Term
|
Definition
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 tantrum if picked up or hugged. When they 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 fingers in front of their eyes, and so on. |
|
|
Term
|
Definition
When solving problems, people make up or construct their own discriminative stimuli.
A person who has an early morning appointment may set an alarm clock to 6:00 am. Technically, setting the alarm is precurrent behavior, or an operant that precedes some other response or performance. That is, setting the alarm is behavior that results in the alarm ringing at 6:00am, setting the occasion for getting up and going to the meeting.
A major function of precurrent behavior is the construction of sDs that regulate subsequent action. |
|
|
Term
| Contingency-shaped behavior |
|
Definition
| Operant behavior that is directly under the control of contingencies of reinforcement, as opposed to rule-governed behavior. |
|
|
Term
| Contingency-specifying stimuli |
|
Definition
A technical term for verbal stimuli that regulate the behavior of listeners.
Rules, instructions, advice, maxims, and laws are these kinds of stimuli in the sense that the verbal stimulus describes an actual contingency of reinforcement of everyday life. |
|
|
Term
|
Definition
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 correspondence)
(3) what is done and what is said (do-say correspondence)
(4) private stimulation and the verbal report (describing emotions)
(5) an instruction or rule and what is done (rule-governed behavior). |
|
|
Term
|
Definition
Imitation of the modeled stimulus after a delay and in the absence of the model or modeled stimulus.
It is considered to require more cognitive abilities than direct imitation (i.e., it involves remembering the modeled stimulus) |
|
|
Term
|
Definition
Verbal stimuli such as rules and instructions can alter the function of other stimuli and, thereby, the strength of relations among stimuli and behavior.
For example, an instruction about what to do in an airline emergency can establish stimulus control by a "dangling yellow mask" over the behavior of "placing the mask over your face and breathing normally." |
|
|
Term
|
Definition
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 modified performance. Generalized imitation involves both stimulus generalization of the class of modeled stimuli and response generalization of the class of imitative responses. |
|
|
Term
|
Definition
| True _____ requires that the learner emits a novel response that could only occur by observing a model emit a similar response. |
|
|
Term
|
Definition
| Another name for spontaneous imitation. |
|
|
Term
|
Definition
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 "number - I found it" |
|
|
Term
|
Definition
| From a social cognitive viewpoint, the observer pays attention to the modeled sequence, noting the arrangement of each action. The general information in the 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. Each of these components is addressed separately in behavior analysis. |
|
|
Term
|
Definition
| Imitative behavior that is controlled by its consequences. |
|
|
Term
|
Definition
Operant behavior that precedes a current response.
It often functions to establish stimulus control over subsequent operant behavior. |
|
|
Term
|
Definition
The effects of contingency-specifying stimuli on the listener's behavior.
When instructions, rules, advice, maxims, and laws regulate operant behavior, the behavior is said to be this.
Control by instructions can make operant behavior insensitive to the operating contingencies of reinforcement. |
|
|
Term
|
Definition
| Innate imitation based on evolution and natural selection (a characteristic of the species) rather than experiences during the lifetime of the individual. |
|
|
