Principles Of Behavior 8th Edition Richard W. Malott, Joseph T. Shane, Kelly T. Kohler - Solutions

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Why does intermittent reinforcement make behavior more resistant to extinction than does continuous reinforcement?
Warning: Please take these questions more seriously than those students in the past who didn’t and thereby blew their A. 1. Draw and recognize the cumulative records for each of the four basic schedules of reinforcement. 2. Construct and understand the summary table. In other words, specify the
1. The concept of resistance to extinction—define it and give an example. 2. The principle of resistance to extinction—define it and give an example.
1. Variable-interval schedule of reinforcement—define it and give an example. 2. Explain the difference between the concept of variableinterval schedule and the principle of variable-interval pattern of responding. (At quiz time, people get confused with this one.) 3. Describe the procedure and
Compare and contrast a fixed-time schedule of reinforcer delivery and a fixed-interval schedule of reinforcement. (Students have blown this one in the past.)
1. Fixed-time schedule of reinforcer delivery—define it. 2. Describe Dr. Skinner’s experiment demonstrating the effects of a fixed-time schedule of reinforcer delivery. Specify: • A response class • The schedule of reinforcement • The reinforcer • The results • The name for the
1. Describe the behavioral contingency supporting the writing of a term paper, and contrast it with a fixed-interval schedule of reinforcement. Warning: To get this one right, you must know and understand the preceding six differences and be able to construct and fill in the preceding table
Please give a proposed example of a fixed-interval schedule of reinforcement and explain why it ain’t.
1. Define and give a Skinner box example of a fixed-interval schedule of reinforcement. 2. Explain the difference between the concept of fixed-interval schedule and the principle of fixed-interval behavior (i.e., scallop). (At quiz time, people get confused with this one.)
Illustrate the problems of the concept of response strength.
Diagram the three contingencies involved in a behavioral intervention using punishment of self-stimulation to increase normal play.
1. Concurrent contingency—define it and list and briefly give an example of each of the four types of concurrent contingencies, two types that are compatible and two that aren’t. 2. Our definition of concurrent contingencies suggests four types of concurrent contingencies. What are they, and
What are the three categories of concurrent contingencies that interfere with language learning and what’s an example of each?
What are two more factors that interfere with language learning?
1. How might hearing impairment affect a child’s language learning? 2. Explain how some people commit the error of reification when looking for a cause for behavioral problems.
Diagram a behavioral intervention to decrease a child’s disruptive behavior while waiting for dinner. Include a. A few inappropriate natural contingencies b. Two concurrent performance-management contingencies
Diagram the performance-management contingencies to decrease a child’s disruptive behavior while shopping.
Using the concept of concurrent contingencies for physically incompatible responses, describe a behavioral approach to decrease hyperactivity. A. Diagram one of the inappropriate natural contingencies. B. Diagram the concurrent performance-management DRI contingency.
Use a pair of similar examples to compare and contrast DRA and DRI.
1. Symptom substitution—define it and give a presumed example. 2. What’s a behavior-analytic approach to Jimmy’s various self-stimulation behaviors, as opposed to a symptomsubstitution approach? 3. What theoretical implications does behavioral analysis have for the debate between the
In terms of concurrent contingencies of positive and negative reinforcement for physically incompatible responses, diagram the problem of staying awake when you’re working vs. when you’re playing (e.g., doing academic writing vs. chatting with friends).
1. Intervention (treatment) package—define it and give an example. 2. Discuss the use of intervention packages from the point of view of a. Scientific, applied-behavior analysis research b. Technology development c. Providing a behavioral service d. the economics of intervening 3. For which
State the matching law and describe a situation to which it can be applied.
1. What is the myth of perpetual behavior? 2. What is the myth of intermittent reinforcement? 3. How does the law of effect relate to these myths? 4. Performance maintenance—define it.
Describe a behavioral intervention to increase the active play social interactions of a withdrawn preschool child. • What’s the behavior? • The various reinforcers? • The schedule of reinforcement at first and then later?
Behavior trap—define it and give an example.
How did behavior traps help Dicky, the boy with autism, continue to wear his glasses and maintain his talking?
1. Describe a procedure to help a child with developmental disabilities acquire the needed strength and skills for bike riding. 2. What role did the behavior trap play?
1. Describe a procedure used to maintain the performance of grade-school students in a remedial classroom. 2. What point does this illustrate?
1. Give an example of maintaining a punishment contingency to maintain the suppression of undesirable behavior. 2. What do you do when there’s no behavior trap to maintain performance? Give an example.
What’s the main point of verbal behaviour chapter in book "Principles Of Behavior 8th Edition by Richard W. Malott?
1. Transfer of training—define it and give an example. 2. What do critics of applied behavior analysis say about the transfer of training and the maintenance of performance? 3. And what might a behavior analyst reply?
1. Explain the relation between stimulus control and transfer of training to reduce teeth grinding. Warning: Quite a few students blow this one on the quiz. Please be sure you’ve got it. 2. While you’re at it, it wouldn’t hurt to be sure you can correctly answer those little multiple-choice
Describe a procedure to help people with developmental delays acquire a repertoire of safe street crossing. What was the a. Task analysis? b. Training setting? c. Training procedure? d. Training responses? e. Reinforcer? f. Testing setting? g. Testing responses?
1. Stimulus discrimination and stimulus control are the same thing. a. True b. False 2. Responding at the same frequency in the presence of the SΔ as in the presence of the SD shows a. Little stimulus control b. Much stimulus control 3. Responding at the same frequency in the presence of the
Describe a procedure for achieving transfer of training from one-on-one training sessions to group classrooms. a. Describe each step in the procedure. b. Describe the role rules play in each step. c. What were the general results?
Describe the role of rule control in the training and transfer of safe street crossing.
Verbal behavior—give Skinner’s original definition of it and explain why it is not the same as vocal behavior. Give an example of non-vocal verbal behavior.
1. Use an example to illustrate the difference between symmetry, transitivity, and reflexivity. 2. Describe an intervention using stimulus-equivalence training to help a brain-injured man be able to match faces to written and spoken names and vice versa. a. What was the equivalence class in this
1. What’s the conventional interpretation of the role of rule statements? 2. What is the PoB objection? a. State the PoB theory. b. Give an example illustrating that theoretical analysis. Warning: Students often get a lower quiz grade because they miss this one.
1. Define the mythical cause of poor self-management. 2. According to the authors, how important are delayed outcomes in causing problems of self-management? a. Please explain. Warning: Students often get a lower quiz grade because they miss this one. b. Give a couple of examples illustrating
1. Give an example showing how rules describing small but cumulatively significant outcomes often fail to control our behavior. 2. Now change your example rule to show how a similar rule probably would control our behavior if the cumulative outcome were, instead, one single, though delayed,
Give an example showing how rules describing improbable outcomes often fail to control our behavior.
1. Rules that are easy to follow—state the principle and give an example. 2. Rules that are hard to follow—state the principle and give an example. 3. Draw and explain the contingency tree with outcome properties. Warning: May be crucial to getting a good grade on this quiz. 4. Define the
Why does our behavior tend not to be controlled by contingencies with improbable or small but cumulative outcomes?
Using an example, explain why failure to meet a delayed deadline is a result of small and cumulative outcomes, not a result of delayed outcomes.
1. When do we need contingency contracting? Please explain and give an example. 2. How do we do contingency contracting with nonverbal clients? Please explain and give an example, including a contingency diagram. 3. How do we do contingency contracting with verbal clients? Please explain and give
1. Why do good students often have so much trouble finishing their doctoral dissertations? Show how your answer applies to the actual writing of the dissertation. 2. Don’t they really care about graduating? Please explain. 3. Graduation is a delayed outcome. Is that a serious problem? Please
1. Why does help in the form of contingency contracts work? Please illustrate each component of your answer with an example. 2. Apply the three-contingency model to dissertation completion. 3. What kind of outcomes should be used in contingency contracts designed to increase or maintain
1. Why can’t we build a world free of aversive control? a. What are two types of aversive control provided by our physical world? b. What is the role of aversive control with deadlines? 2. Why can’t we prepare for class simply as a result of reinforcement by the presentation of
Compare and contrast transfer and maintenance with nonverbal and verbal clients: a. Construct and fill in the first summary table and describe its significance; know how to do this even if the labels are in a different order. b. Give an example of each aspect of the table.
1. Echoic—define it and give an example. 2. Mand—define it and give an example. 3. Describe the mand-training procedure Dana used to teach Shreeya to mand. 4. Listener behavior—define it and give an example. 5. Tact—define it and give an example. 6. Describe the tact-training procedure
1. Describe the procedure Kelly used to teach Shreeya to say new sentences she had never spoken or heard before. 2. Define generative verbal behavior and explain how it is more than just verbal behavior.
Autoclitic—define it and give an example.
Intraverbal—define it and give examples.
1. Naming—define it, give an example, and explain why it’s such a big deal. 2. Describe a procedure used to teach naming.
1. Physical prompt—define it and give an example. 2. Imitation—define it and give an example. (Make the example one that is not an example of generalized imitation.) 3. Generalized imitation—define it and give an example. 4. To train imitation, we need both a discrimination contingency and
Give an example of an added contingency for imitation and an automatic, built-in one.
1. Verbal prompt—define it and give a clear example. 2. Diagram a contingency showing how you can use verbal prompts to take advantage of excessive imitation and establish more normal verbal behavior under more normal stimulus control. • Do such a diagram for a procedure for establishing
Please describe and diagram an animal experiment using differential reinforcement to increase the percentage of bar presses that are greater than 1 inch.
1. When creating praise as a conditioned reinforcer for a child with autism: a. How soon should the backup reinforcer follow the praise? b. When should you introduce a variety of praises? c. When should you introduce descriptive praise? 2. For many children with autism, it’s much easier to
Why was the Ayllon–Michael research so important?
Define the following concepts and diagram an example: a. discrimination-training procedure b. SD c. SΔ
Diagram discrimination training based on negative reinforcement.
Know the criteria for diagramming discriminated contingencies, and be able to recognize when there is and is not an SD.
Danger: Study this section extra carefully, because students often mess up their answers to this one on the quiz. Concerning the experiment to teach the concepts of picture of person and picture of nonperson to pigeons: a. Diagram the training contingencies. b. What was the testing
1. Concept training—define it and give an example. 2. Stimulus (concept)—define it and give an example. 3. Stimulus generalization—define it and give an example. 4. Conceptual stimulus control (conceptual control)—define it and give an example.
1. Concerning the experiment to teach the concept of Picasso paintings to pigeons: a. Diagram the training contingencies. b. What was the training procedure? 2. What were the results?
What’s the difference between discrimination and generalization?
1. Stimulus dimension—define it and give an example. 2. Fading—define it and give an example.
Errorless discrimination training—define it and diagram an example.
Please explain the notion of keeping it simple when you’re teaching early language skills to a child.
Please explain the Gina Green Principle and the problems you’ll have if you don’t follow it.
Discuss how you should train for complexity.
1. For the pigeon experiment that shows stimulus generalization: a. Diagram the training procedure. b. Diagram the testing procedure. c. Draw a graph of the results. Danger: Study this section extra carefully, because students often mess up their answers to this question on the quiz. 2.
1. Subjective measure—define it and give an example of each of the two reasons a measure might be subjective. 2. Objective measure—define it and give an example. 3. What’s the role role of interobserver agreement in dealing with subjective measure? Give an example.
How are some of Dick’s typos a result of poor conditional SD control.
Matching to sample—define it and illustrate it: a. In the Skinner box b. With an autistic child c. In an IQ test
1. Imitative reinforcer—define it and give an example. 2. Diagram how we establish conditioned imitative reinforcers.
1. What are the two main causes of a child’s imitating vocal behavior? 2. Why is generalized imitation crucial for language learning?
Danger: Study this section extra carefully, because students often screw up the following questions on their quizzes. 1. Why isn’t extinction the best control procedure for demonstrating reinforcement? 2. What is?
1. Avoidance contingency—define it and diagram its use: • To improve posture • To maintain good driving • To maintain good walking 2. Diagram an avoidance contingency to reinforce erect posture.
1. Diagram a behavioral contingency used to get eye contact with an autistic child. 2. What kind of contingency is it? a. Avoidance of a negative reinforcer b. Avoidance of the loss of a reinforcer c. Negative reinforcement d. Punishment (To be confident of your answer to such questions,
According to the book, if someone (e.g., a student with autism) isn’t listening to you, what might you do to get his or her behavior under the control of your verbal instructions?
Avoidance-of-loss contingency—define it and diagram some examples.
Describe the use of an avoidance contingency to ensure a student stays on task. Diagram and label the relevant contingency.
Compare and contrast negative reinforcement vs. avoidance.
In avoidance of the loss of a reinforcer, is removal contingent on a specific response? Explain your answer.
How about an everyday example of the benefits of avoidance contingencies.
With a concrete example, compare and contrast avoidance of a negative reinforcer and punishment by the presentation of a negative reinforcer. • Use the dead-man test. • Is the so-called punished response class so infinitely large that it’s not useful to think of it as a punishable response
Using two concrete examples (e.g., the on-task contingency and the spitball contingency), compare and contrast avoidance of the loss of a reinforcer and punishment by the removal of a reinforcer. • Show how each contingency fits the appropriate cells in the preceding table. • Use the dead-man
1. Warning stimulus—define it and give an example. 2. Diagram a contingency for cued avoidance with an SD and S∆.3. Describe a negative reinforcement/avoidance contingency that involves a discriminative stimulus, and explain the difference between the warning stimulus and the discriminative
The general rule for great new ideas—give an example.
Diagram the negative reinforcement/avoidance contingency for the eye-contact procedure based on the work of Richard Foxx.
1. Discuss how behavior-based safety might best make use of different contingencies to increase safe behavior and decrease unsafe behavior in the workplace. 2. And also discuss the problem of paying bonuses for going without injuries.
Give an example of victim blaming in industrial safety and explain why we should NOT be doing it.
1. What is teleology? 2. And why aren’t our avoidance contingency diagrams a teleological explanation?
Describe and diagram the procedure used to help a hospital resident speak again.
1. Define and give an example of the following concepts: • Terminal behavior • Operant level • Initial behavior • Intermediate behaviors 2. Shaping with reinforcers—state this principle and give an example. In your example, include: • The terminal behavior • The initial
How would you shape putting on glasses? Include: • The terminal behavior • The initial behavior • The intermediate behaviors • The response dimensions

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Principles Of Behavior 8th Edition Richard W. Malott, Joseph T. Shane, Kelly T. Kohler - Solutions

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