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principles of behavior
Principles Of Behavior 7th Edition Richard W. Malott, Joseph T. Shane - Solutions
Show how we could know that no is a learned aversive stimulus. LO4
Give an example of how learned reinforcers and learned aversive stimuli lose their value. LO4
Show how this differs from extinction and stopping the punishment contingency. LO4
Define conditional stimulus. LO4
Give an example of a conditional aversive stimulus LO4
Diagram a contingency illustrating that one of the elements is aversive. LO4
Why do Japanese babies babble in Japanese and American babies babble in English? LO4
For the Zimmerman and Hanford research: LO4a. Describe their experimental procedure.b. Describe the results.c. Explain why the results are surprising.
What’s a hedonic learned reinforcer? Give an example. LO4
What’s a hedonic learned aversive stimulus? Give an example. LO4
Diagram the creation of a learned reinforcer in the Skinner box. LO4
The reason we know water is a learned reinforcer not just an unlearned reinforcer is because it helped Rudolph learn to press the lever. LO4a. trueb. false
Must Rudolph make the response that produces the click, in order for the click to become a learned reinforcer? LO4a. yesb. no
Must Rudolph make the response that produces the click in order to demonstrate that the click has become a learned reinforcer? LO4a. yesb. no
What is the crucial motivating operation for a learned reinforcer to be effective? LO4a. deprivation of the learned reinforcerb. deprivation of the backup reinforcer
Why was the Ayllon–Michael research so important? LO4
Residents of psychiatric institutions often have a high frequency of bizarre talk with a sexual em- phasis. Diagram a behavioral interpretation of this phenomenon. LO4
How would you provide good evidence that the dipper click really was the reinforcer? LO4
How can you use noncontingent reinforcers to determine the importance of the contingency? LO4
To determine the importance of the contingency, it is better to use noncontingent reinforcers, rather than simply to stop giving the reinforcers (extinction).Why? LO4
How can you use a reversal design to determine the importance of the contingency? LO4
Describe the use of a penalty procedure to reduce inappropriate social interactions. Describe: the person whose behavior was modified the undesirable behavior the reinforcer used the contingency the results LO6
The principle of punishment by the loss of reinforcers—state it and give a couple of everyday examples. LO6
Must the reinforcer removed by the penalty be the same as the one maintaining the penalized behavior? LO6
Describe the use of a penalty contingency to reduce self-injury. Include: LO6a. the person whose behavior was modifiedb. the undesirable behaviorc. the reinforcer usedd. the contingencye. the results
Describe the use of a penalty contingency to reduce poor English. Include: LO6a. the person whose behavior was modifiedb. the undesirable behaviorc. the reinforcer usedd. the contingencye. the results
Diagram the penalty contingency used by Ayllon, Garber, and Allison for getting rid of a child’s inappropriate nighttime visits. LO6
Describe the use of time-out to reduce disruptive and destructive behavior. Include: LO6a. the person whose behavior was modifiedb. the undesirable behaviorc. the reinforcer usedd. the contingencye. the results
Time-out contingency—define it and diagram a couple of examples where parents might want to use it. LO6
Show how the previously described intervention to reduce Sam’s disruptive behavior meets the three criteria in our definition of time-out. LO6
How does time-out differ from solitary confinement and penalties in sports? LO6
Compare and contrast exclusionary and nonexclusionary time-out. LO6
Describe a behavioral intervention using nonexclusionary time-out to reduce hyperactivity. Specify: LO6a. the response classesb. the punishment contingencyc. the presumed reinforcersd. the contingency diagrame. the resultsf. any other interesting feature of the intervention
What do ⇑ and ⇓ mean? LO6
Draw or fill in the complete contingency table of the four basic contingencies, all properly labeled.You must understand it; memorizing won’t get it. LO6
Compare and contrast the penalty contingency with the other three. LO6
In the same way, compare and contrast the punishment contingency with the two reinforcement contingencies. LO6
Draw, fill in, and explain the tree diagram of the four basic behavioral contingencies. LO6
Diagram the contingency Dawn used to help April stop her crying (Larson and Ayllon). LO6
What kind of contingency is it? LO6a. reinforcementb. escapec. punishmentd. penalty
Diagram the three contingencies Larson, Ayllon, and Barrett used to help Claude become a thriving baby. LO6
State the law of effect and comment on its value. LO6
What are the two main values of basic scientific research? LO6
Compare and contrast punishment by the loss of reinforcers, penalty, response cost, and time-out. LO6• Construct a table comparing and contrasting time-out and response cost. Remember that it's hard to get a good grade on the quizzes if you don't understand the tables and can't reproduce them.•
Reversal design—define it and show how Tate and Baroff’s original research on the use of time-out to reduce self-injury meets the three components of the definition. LO6
Explain the function of each phase in the Larson and Ayllon experiment on the use of time-out to reduce colicky crying. LO6
Give an example of the importance of collecting baseline data and what might happen if you didn’t. LO6
Describe the use of extinction to reduce disruptive behavior. Include the: client. reinforcer withheld. results LO6
The principle of extinction—define it and give an everyday example.LO6
Describe the traditional way parents attempt to reduce bedtime crying. What’s wrong with this technique?LO6
What reinforcers may maintain excessive bedtime crying?LO6
Describe the use of extinction to reduce bedtime crying. Include:LO6 the reinforcer withheld. the results.
After a week of the extinction procedure, the infant began to cry again at night. Why?LO6
What’s liable to happen at the beginning of your first extinction session?LO6
Spontaneous recovery—state the principle and give an example.LO6
Describe the use of extinction to reduce temper tantrums. Include: the client. the reinforcer withheld. the results LO6
Describe the use of extinction to reduce hand- flapping self-stimulation. Diagram the dysfunctional natural contingency. . Diagram the performance-management contingency.LO6
As always, when you see contingency diagrams in the text, be able to reproduce and explain them—in this case, it’s the inappropriate contingency and the performance-management contingency.LO6
How did the behavior analysts make the conditions of their intervention more similar to the conditions of the regular class?LO6
Diagram a dysfunctional reinforcement contingency and a dysfunctional escape contingency that might maintain vomiting.LO6
Also diagram the relevant performance-management escape contingencies.LO6
What was the punishment contingency used to get rid of self-injury?LO6
Describe the use of punishment to reduce selfinjury.Include:LO6 the client. the behavior. the aversive stimulus. the results.
What happened when the punishment contingency was stopped?LO6
What happened when the punishment contingency was resumed?LO6
Describe the use of time-out to reduce self-stimula- tion and destructive behavior. Specify: the client. the reinforcer involved in the time-out. the results. what happened when that time-out contingency was stopped.LO6
Give an example of recovery from a response-cost contingency.LO6
Describe Skinner box experiments that would show the following and then describe the results: extinction following reinforcement by the pre- sentation of a reinforcer extinction following escape training recovery from punishment extinction and recovery vs. satiation and deprivation.LO6
Describe a complex intervention package for failure-to-thrive infants. Describe and label the behavioral contingencies that may have caused the problem. Describe the behavioral contingencies that may have been involved in the complex intervention package. . What were the immediate results of the
What are the ethical issues involved in using extinction rather than punishment?LO6
Why is it morally necessary to evaluate novel interventions?LO6
Explain how to use a reversal design to show that attention and removal from the classroom can reinforce vomiting.LO6
Compare and contrast recovery from punishment and spontaneous recovery from extinction. In other words, what are their similarities and differences?LO6
And, as always, whenever you see a table in the text, learn it. Be able to fill it out even if the rows and columns are switched around on you.LO6
To confound variables—define the term and give an example.LO6
Using your example, show how you would get rid of the confounding.LO6
Control condition—define it, give an example, and explain its importance by referring to your example.LO6
Describe a behavioral intervention to improve tennis skills. Specify: LO8a. the responsesb. the reinforcement contingenciesc. the presumed reinforcersd. the resultse. any other interesting feature of the intervention.
Task analysis—define it and give an example. LO8
Process vs. product—state this general rule, and explain how you can apply it in sports. LO8
What is the time between the light turning green and your slamming your foot down on the accelerator? LO8a. response durationb. response latency
What is the length of time your blowing your horn at the driver in front of you who doesn’t notice the light has turned green? LO8a. response durationb. response latency
Define and give an example of the following concepts: LO8a. response dimensionb. response durationc. response latencyd. response topography
Give an example of responses that vary across the following dimensions: LO8a. topographyb. forcec. durationd. latency
Give an example of responses that differ along various dimensions but have the same function. LO8
Describe a behavioral intervention to increase your teacher’s lecturing from a specific location in the classroom. Then convince your teacher why you’d never dream of doing such a dastardly deed. LO8
Response class—define it and give one or more examples of each of the three criteria in the definition. LO8
Differential-reinforcement procedure—define it and give an example. LO8
Describe and diagram the use of differential reinforcement in traditional, nondirective psychotherapy. LO8
Diagram an example of differential reinforcement involving the end or reduction of an aversive condition. LO8
Compare and contrast reinforcement vs. differential reinforcement. LO8a. Give two pairs of examples to illustrate the difference(one pair should involve presentation of reinforcers and the other removal of aversive conditions).
Describe the punishment procedure used to educate a natural-born lady. Include: LO8a. the behavior.b. the consequences.c. the contingency.
The principle of differential punishment—define it and give an example. LO8
What is the difference between differential punishment and plain punishment? LO8
Describe the use of differential punishment to improve ballet skills. Include response classes, response dimension, freeze contingency, and results. LO8
Explain how this is an example of response differentiation. LO8
Give an example of differential punishment involving a penalty contingency. Include the response, the presumed reinforcer, the contingency, and the expected results. LO8
Please describe and diagram an animal experiment using differential reinforcement to increase the percentage of bar presses that are greater than 1 inch. LO8
Please describe and diagram the use of differential punishment to decrease the frequency of a rat’s lever presses that are less than 1 inch? Please explain your answer. LO8
What is the role of aversive control in the freeze technique and traditional approaches to teaching ballet? LO8
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