EDF 6225: Test #2|92 Questions with Verified Answers,100% CORRECT

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EDF 6225: Test #2|92 Questions with Verified Answers Automatic Reinforcement - CORRECT ANSWER reinforcement that occurs independent of the social mediation of others (often sensory). This is assume ... d when a behavior persists in the absence of any known reinforcement. Conditioned Reinforcer - CORRECT ANSWER a stimulus that has acquired reinforcing properties through prior learning/species history. Generalized Conditioned Reinforcer - CORRECT ANSWER A conditioned reinforcer that as a result of having been paired with many other reinforcers does not depend on an establishing operation for any particular form of reinforcement for its effectiveness. Ex: money, smiles, praise, etc. Positive Reinforcement - CORRECT ANSWER A positive reinforcer is any stimulus that, when presented after a response, strengthens the response or increases the responding. Positive reinforcer - CORRECT ANSWER a stimulus added to the environment that brings about an increase in a preceding response in the future. The Premack Principle - CORRECT ANSWER A principle that states that making the opportunity to engage in a high-probability behavior contingent on the occurrence of a low-frequency behavior will function as reinforcement for the low-frequency behavior. (grandma's law). (Ex: you can watch tv after you finish your homework.) Reinforcer Assessment - CORRECT ANSWER Refers to a variety of direct, empirical methods for presenting one or more stimuli contingent on a target response and measuring their effectiveness as reinforcers. Response Deprivation Hypothesis - CORRECT ANSWER A model for predicting whether contingent access to one behavior will function as reinforcement for engaging in another behavior based on whether access to the contingent behavior represents a restriction of the activity compared to the baseline level of engagement. Restricting access to a behavior presumably acts as a form of deprivation that serves as an EO, thus making the opportunity to engage in the restricted behavior an effective form of reinforcement. (Ex: iPad is a reinforcers for Sally's behavior already. If you list her access to it, deprivation to some degree will occur and it may become an even stronger reinforcer). rule goverened behavior - CORRECT ANSWER Behavior controlled by a rule that enables human behavior to come under the indirect control of temporarily remote or improbable but potentially significant consequences. socially mediated contingency - CORRECT ANSWER A contingency in which an antecedent stimulus and/or the consequence for the behavior is presented by another person. (Ex: friend in the car telling you to turn left, you turn left and arrive at the destination.) stimulus preference assessment (SPA) - CORRECT ANSWER A variety of procedures used to determine the stimuli that a person prefers, the relative preference values (high vs. low) of those stimuli, the conditions under which those preference values remain in effect, and their presumed value as reinforcers. Unconditioned Reinforcer - CORRECT ANSWER A stimulus change that increases the frequency of any behavior that immediately precedes it, as a result of species history. Avoidance contingency - CORRECT ANSWER A contingency in which a response prevents or postpones the presentation of a stimulus. (Example: flopping in the hallway may get you out of half of all of the class you do not want to go to). conditioned negative reinforcer - CORRECT ANSWER A previously neutral stimulus change that functions as a negative reinforcer because of prior pairing with one or more negative reinforcers. Discriminated Avoidance - CORRECT ANSWER A contingency in which responding in the presence of a signal prevents the onset of a stimulus from which escape is a reinforcer. (Example: a certain teacher is more likely to let you out of class when you cry. So, when that teacher is working in your classroom, you cry more often so that you can get out of the class you do not like). Escape Contingency - CORRECT ANSWER contingency in which a response terminates (produces escape from) an ongoing stimulus. (Example: you come home form work and your roommate is arguing with her boyfriend. You say "Stop!" to get them to be quiet and alleviate the loud noise). Free-operant avoidance - CORRECT ANSWER A contingency in which responses at any time during an interval prior to the scheduled onset of an aversive stimulus delays the presentation of the aversive stimulus. (does not need a signal). Example: doing your homework right after school so that your mom doesn't yell at you later for not doing it. Negative Reinforcement - CORRECT ANSWER a response that produces the termination, reduction, postponement or avoidance of a stimulus, with leads to an increase in the future occurrence of that response. (Example: If I kick my teacher when she asks me to do my work, I temporarily get out of doing my work because she sends me to the hall.) unconditioned negative reinforcer - CORRECT ANSWER stimuli whose removal strengthens behavior in the absence of prior learning (due to species history). How do we correct the sentence "Candy is a reinforcer for John" ? - CORRECT ANSWER Candy has functioned as a reinforcer for John's ______ behavior in the past. Always remember to aim towards...... - CORRECT ANSWER natural reinforcers (that occur in the real world and without your involvement!) Undesirable consequences (ex: time out) can actually be positive reinforcers if they function to strengthen a behavior. Give an example. - CORRECT ANSWER Time out is supposed to be a punisher. But if the student did not like the classroom in the first place, time-out may be serving as a reinforcer for their "bad" behavior if the unwanted behavior continues to occur or increase. Behavioral contrast - CORRECT ANSWER refers to the phenomenon in which a change in one component of a multiple schedule that increases the decreases the rate of responding on that component is accompanied by a change in the response rate in the opposite direction on the other, unaltered component of the schedule. Conditioned punisher - CORRECT ANSWER (also called secondary punished or learned punisher) is a stimulus change whose presentation functions as punishment as a results of a persons conditioned history, A conditioned punisher acquires the capability to function as a punisher through stimulus-stimulus pairing with one or more unconditioned, or previously conditioned punishers. (ex Police Car) Discriminative stimulus for punishment - CORRECT ANSWER SDP: can be defined as a stimulus condition in the presence of which a response has a lower probability of occurrence than it does in the absence as a result of response contingent punishment delivery in the presence of the stimulus example: SDP: beach picnic Response: leave sandwich unattended SP: bird flies away with sandwich ...so the SDP is beach picnic. Unlikely to leave sandwich unattended again! generalized conditioned punisher - CORRECT ANSWER a stimulus change that has been paired with numerous forms of unconditioned and conditioned punishers become a generalized condition punisher (reprimands such as "no!" or "don't do that!" and disapproving gestures such as scowls, frowns, and head shakes are generalized conditioned punishers for many people because they have been paired repeatedly with a wide range of unconditioned or conditioned punishers, such as a burned fingers or loss of privileges. They are independent of specific motivating conditions and will function as punishment under most conditions. negative punishment - CORRECT ANSWER has occurred when the removal of it already present stimulus or a decrease in the intensity of an already present stimulus immediately following a behavior results in a decrease in the future frequency of that behavior. Usually used for avoidance or escape. But here is another example: the beach party attendees behavior of turning his back on his food was negatively punished when a seagull flew off with his sandwich. Another example: Removal of iPad Overcorrection - CORRECT ANSWER a behavior reduction tactic in which, contingent on each occurrence of the problem behavior, the learner is required to engage in effortful behavior that is directly or logically related to the problem behavior. This method was created for decreasing disruptive and maladaptive behaviors of adults with intellectual disabilities in institutional settings. Over correction combines the suppressive effects of punishment and the educative effects of positive practice. Over correction includes either or both of two components: restitution and positive practice. Positive practice overcorrection - CORRECT ANSWER contingent on an occurrence of the problem behavior, the learner is required to repeatedly perform a correct form of the behavior or a behavior incompatible with the problem behavior. For a specified duration of time or number of responses, positive practice overcorrection entails an educative component in that it requires a person to engage inappropriate alternative behavior. the parent whose son tracks mud into the house could add a positive practice component by requiring him to practice wiping his feet on the door mat and then enter the house for two minutes or five consecutive times. Or, when caught talking in class instead of doing their work, a student could be required to quietly do that assignment quietly multiple Times. positive punishment - CORRECT ANSWER occurs when the presentation of a stimulus (or an increase in the intensity of an already present stimulus) immediately following a behavior results in a decrease of the frequency of behavior. For example, stubbing your toe on a chair leg is an example of positive punishment, if it suppresses the frequency of the behavior that preceded the toe stub, because the painful stimulation is best described as a presentation of a stimulus. Punisher - CORRECT ANSWER a stimulus change that immediately follows our response and decreases future occurrences of that type of behavior. Punishment - CORRECT ANSWER punishment has occurred when a response is followed immediately by a stimulus change that decreases the future frequency of that type of behavior Recovery from punishment - CORRECT ANSWER punishments suppressive effects on behavior are usually not permanent, this is especially likely when the behavior being punished also obtains reinforcement. Recovery of responding to pre-punished levels is more likely to occur when the punishment was mild or when the person can discriminate that the punishment contingency is not available. Response blocking - CORRECT ANSWER physically intervening as soon as the person begins to admit the problem behavior to prevent the completion of the response has shown effectiveness in reducing the frequency of some problem behaviors, such as pica. The therapist might also use a verbal reprimand or prompt to stop engaging in the behavior. Response interruption and redirection (RIRD) - CORRECT ANSWER a procedural variation of response blocking that includes interrupting stereotypic behavior at its onset and redirecting the individual to complete high probability behaviors instead. There are two types: motor in vocal. Both have used been used with people who have autism who emit high levels of repetitive, stereotypic (repetitive movements or sounds), non-functional behaviors. Example: When he starts hand flapping, I say "what am I holding?" "tell me your name" "clap your hands." Restituitonal Overcorrection - CORRECT ANSWER contingent on the problem behavior, the learner is required to repair the damage caused by the problem behavior by returning the environment to its original state and then to engage in additional behavior that brings the environment to a condition better than it was prior to misbehavior. A parent applying restitutional over correction with a child who repeatedly tracks mud into the kitchen floor might require the child of wipe up the mud and clean his shoes, and then over correct the effects of his misbehavior by mopping and waxing a portion of the floor. Ex) a kid throwing the trashcan, I would make then clean it up and then we will vacuum the room as well. So for a kid caught talking in class instead of doing their work, they could be required to sit at their desk quite for 20 minutes and do their work, plus extra assignments and longer periods of quietness and have to help the teacher do classroom tasks. Unconditioned Punisher - CORRECT ANSWER (also called primary punisher or unlearned punisher) a stimulus whose presentation functions as punishment without having been paired with any other punishers. Because unconditioned punishers are the product of evolutionary history (phylogeny) of a given species, all biologically intact members of the species are susceptible to punishment by the same unconditioned punishers. Example: painful stimulation, physical restraint etc. Adjunctive behaviors - CORRECT ANSWER these behaviors occur independently of scheduled control. Some examples include normal time fillers such as doodling, smoking, talking and drinking. These are called schedule-induced behaviors, when the frequency of these time filling behaviors increases as a side effect of other behaviors maintained by a schedule of reinforcement. Alternative schedule (ALT) - CORRECT ANSWER this provides an opportunity for reinforcement on two or more simultaneously available basic schedules of reinforcement. The first schedule completed provides reinforcement regardless of which scheduled component is met first. An example would be an alt FR 50/FI 5-min schedule: reinforcement is delivered whenever either of these two conditions have been met: a) 50 correct responses provided the 5- minute interval has not elapsed or b) the first response after the elapse of 5 minutes, provided that fewer than 50 have been emitted. (part of the compound schedules: schedules combining # of responses and time) Chained schedule of reinforcement (chain) - CORRECT ANSWER similar to multiple schedule. The multiple and chained schedules have two or more basic schedule requirements that occur successively, and have a discriminative stimulus correlated with each independent schedule. (Part of compound schedules: discriminative.) -2 schedules at same time, in same order, with SD. ex: "Mun" (reinforcement) "Day" (reinforcement) Compound schedule of reinforcement - CORRECT ANSWER Applied behavior analysts combine two or more basic schedules of reinforcement- continuous reinforcement (CRF), the 4 intermittent schedules of reinforcement (FR, VR, FI, VI), differential reinforcement of various rates of responding (DRH, DRL) and extinction (EXT)- for form compound schedules of reinforcements. The compound schedules include: Concurrent Discriminative (multiple and chain) Nndiscriminative (mixed and tandem) Schedules combining Concurrent schedule (conc) - CORRECT ANSWER occurs when two or more contingencies of reinforcement operate independently and simultaneously for two or more behaviors. This gives the opportunity to make choices. Ex) FR3 for hand raising and VI 5 for smiling. Conjunctive schedule (CONJ) - CORRECT ANSWER When reinforcement follows the completion of response requirements for two or more schedules of reinforcement. For example, a student behavior produces reinforcement when at least 2 minutes have elapsed AND 50 responses have been made. This arrangement in a conj FI 2/FR 50 schedule of reinforcement. They BOTH have to be met to get reinforced. (Part of Compound schedules: schedules combining) Continuous reinforcement (CRF) - CORRECT ANSWER on the one extreme side of the contingency spectrum. This is reinforcement after every response. Differential reinforcement of diminishing rates (DRD) - CORRECT ANSWER Provides reinforcement at the end of a predetermined time interval when the number of responses is less than a criterion that is gradually decreased across time intervals based on the individuals performance. (Ex: fewer than 5 responses per 5 minutes, then fewer than 4 responses per 5 minutes, then fewer then 3 responses per 5 minutes. (response is lets say... being off task). part of variations on the basics. Differential reinforcement of high rates (DRH) - CORRECT ANSWER The reinforcement of responses higher than a predetermined criterion. (Ex: target being smiling more often.) part of variations on the basics Differential reinforcement of low rates (DRL) - CORRECT ANSWER When responses are reinforced only when they are lower than the criterion. (Ex: talking too much in a conversation). Part of variations on the basics. Fixed Interval (FI) - CORRECT ANSWER provides reinforcement for the first responses following a fixed duration of time. With an FI-3 min schedule, the first response following the elapse of 3 minutes produces the reinforcer. If the response does not occur until minute 5, then they don't get reinforcement until the response. (don't just give reinforcement bc the timer is up). A real life example of this would be getting a pay check or getting mail delivered. part of basics. Fixed Ratio (FR) - CORRECT ANSWER This schedule of reinforcement requires the completion of a fixed number of responses for a reinforcer. For example, every 4th correct (or target) response produces reinforcement on an FR 4 schedule. part of the basics Intermittent schedule of reinforcement (INT) - CORRECT ANSWER the space between continuous reinforcement and extinction. This includes all other types of reinforcement schedules in between the two extremes. (3 major types of schedules: continuous, intermittent and extinction. Intermittent includes Fixed Ratio, Variable Ratio, Fixed Interval, and Variable Ratio. Differential reinforcement of various rates also exist (DRH and DRL) as well as progressive schedules and compound schedules. Lag Schedule - CORRECT ANSWER one method to increase response variability. Reinforcement on a lag schedule is contingent on a response differing in some predetermined way (different topography, sequence, etc) from one or more responses that preceded it. With a lag 1 schedule, each response that differs from the prior response produces reinforcement. Reinforcement in a lag 2 schedule is contingent on a response being different from the previous response and so on. An example of this would be naming items in animal category. "When you name an animal that no one else has said yet, you get a token." Limited Hold - CORRECT ANSWER reinforcement remains available for a finite time following an elapse of the FI or VI interval. The participant will miss the opportunity to receive reinforcement if a targeted response does not occur within the time limit. For example, on an FI-5 minute schedule with a limited old of 30 seconds, the first correct response after the end of the 5 minute interval must happen within 30 seconds to get reinforced. Matching Law - CORRECT ANSWER addresses response allocation to choices available with concurrent schedules of reinforcement. Typically, the rate of responding is proportional to the rate of reinforcement received from each choice alternative. (Example: if you are receiving reinforcement of praise for FR5 hand-raising, but also receiving reinforcement of iPad time for FR3 smiling, you may smile more because that is being reinforced quicker and with a more powerful reinforcer.) Mixed Schedule of Reinforcement (MIX) - CORRECT ANSWER similar to multiple schedules, except no discriminative stimuli signals the presence of the independent component schedules. For example, with a mix of FR 10/FI 1-min schedule, reinforcement sometimes occurs after the completion of 10 responses and sometimes occurs with the first response. Compound schedules: non discriminative. (random order, no SD). Multiple Schedule (MULT) - CORRECT ANSWER presents two or more basic schedules of reinforcement in an alternating, usually random sequence. The basic schedules within the multiple schedule occur successively and independently. A discriminative stimulus is present with each schedule. compound schedules: discriminative. (random order). example: FR 3 and VI 4-minute for hand-raising and smiling. Randomly reinforcing either one, but and SD is present, letting the student know which is going to be reinforced. PostReinforcment Pause - CORRECT ANSWER the participant may not respond following a period of reinforcement. The size, ratio and magnitude of reinforcement can influence the duration of this pause. Progressive Schedule of Reinforcement - CORRECT ANSWER systematically thins each successive reinforcement opportunity within the session independent of the participants behavior. Progressive-ratio and delay to reinforcement (sometimes called progressive interval, time-based progressive delay and delay fading) . (PI and PR) Progressive-ration schedule of reinforcement (PR) - CORRECT ANSWER increasing ratio requirments by some odd amount. Ex: Fr5 to FR 7 to FR 9. Ratio Strain - CORRECT ANSWER can results from an abrupt increase in ratio requirements when moving from denser to thinner schedules. Responses may include avoidance, aggression or unpredictable pauses. Schedule of Reinforcement - CORRECT ANSWER a rule that describes the contingency of reinforcement or the environmental arrangements that determine the conditions for reinforcement. schedule thinning - CORRECT ANSWER gradually increasing the response ratio or duration of time interval. Tandem schedule (tand) - CORRECT ANSWER operates like the chained schedule, except no SD. IN a tand FR15/FI 2 schedule, after a participant makes 15 responses, the first correct response following an elapse of 2 minutes produces reinforcement. Compound schedule: non discriminative (in order, but no SD) Variable Interval (VI) - CORRECT ANSWER provides reinforcement for the first correct response following the elapse of variable durations of time. part of basic schedules Variable Ratio (VR) - CORRECT ANSWER requires the completion of a variable number of responses to produce a reinforcer. part of basic schedules Immediacy of reinforcement - CORRECT ANSWER Immediacy of reinforcement is important. We need to be within 30 or 10 seconds with the reinforcement for it to work. Immediacy is important so that other behaviors do not get mixed in with what we're trying to reinforce. Q: Can reinforcement that was delayed still be effective? The answer is no.. such as getting a paycheck. This falls under rule governed behavior. Example of 3-term contingency - CORRECT ANSWER SD: see cookie in cookie jar Response: open jar Consequence: SR+ : cookie presented = response increase in future Now if I went in the kitchen and saw the jar empty... That will serve as an S-delta..... non-discriminative stimulus. Not likely to open jar. The antecedent in both circumstances serve either as telling us that reinforcement is or is not available. Motivating Operation - CORRECT ANSWER MO= anything that changes the effectiveness of reinforcer EO= increase effectiveness (establishing operation) ex) deprivation AO= decrease effectiveness (abolishing operation) ex) satiation Example of 4-term contingency - CORRECT ANSWER 4 term contingency: EO—SD—response--SR+ ex: being hungry......seeing cookie jar.....getting cookie out......enjoying cookie makes this response more likely in the future when hungry Superstitious behavior - CORRECT ANSWER Superstitious behavior occurs when reinforcement accidentally follows a behavior that did not produce the reinforcement. An example would be a sports player who puts on a certain pair of socks to win the game. Contrived Reinforcement - CORRECT ANSWER Don't say "artificial" reinforcement... we can refer to it as contrived reinforcement. Ex) wouldn't happen in the natural world. Ex) someone waving, giving you a skittle. Where in real life, you waving means someone waves back at you. Formal properties of reinforcers - CORRECT ANSWER typical types: Edible Sensory Tangible Activity Social Preference Assessment types - CORRECT ANSWER Free operant observation & Trial based methods: Preference Assessment: Free operant observation - CORRECT ANSWER Observing and recording what activities the person chooses when they have unrestricted access No response requirements All stimuli available and within reach Can be contrived or naturalistic Contrived free operant observation Just prior to observation, provide learner with exposure to each item. Place items in view and within reach Observe for a set period of time and record the duration of time that the target person engages with each stimulus item. Naturalistic Free operant observation Conducted in everyday environments as unobtrusively as possible (ex recess) Observe for set period of time and record the duration of time that target person engaged with stimulus item or activity Preference Assessment: Trial Based methods - CORRECT ANSWER Trial based methods: Present selected stimuli to clients in a series of trials Measure approach (touch/hold/engagement) Can categorize as high, medium, low preference Types of trial-based methods for preference assessments - CORRECT ANSWER Single stimulus Present one at a time in random order and record person reaction to it. Paired stimuli: Sometimes called "forced choice" method Present two stimuli simultaneously and ask target person to choose one Each stimulus is matched to every other stimulus in the set Rank order from high, medium to low. Ex) apple versus ball, apple versus fish, fish versus sticker. Multiple stimulus presentation Extension of paired stimulus presentation Present an array of 3 or more together Two major variations: with replacement and without With replacement: stimulus selected remains in an array in subsequence trials (Ex if they choose ball, keep all in the trials to see if they continue to select ball Without replacement : selected stimulus is removed from the array in subsequence trial (takes about half the time to complete and still fairly accurate). Ex) if they choose ball, ball is no longer part of the rest of the trials. Reinforcer Assessments - CORRECT ANSWER Concurrent schedule reinforcement assessment: is when you pit two stimuli against each other and observe which produces the larger increase in the responding. So we do a preference assessment 1st and then a reinforcer assessment to see which of the preferred items actually works for the behaviors. Progressive ratio schedule reinforcer assessment:preferences may change when requirements increase. Progressive ratio schedules provide a framework for assessing relative effectiveness of a stimulus as reinforcement as response requirements increase. Response requirements are systematically increased overtime until responding declines. Noncontingent reinforcement - CORRECT ANSWER Noncontingent reinforcement is an antecedent intervention in which stimuli with known reinforcing properties are delivered on a fixed time (FT) or variable time (VT) schedule independent of the learners behavior. So this is delivering the iPad once an hour that way the tantrum for the iPad is decreased because the deprivation of the reinforcer has decreased therefore this makes this less effective as a reinforcer. DRO - CORRECT ANSWER Differential reinforcement of other behavior delivers reinforcement contingent on the problem behavior not occurring throughout intervals of time (which is interval DRO) or at specific moments of time (which is momentary DRO). So if we're using interval DRO, that means that we set a timer for five minutes and if the problem or target behavior does not occur for that time period then they get reinforcement. Momentary DRO would mean at the end that 5 minutes if they're not engaging in problem behavior at that moment then we deliver reinforcement. So they can do any other behavior, but not the target behavior. DRA - CORRECT ANSWER Differential reinforcement of alternative behavior reinforces occurrences of a desirable alternative to the problem behavior and withholds reinforcement for the problem behavior. So for an example, we do not give attention to a child who calls out in class because that is the problem behavior but if they raise their hand, we do deliver the reinforcement. DRI - CORRECT ANSWER differential reinforcement of incompatible behavior: Example, a child cannot both others when the are chewing on a chewy. 2 forms of negative reinforcement - CORRECT ANSWER There are two forms of negative reinforcement: escape contingency and avoidance contingency. Escape contingency means a response terminates an ongoing stimulus Avoidance contingency means a response prevents or postpones the presentation of a stimulus. There are two types of avoidance contingencies... discriminated avoidance and free operant avoidance Escape/Avoidance contingency examples: - CORRECT ANSWER Escape contingency 4 term contingency example: EO: rain falling on your head SD: friend asking.. do you have an umbrella? Response: put up umbrella Consequence (SR-) escape the rain falling from your head Increased the likelihood of using umbrella in the future. Avoidance contingency 4 term contingency example: EO: raining outside and you are inside nice and dry SD: friend asking, Do you have an umbrella? Response: put up umbrella prior to walking out Consequence (SR-) AVOID getting wet Increases the likelihood of using umbrella next time Time-out (negative punishment) - CORRECT ANSWER Nonexclusion time-out: The participant is not completely removed from the time-in setting. -planned ignoring -Contingent observation: person is repositioned within an existing setting such that they can observe ongoing activities but access to available reinforcers is lost -partition/select space time out: student reminds within time-in setting, but their view is restricted by panel or cubicle to serve time out. Exclusion Time-out: Person is removed from setting for a period of time. -time out room: any confided, safe secure supervised place within normal treatment setting that is void of positive reinforcers. Hallway time out: student is directed to leave classroom and sit or stand outside the classroom in the hallway until time out period ends. Name the basic schedules of reinforcement - CORRECT ANSWER VR, VI, FR, FI Name the variations on the basics - CORRECT ANSWER DRH, DRL, DRD Name the progressive schedules of reinforcement - CORRECT ANSWER PR/ PI Name the compound schedules of reinforcement - CORRECT ANSWER Concurrent: Discriminative: multiple and chain Nondicscriminative: mixed and tandem Combining schedules: conjunctive and alternative Information on the basic schedules of reinforcement - CORRECT ANSWER Post reinforcement pause causes that scallop (FI). Because they learn what the time period or ratio is. Fixed ratio looks more like a stair step graph. Fixed interval looks more like a scalloped graph. Variable ratio looks like an increasing line graph FI: leads to pause after receiving reinforcement. Ex checking the mail) VI: lead to steady rate of responding. Students studying for a class that uses pop quizzes Fixed ratio: yields high rate of responding. Post reinforcement pause happens. Variable ratio: produces high rates of strong responding ex) slot machine Reinforcement theory is..... - CORRECT ANSWER Reinforcement theory is functional. That means all of its components are defined by their function (how they work) rather than by their structure (how they look). Aversive control - CORRECT ANSWER Because aversive events are associated with positive punishment and with negative reinforcement, the term aversive control is often used to describe interventions involving either or both of these contingencies. Herrnstein and matching law - CORRECT ANSWER Herrnstein conceptualized the matching law by discovering a near perfect correlation between reinforcement and behavior. Dimensions of reinforcer - CORRECT ANSWER "...make it less effortful for the learner to obtain high rates of immediately available, high-quality rewards for the desired behavior, relative to those associated with undesirable behavior" This describes the four dimensions of a reinforcer, which include rate, quality, delay [Show More]

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