriminative stimuli are necessary. It is, at minimum, a four-term discriminative contingency: {SA - S1 - R - SR}, {SB - S1—R—Ext}, {SB -S2—R—Ext} {SB—S2—R—Ext}. The term, "three-term contingency" is not adequate to diagram the relationship involved in a conditional discrimination. [If you add in the EO as a necessary antecedent, it actually becomes a 5- term contingency, whereas the typical (i.e, non-conditional) discrimination is most accurately represented as a 4-term contingency: EO—SD—R—SR. However, the term, "three-term-contingency" in still used in behavioral terminology as a typical way to reference the SD—R—SR relationship (aka, the "A—B—C" or "S—R—S" relationship)]

Identify the example(s) indicating the presence of discriminative stimuli. A. Taking a sip of orange juice from a full glass of juice, and not taking a sip from an empty glass. B. Pulling into a drive-thru lane at a bank that has a green "open" sign, and not pulling into a drive-thru lane with a red "closed" sign. C. Both are examples of discriminative stimuli. D. Neither is an example of a discriminative stimulus

C. Both are examples of discriminative stimuli A discriminative stimulus either evokes or abates behavior due to a past history of differential availability of a consequence for specific behavior, depending on the presence or absence of the stimulus. In simpler terms, an SD signals the availability of reinforcement, an S-delta signals the non-availability of reinforcement, and an SDp signals the availability of punishment. This question poses a full glass (SD), versus an empty glass (SΔ) in term of sipping behavior; or a green "open" sign (SD), versus a red "closed" sign (SΔ), in terms of pulling into the drive thru behavior. In both cases, a behavior occurs in the presence of the SD, and does not occur in the presence of the SΔ .

Which of the following describes an immediate and momentary increase in a dimension of behavior? A. Abative effect B. Punishing effect C. Evocative effect D. Reinforcing effect

C. Evocative effect An abative effect is an immediate and momentary decrease in a dimension of behavior. A punishing and a reinforcing effect are delayed and semi-permanent, not immediate and momentary.

When differential reinforcement leads to discrimination, the effect the consequence has on the antecedent stimulus is a(n) X effect. The antecedent stimulus correlated with reinforcement becomes a(n) Y A. X = Behavior altering; Y = Sdp B. X = Function altering; Y = S delta C. X = Function altering; Y = discriminative stimulus D. X = Behavior altering; Y = Sd

C. X= Function altering; Y= discriminative stimulus A stimulus-on-stimulus effect is always function-altering. The antecedent stimulus correlated with reinforcement becomes an Sd. The antecedent stimulus correlated with extinction becomes an S-delta. An Sdp is only formed if the antecedent stimulus is correlated with the past availability of punishment in its presence.

What effect does a discriminative stimulus have on behavior? A. Increases or decreases the effectiveness of a consequence B. All answers choices are effects of a discriminative stimulus C. Evokes or abates behavior D. Increase or decreases the future frequency of behavior

C. Evokes or abates behavior This is definitional. A discriminative stimulus either evokes or abates behavior due to a past history of differential availability of consequences for specific behavior dependent on its presence or absence. Discriminative stimuli come in three types: an SD evokes behavior due to past history of reinforcement; an SDP abates due to past history of punishment, and an SΔ abates behavior due to past history of no reinforcement (or, technically speaking, very significantly decreased reinforcement). The effects of all three are immediate and transitory. Therefore, discriminative stimuli do not increase or decrease the future frequency of behavior. They have behavior-altering effects right now. They have no value-altering effects since they do not increase or decrease the effectiveness (value) of any consequence.

Regarding petting an unknown dog behavior, which condition would most likely constitute an SDp? The dog is A. rolling on its back B. wagging its tail C. growling D. laying down

C. Growling Most people would recognize a growling dog as a threat to bite, due to past history of punishment.

When differential reinforcement consists of reinforcing a behavior in one environment, and not reinforcing that same behavior in a different environment, this form of differential reinforcement leads to all of the following except A. Stimulus control (or discriminative control) B. The development of a discriminative stimulus C. None; all of these answers is correct D. Discrimination

C. None; all of these answers is correct This is definitional. All of these terms apply to what happens when differential reinforcement is delivered following the same behavior, but based on differences in the antecedent environment. This is an S—R—S -based reinforcement procedure: S1 - R1 - Sr, versus, S2—R1—Ext. The antecedent environment is the determinative factor, and thus, discrimination occurs: the S1 condition becomes a discriminative stimulus that exerts stimulus control, aka discriminative control, over R1. The S2 condition becomes an S-delta.

The form of differential reinforcement associated with differentiation is best diagrammed as: A. S1 -> R1 -> Sr S2 -> R1 -> Ext B. R1 -> Sr+ R2 -> Sr- C. R1 -> Sr R2 -> Ext D. S1 -> R1 -> Sr S2 -> R2 -> Ext

C. R1 -> Sr R2 -> Ext Differentiation is an R-S based differential contingency arrangement. The antecedent condition does not determine whether or not the reinforcer will be delivered. Reinforcement is contingent on the occurrence of one response class (i.e., behavior) over another.

Which of the following stimuli have an evocative and/or abative effect on operant behavior? A. SRs and SPs B. Srs and SRs C. Sds and MOs D. SR+ and SR-

C. Sds and MOs Srs, SRs, SR+, SR- and SPs, are all consequent stimuli. No consequences either evoke or abate behavior (a behavior altering effect, right now). All consequences have a delayed and semi-permanent function altering effect on other stimuli, and thus exert a delayed and semi-permanent effect on future behavior. Sds and MOs are both antecedents that have a dimension-altering (behavior altering) effect on operant behavior (i.e., either an evocative or an abative effect).

In differentiation... A. Behavior is categorized according to function B. Two or more different behaviors are reinforced C. Some response topographies are reinforced and other topographies are not D. A response is reinforced in the presence of one stimulus but not the absence of that stimulus

C. Some response topographies are reinforced and other topographies are not This is definitional. Differentiation occurs when one behavior is reinforced, and another is put on extinction. Compare and contrast this of discrimination: a behavior is reinforced in the presence of one stimulus but not the absence of that stimulus (i.e., a behavior is reinforced under certain environmental conditions, but that same behavior is not reinforced under different environmental conditions).

All of the following are types of discriminative stimuli except A. S-delta B. Sd C. Sp D. SDp

C. Sp Sp stands for punishment (conditioned). All the others are different types of discriminative stimuli.

Anthony typically greets his wife Jean with a hug and a kiss for which she hugs and kisses him back. Anthony did not know that Jean's twin sister was in town. When he arrived home from work, he hugged her and gave her a kiss. To his surprise she pushed him away. Jean's twin sister looking like his wife which evoked hugging and kissing from Anthony is an example of: A. Differentiation B. Response generalization C. Stimulus generalization D. Discrimination

C. Stimulus generalization Stimulus generalization is the opposite of discrimination. It is the tendency of a learned response to occur in the presence of stimuli which were not present during training but which either have some similar physical properties to the SD or have been associated with the SD. In this example, Jean's twin sister looks just like her and therefore Anthony hugged and kissed her even though he has never done this before nor has this behavior been reinforced by Jean's sister. Discrimination consists of reinforcing a response when certain stimuli are present and not reinforcing the same response when those stimuli are not present. In this example, that would mean that Anthony kisses and hugs his wife and does not kiss and hug his wife's sister. Differentiation (of responses) is the process where one response is on a reinforcement schedule and another response is on an extinction schedule. This leads to a change in topography (i.e. reinforced responses maintain or increase and extinguished responses abate). There is no evidence of competing responses in this example. Response generalization is when one response occurs and is reinforced resulting in other responses occurring (that were never taught nor reinforced) due to the spread of the effects of reinforcement. (RS)

As related to the scenario above: Whenever Eddie kicks Amelia in the shins, she always removes the demand for him to take a shower. Conversely, Darrin keeps Eddie in task until he has completed his shower and never lets him escape. With regards to Darrin, and the lack of availability of escape/avoidance of the shower in his presence, Darrin functions as a: A. S∆r+ B. SDr+ C. S∆r- D. SDr-

C. S∆r- Darrin functions as a S∆r- as evidenced by the non-availability of escape/avoidance of task in his presence. That is, he does not remove the aversive demand and keeps Eddie in task until finished. Aggression is therefore less likely to occur in the presence of Darrin, as it has not historically produced escape/avoidance of the shower task - under that stimulus condition.

When Catalina was teaching her dog, Cody, to play dead, he would sometimes roll all the way over, and sometimes would roll onto his back and stop there. Catalina only delivered a treat if Cody rolled onto his back, but not if he rolled all the way over. After repeated trials, Cody only rolled onto his back. In this example, training led to: A. Response generalization B. Stimulus generalization C. Discrimination D. Differentiation

D. Differentiation Catalina used differential reinforcement to reinforce Cody's rolling onto his back only, and otherwise placed rolling all the way over on extinction. Discrimination would have entailed, for example, reinforcing rolling onto his back in one setting, but not in another—until he only rolled onto his back in the one reinforced setting. Stimulus generalization would have occurred if different stimuli evoked his rolling onto his back, without specific training. Response generalization would have involved him doing various behaviors, without training, in the presence of a prompt to "play dead".

Craig was trained by his mother Melanie to identify buses under the verbal Sd, "What kind of vehicle is this?" When Craig sees a bus he replies, "bus", and Melanie provides verbal praise. If he says "bus" in the presence of a car, she ignores the response. Melanie's teaching process will lead to: A. Differentiation B. Response generalization C. Stimulus generalization D. Discrimination

D. Discrimination Discrimination consists of reinforcing a response when certain stimuli are present and not reinforcing the same response when those stimuli are not present. In this example, Craig only calls school buses, "school bus" and he only calls Double-Decker Buses, "Double-Decker Bus." Stimulus generalization is the opposite of discrimination. It is the tendency of a learned response to occur in the presence of stimuli which were not present during training but which either have some similar physical properties to the SD or have been associated with the SD. If this were the case, Craig might call a truck or a train car a "bus". Differentiation (of responses) is the process wherein one response topography is reinforced, and a different topography is not. This leads to a change in likelihood of each topography (i.e. reinforced responses maintain or increase, and non-reinforced responses decrease). There is no evidence of competing responses in this example. Response generalization occurs when a response is reinforced in the presence of a particular stimulus, and that stimulus begins to evoke different responses that were never taught nor reinforced.

Operant antecedents have the following effects on behavior: A. Reinforcing and punishing B. Eliciting and inhibiting C. Potentiating and habituating D. Evocative and abative

D. Evocative and abative Eliciting and inhibiting are effects of antecedents involved in respondent behavior, not operant behavior. Potentiation and habituation are phenomena related to reflexes (respondent behavior). Reinforcing and punishing are effects of consequences, not antecedents, on operant behavior.

Which of the following is an evocative effect? A. Lindsay was painting when her friend praised her skills. She starts painting more frequently over the next month B. Lindsay notices her boss had just come into the room, and she immediately stops painting C. Lindsay was painting when she received some bad news from a friend. She does not paint over the next couple of weeks D. Lindsay receives an offer to participate in an art gallery show, and she immediately starts painting

D. Lindsay receives an offer to participate in an art gallery show, and she immediately starts painting An evocative effect increases the likelihood of the occurrence of the behavior; an abative effect decreases the likelihood of that behavior. The increase must be immediate, and momentary (i.e., lasts only as long as the stimulus effect is present); it is not delayed and it is not semi-permanent (which are both the hallmarks of the effect of a consequence, not an antecedent).

Differential reinforcement consists of A. Differentiation and reinforcement B. Reinforcement and punishment C. Extinction and differentiation D. Reinforcement and extinction

D. Reinforcement and extinction Some responses are reinforced. Some other responses are not reinforced, but are placed on extinction. Reinforced responses increase over time, while responses that are not reinforced decrease. Thus you get the differential reinforcement of one set (or class) or responses over another.

When differential reinforcement consists of reinforcing one _____ over another, differential reinforcement leads to _______. A. Behavior; discrimination B. Consequence; differentiation C. Antecedent; differentiation D. Response class; differentiation

D. Response class; differentiation This is definitional. When one response class (topographical) is strengthened, and another response class (topographical) is weakened by withholding reinforcement (extinction), this leads to differentiation. One cannot reinforce another stimulus, either an antecedent or a consequence. Discrimination occurs when a response class is reinforced in one stimulus condition and not in a different stimulus condition. The change in environment is what determines delivery of the reinforcer, not a difference in the behiavor.

Kenny is a 13-year old male who resides at a group home and receives behavior services to reduce and replace his "inappropriate verbal behavior." Last Saturday, his behavior assistant stated, "If you continue to make fun of Eddie, you will not be able to go to the movies today." Kenny continued to make fun of Eddie. Thus, Kenny did not go to the movies with Eddie and the staff person. This Saturday, Kenny called Eddie "fatso." The behavior assistant told him that if he continued teasing, he could not attend the planned afternoon outing. Kenny immediately stopped teasing Eddie for the rest of the day. The behavior assistant's warning this Saturday, which immediately abated Kenny's teasing behavior, functioned as a(n): A. EO for punishment B. Positive punishment C. Sd D. Sdp

D. Sdp An Sdp is an antecedent stimulus correlated with the availability of punishment. This is established in the organism's learning history. Kenny lost access to the movies after he was warned to cease his teasing of Eddie. He experienced punishment for teasing in the presence of the warning. When that warning was repeated the following Saturday, it abated teasing behavior immediately. The warning was antecedent to the abating of the target behavior, so cannot be any form of punishment (a consequence). The warning does not increase the value of the activity and thereby make its loss more effective (so is not an EO for punishment). Sds only evoke behavior, and this behavior (teasing) was abated by the warning stimulus.