EDF 6223 EXAM 1 COMPREHENSIVE REVIEW
2026 COMPLETE QUESTIONS AND CORRECT
ANSWERS GRADED A+
◉ equivalence test.
Answer: A probe for the emergence of untrained stimulus-stimulus
relations that evaluates both symmetry and transitivity
simultaneously.
◉ Mutual Entailment.
Answer: A relation in one direction between two stimuli (e.g., A to B)
entails a relation in the other direction (e.g., B to A)
(symmetry)
if you are told that A = B, you can derive that B = A. That is, the
specified A = B relation mutually entails the (symmetrical) B = A
relation.
◉ Combinatory Entailment.
Answer: A derived stimulus relation in which two or more stimulus
relations (trained or derived) mutually combine.
(transitivity)
if A is related to B and A is related to C, then B and C are mutually
related in that context.
,◉ Class merger.
Answer: Independent equivalence classes are combined as the result
of teaching a new but interrelated conditional discrimination.
◉ Class expansion.
Answer: A new member is added to a demonstrated stimulus
equivalence class as the result of teaching a new conditional
discrimination.
◉ Equivalence Class.
Answer: The collection of stimuli that evoke the same behavior.
◉ Arbitrary stimulus class.
Answer: Stimuli that evoke the same response, but they do NOT
share a common stimulus feature. They do not physically look alike
or share a relative relationship.
LIMITED number of stimuli
Developed through stimulus equivalence.
◉ Equivalence Relations.
Answer: Relations that are reflexive, symmetric, and transitive.
,◉ Transformation of stimulus functions (Transformation of
Function).
Answer: Occur when the functions of one stimulus alter or
transform the functions of another stimulus in accordance with the
derived relation between the two, without additional training.
◉ Generalized Operant.
Answer: An operant in which the form of the individual responses in
the class vary considerably
◉ Contextual cues.
Answer: Establish what relations exists between stimuli
Allow(s) you to make an arbitrary relational responses between
stimuli.
◉ Formal Simularity.
Answer: When the antecedent (what the model presents) and the
response (what the learner emits) share the same sense mode - both
are visual such as copying printed text, or both are tactile such as
imitating sign language, etc.
◉ Model.
, Answer: An antecedent stimulus with topographical similarity to the
behavior that evokes imitative behavior.
◉ Planned modeling.
Answer: Shows the learner what exactly to do.
◉ Unplanned modeling.
Answer: All antecedent stimuli with the capacity to evoke imitation.
◉ Non-equivalence relations.
Answer: Those in which stimuli are related on some basis other than
"sameness".
◉ Striefel's Components of Imitation Training.
Answer: a) assessing and teaching necessary prerequisite skills for
imitation training (staying seated, looking at the teacher, keeping
hands in lap, looking at objects
b) selecting models for imitation training (suggest start with 25
models)
c)Pretesting
d)sequencing the selected models
e)conducting imitation training
2026 COMPLETE QUESTIONS AND CORRECT
ANSWERS GRADED A+
◉ equivalence test.
Answer: A probe for the emergence of untrained stimulus-stimulus
relations that evaluates both symmetry and transitivity
simultaneously.
◉ Mutual Entailment.
Answer: A relation in one direction between two stimuli (e.g., A to B)
entails a relation in the other direction (e.g., B to A)
(symmetry)
if you are told that A = B, you can derive that B = A. That is, the
specified A = B relation mutually entails the (symmetrical) B = A
relation.
◉ Combinatory Entailment.
Answer: A derived stimulus relation in which two or more stimulus
relations (trained or derived) mutually combine.
(transitivity)
if A is related to B and A is related to C, then B and C are mutually
related in that context.
,◉ Class merger.
Answer: Independent equivalence classes are combined as the result
of teaching a new but interrelated conditional discrimination.
◉ Class expansion.
Answer: A new member is added to a demonstrated stimulus
equivalence class as the result of teaching a new conditional
discrimination.
◉ Equivalence Class.
Answer: The collection of stimuli that evoke the same behavior.
◉ Arbitrary stimulus class.
Answer: Stimuli that evoke the same response, but they do NOT
share a common stimulus feature. They do not physically look alike
or share a relative relationship.
LIMITED number of stimuli
Developed through stimulus equivalence.
◉ Equivalence Relations.
Answer: Relations that are reflexive, symmetric, and transitive.
,◉ Transformation of stimulus functions (Transformation of
Function).
Answer: Occur when the functions of one stimulus alter or
transform the functions of another stimulus in accordance with the
derived relation between the two, without additional training.
◉ Generalized Operant.
Answer: An operant in which the form of the individual responses in
the class vary considerably
◉ Contextual cues.
Answer: Establish what relations exists between stimuli
Allow(s) you to make an arbitrary relational responses between
stimuli.
◉ Formal Simularity.
Answer: When the antecedent (what the model presents) and the
response (what the learner emits) share the same sense mode - both
are visual such as copying printed text, or both are tactile such as
imitating sign language, etc.
◉ Model.
, Answer: An antecedent stimulus with topographical similarity to the
behavior that evokes imitative behavior.
◉ Planned modeling.
Answer: Shows the learner what exactly to do.
◉ Unplanned modeling.
Answer: All antecedent stimuli with the capacity to evoke imitation.
◉ Non-equivalence relations.
Answer: Those in which stimuli are related on some basis other than
"sameness".
◉ Striefel's Components of Imitation Training.
Answer: a) assessing and teaching necessary prerequisite skills for
imitation training (staying seated, looking at the teacher, keeping
hands in lap, looking at objects
b) selecting models for imitation training (suggest start with 25
models)
c)Pretesting
d)sequencing the selected models
e)conducting imitation training
