LESSON QUIZ 16 The difference between reinforcement control and stimulus control is that a stimulus control causes an increase in a behavior from an event that precedes the behavior and reinforcement control causes an increase in the behavior from an event that FOLLOWS the behavior A particular response is unlikely to occur in the presence of the S delta because in the past the behavior was EXTINGUISHED in the presence of the S delta There are two steps in discrimination training first the behavior must be reinforced in the presence of the SD and then extinguished in the presence of the S delta A gradual decrease in a previously reinforced behavior due to termination of reinforcement is an SD for saying EXTINCTION The students received reinforcers for studying flashcards when Mozart was playing When Mozart was not playing studying flashcards was not reinforced The sound of Mozart s music can be classified as a n SD Dan s professor kept calling him Danny When the professor called him Danny Dan ignored him When the professor called him Dan Dan attended to him Dan is using a DIFFERENTIAL REINFORCEMENT procedure on his professor Every time Gabe saw his dad walk into the house Gabe would tell him about his school day Gabe s dad functioned as a n SD because when he arrived Gabe talked a lot he doesn t talk much Sarah would frequently throw temper tantrums at home but not at school The behavior analyst called in by Sarah s parents found that tantrums were reinforced at home with attention removing chores sweets etc At school tantrums were ignored at least that is what the teacher says because the behavior analyst never saw a tantrum at school School is a n S delta for throwing tantrums When the SD increases the probability of behavior we say that the stimulus exerts STIMULUS CONTROL over the behavior LESSON QUIZ 17 In GENERALIZATION the novel stimulus would be any stimulus in whose presence the person s behavior has not been reinforced The purpose of GENERALIZATION TRAINING is to eliminate boundaries between situations causing behavior to spread from one situation to another One way to increase the probability that newly acquired behavior will generalize to new settings is to include some of the stimuli from the new setting in the training setting Miller calls this the SIMILAR STIMULI method of training generalization Silvia has not done any of the group project Last night she finally got to work on it and caused the group s daily points to go up the next day The group complimented her on her work and talked to other classmates about how happy they were because of her participation Silvia now works with the group again and more often What behavioral procedure did Silvia s group use to increase the frequency of her group involvement REINFORCEMENT GENERALIZATION TRAINING is the most effective method for creating generalization of a stimulus class Samantha calls all big blue objects sky She happens across her first river points to it saying sky This is an example of OVERGENERALIZATION Behavior analysts use what general procedure if they want behavior to occur in new situations GENERALIZATION TRAINING The behavior is called a DISCRIMINATION behavior if it is more likely to occur in the presence of an SD than a S delta When using generalization training to teach small children the concept of a pair of underwear you might show them a pair of boxers a pair of whitey tightys a pair of boxer briefs and so on Those items are all within the same STIMULUS class GENERALIZATION What is generalization Novel stimuli that resemble the SD increase the probability of the behavior despite the fact that the behavior has never been reinforced in the presence of these stimuli WHY DO WE GENERALIE NOVEL STIMULI If we didn t we d look foolish If we look foolish we may be less successful in attracting a mate If we only respond to SD s we may be less likely to survive Generalizing too much would decrease your chances of survival this is called OVERGENERALIZATION Although some amount of generalization is innate we cannot count on it occurring after we train a new behavior Miller talks about 3 techniques for generalization train and hope the least effective generalization training similar stimuli Summary some degree of generalization is innate Unfortunately many new skills that we teach do not generalize outside of training compliance is behavior that generalizes to many stimulus situations where we perceive there will be consequences for complying PROMPTING FADING PROGRAMMING A prompt is an SD provided when the novel antecedent stimulus does not control behavior using prompting and fading to produce g e n e r a l I z a t I o n useful in teaching concepts such as those taught in class hence the use of this technique in your textbook Programmed instruction 1953 skinner visits his daughter s school skinner returns to his office and uses cardboard to invent the first teaching machine the materials on the paper roll used the programming techniques that Miller talks about in your text fading prompts to produce discrimination and conceptual understanding generalization extracting knowledge from examples non examples teacher s role is scripted with instructions questions prompts frequent positive reinforcement and corrections DIRECT INSTRUCTION five critical components of DI active learning fast pace 10 14 resp min Generative Instruction Use of DI and PI techniques Training to fluency Lesson 19 limitation instructions Imitation Training What if it doesn t occur prompt and fade Modeling the desired behavior and reinforcing that behavior if it occurs Antecedent Behavior Consequence 3 term contingency Instructional Training Instructing the desired behavior and reinforcing that behavior if it occurs you follow rules all the time Why do you follow the rules There are 2 kinds of rule following behaviors Pliance Tracking You follow the rule because the person that gave you the rule is going to deliver a consequence if you follow the rule you ll get a social reinforce if you don t follow the rule something bad will happen PLIANCE means compliance you comply with instructions because the person or agency that gave you the instruction delivers consequences for following the instruction PLIANCE TRACKING you follow the instruction and it turns out to be good advice you get a reinforce or avoid a pusher the consequence is not given by the person or agency who provided the instruction When it is imitation training or instructional