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| Survival or reinforcement contingencies that select for equivalence, matching, or similarity between (1) the behavior of a model and an observer, as in imitation (2) what a person says and what is done (say -do correspndence) , (3) what is done and what is said (do-say correspondence). (4) private stimulation and the verabl report (describing emotions), and (5) an instruction or rule and what is done (rule-governed behavior). |
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| True imitation requires that the learner emits novel response that could only occur by observing a model emit a similar response. |
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Innate imitation based on evolution and natural selection (a characteristic of the species) rather than experiences during the lifetime of the individual.
spontaneous imitation *Herbert and harsh* (1944) |
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| *Kawaii* (1965) - Imitation of the modeled stimulus after a delay and in the absence of the model or modeled stimulus. Delayed imitation is considered to require more cognitive abilities than direct imitation. |
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| Active when watching a model perform a similar responsive and firing when doing the same response. |
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| This term refers to children who show an early lack of social interaction with parents, other family members, and peers. For example, these children often resist being held, and may have a trantrum if picked up or hugged. When autistic children get older they may be mistaken as deaf because they do not talk or establish eye contact when spoken to. These children often show repeated stereotyped patterns of behavior such as rocking back and forth, spinning a top, wiggling their finger in front of their eyes and so on. |
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| Imitative behavior that is controlled by its consequences |
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| A reinforcement procedure used to teach the generalized response and stimulus classes "do as I do." The procedure involves reinforcement of correspondence between modeled performance and imitative operants. After training a number of exemplars, a novel modeled stimulus is presented without reinforcement and a new imitative response occurs that matches the modeled performance. Generalized imitation involves both stimulus generalization of the class of modeled stimuli and response generalization of the class of imitative responses. |
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| From a social cognitive viewpoint, the observer pays attention to the modeled sequence, noting the arrangement of each action. The general information int eh sequence must be coded and rehearsed. Once this abstract information is retained in memory imitation is a matter of reproducing the component responses in the correct sequences. From a behavioral perspective observational learning involves the integration of generalized imitation rule-governed behavior, and verbal behavior. |
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| Contingency-specifying stimuli |
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| A technical term for verbal stimuli that regulate the behavior of listeners/ Rules, instructions, advice, maxims, and laws are contingency- specifying stimuli in the sense that the verbal stimulus describes an actual contingency of reinforcement |
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| The effects of contingency -specifying stimuli on the listener is behavior. When instruction, rules, advice, maxims, and laws regulate operant behavior, the behavior is said to be rule-governed. Control by instructions can make operant behavior insensitive to the operating contingencies of reinforcement. |
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| Operant behavior that precedes a current response. Precurrent behavior often functions to establish stimulus control over subsequent operant behavior, as when a person sets the alarm for 6am (precurrent behavior) to ensure stimulus control by the clock over waking up and going to an appointment. When precurrent behavior is private, as in thinking about chess moves, the behavior provides sD control over the actual movement of the chess piece. |
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| When solving problems people make up or construct their own discriminative stimuli. A person who has an important early-morning appointment may set an alarm clock for 6am. Technically, setting the alarm is precurrent behavior or an operant that precedes some other response or performance. |
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| Contingency -shaped behavior |
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| Operant behavior that is directly under the control of contingencies of reinforcement, as opposed to rule-governed behavior. |
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| Function- altering events |
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| Verbal stimuli such as rules and instructions can alter the function of other stimuli and thereby the strength of relations among stimuli and bahvior. For example, an instruction about what to do in an airline emergency can establish stimulus control by a "danging yellow mask" over the behavior of "placing the mask over your face and breathing normally" |
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| The notion that two verbal stimuli exert stimulus control over a common verbal topography. When finding the correct sequence of numbers in an array, repeating the required number and identifying that number in the array jointly control the terminal verbal response. |
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