Psyc 387 – Learning Questions With Complete Solutions
How can you use stimulus control principles to quit smoking
successfully?
avoid situations of past smoking, and undergo training to reduce
the control of these situations
experimental neurosis
neurotic behavior induced through an experimental procedure.
Why did Pavlov call bizarre behavior an experimental neurosis?
the behavior resembled that of a nervous breakdown.
Define conceptual behavior
when a class of stimuli that share stimulus features act as
discriminative stimuli for responding
Define concept instances
members of a stimulus class
critical features
must be present in order for an item to be an example
variable feature
is not critical to the discrimination and may or may not be
present
Explain why learning to respond to stimulus features, rather than
individual stimuli, is valuable.
,Once you acquire responses to classes of stimuli defined by its
features, you can respond correctly to new stimulus-class
members
under generalization
failure to identify members of a conceptual stimulus class as
concept instances
overgeneralization
failure to correctly identify concept non-instances outside a
conceptual stimulus class as concept instances
under generalization is sometimes called
under extension
over generalization is sometimes called
over extension
In order to demonstrate conceptual behavior, it is necessary to
show that
critical features of the concept are discriminative stimuli
Many concepts have labels or words that refer to
the critical feature of the stimulus class.
Differences in the meaning that different people attach to the
same words are often due to
differences in the conceptual stimulus features that have been
established as discriminative stimuli
,principles that make stimulus discrimination effective generally
apply to
conceptual discrimination
A specific means of defining the goal of conceptual
discrimination
concept analysis
concept definition
specifies the features of a concept that make it a member of the
conceptual stimulus class
Complete concept learning often also requires
examples and non-examples
A method of teaching that promotes retention of conceptual
discrimination by giving abstract material a concrete
representation.
focal example method
sameness principle
using a broad range of very different examples to illustrate the
same concept
minimum difference principle
providing non-examples of the concept that are minimally
different from concept examples
errors of misconception
, variable features of the concept are responded to as critical
features
generalized response class
the act or process of making a different but similar response to
the same stimulus
Generalized response classes are also called
operations
the training that produces a generalized response class is
sometimes called
operations training
generalized imitation training
learner's imitations of specific modeled behaviors are prompted
and reinforced
Goetz and Baer training with pre-school children is an example
of imitation training because
(a) the trained response had a specified feature (b) the training
resulted in the children being able to perform new responses that
had the specified property
Conceptual behavior and generalized response classes are
similar in what ways
both are defined in terms of features, the stimulus and response
class members differ from each other in certain respects and the
tests are similar because they both require that the learner do
something new
How can you use stimulus control principles to quit smoking
successfully?
avoid situations of past smoking, and undergo training to reduce
the control of these situations
experimental neurosis
neurotic behavior induced through an experimental procedure.
Why did Pavlov call bizarre behavior an experimental neurosis?
the behavior resembled that of a nervous breakdown.
Define conceptual behavior
when a class of stimuli that share stimulus features act as
discriminative stimuli for responding
Define concept instances
members of a stimulus class
critical features
must be present in order for an item to be an example
variable feature
is not critical to the discrimination and may or may not be
present
Explain why learning to respond to stimulus features, rather than
individual stimuli, is valuable.
,Once you acquire responses to classes of stimuli defined by its
features, you can respond correctly to new stimulus-class
members
under generalization
failure to identify members of a conceptual stimulus class as
concept instances
overgeneralization
failure to correctly identify concept non-instances outside a
conceptual stimulus class as concept instances
under generalization is sometimes called
under extension
over generalization is sometimes called
over extension
In order to demonstrate conceptual behavior, it is necessary to
show that
critical features of the concept are discriminative stimuli
Many concepts have labels or words that refer to
the critical feature of the stimulus class.
Differences in the meaning that different people attach to the
same words are often due to
differences in the conceptual stimulus features that have been
established as discriminative stimuli
,principles that make stimulus discrimination effective generally
apply to
conceptual discrimination
A specific means of defining the goal of conceptual
discrimination
concept analysis
concept definition
specifies the features of a concept that make it a member of the
conceptual stimulus class
Complete concept learning often also requires
examples and non-examples
A method of teaching that promotes retention of conceptual
discrimination by giving abstract material a concrete
representation.
focal example method
sameness principle
using a broad range of very different examples to illustrate the
same concept
minimum difference principle
providing non-examples of the concept that are minimally
different from concept examples
errors of misconception
, variable features of the concept are responded to as critical
features
generalized response class
the act or process of making a different but similar response to
the same stimulus
Generalized response classes are also called
operations
the training that produces a generalized response class is
sometimes called
operations training
generalized imitation training
learner's imitations of specific modeled behaviors are prompted
and reinforced
Goetz and Baer training with pre-school children is an example
of imitation training because
(a) the trained response had a specified feature (b) the training
resulted in the children being able to perform new responses that
had the specified property
Conceptual behavior and generalized response classes are
similar in what ways
both are defined in terms of features, the stimulus and response
class members differ from each other in certain respects and the
tests are similar because they both require that the learner do
something new
