EDF 6223 Exam 1 Actual Study Questions
with 100% Correct Answers Already
Graded A+ | Latest Edition
1. Class formation - ANSWER typically measured as the percentage of probe
trials on which a comparison selection is consistent with equivalence, for
each defining probe type. such measures are often compared in a pretest
train posttest design or in a multiple baseline across stimulus sets
experimental design
2. Delayed emergence - ANSWER a relatively common observation in which
equivalence performances grow stronger with repeated testing
3. Class expansion - ANSWER a new member is added to a demonstrated
stimulus equivalence class as a result of teaching a new conditional
discrimination
4. causal relational responding - ANSWER relations specifying causality
(cause-effect) or conditionality(if-then) can define the structure of a stimulus
class or define the behavior function through which stimuli in a class are
transformed
5. deictic relational responding - ANSWER relations specific in terms of the
perspective of the speaker
6. The main components of imitation are as follows - ANSWER A model is
present, which is an antecedent stimulus that evokes the imitative behavior
An imitative behavior must immediately follow the presentation of the model
,The model and the behavior must have a formal similarity
The model must be the controlling variable for an imitative behavior (not some
reinforcement contingency).
7. Acceptance and Commitment Therapy (ACT) - ANSWER A mindfulness-
based program that encourages clients to accept, rather than attempt to
control or change, unpleasant sensations.
8. Arbitrarily applicable relational responding - ANSWER Learned relational
responding that can come under the control of arbitrary contextual cues,
NOT solely the formal properties of relate nor direct experience with them
9. arbitrary relations - ANSWER Stimuli to which people respond in
interlocked ways, not because of physical similarity, but because social-
verbal reinforcement contingencies teach people to respond to them in this
way.
10.behavioral inflexibility - ANSWER an insensitivity to external stimuli
occurring when private events interfere with well-being behaviors on which
high-priority positive reinforces are contingent
11.contextual stimulus - ANSWER Signals the type of relational responding
that will be reinforced.
12.multiple exemplar training - ANSWER Instruction that provides the learner
with practice with a variety of stimulus conditions, response variations, and
response topographies to ensure the acquisition of desired stimulus controls
response forms; used to promote both setting/situation generalization and
response generalization.
, 13.nonequivalence relations - ANSWER Derived stimulus relations in which
stimuli are related on some basis other than "sameness."
14.perspective shifting - ANSWER Responding as if from the vantage point of
another person, place, or time than the personal here and now.
15.rule governed behavior - ANSWER behavior controlled by a rule, enables
human behavior to come under the indirect control of temporally remote or
improbable but potentially significant consequences.
16.class-specific reinforcement - ANSWER A match-to-sample procedure in
which not only is the correct comparison choice conditional on the sample
stimulus, but the type of consequence delivered is, too; class-specific
consequences themselves become members of the equivalence classes.
17.Class merger - ANSWER Independent equivalence classes are combined as
the result of teaching a new but interrelated conditional discrimination.
18.Transfer of function - ANSWER Occurs when teaching a new function for
one member of an established equivalence class results in the same function
holding for all members of the class.
19.contextual control - ANSWER The situation or context in which a stimulus
(or stimulus class) occurs determines its function. More specifically: a type
of stimulus control requiring three levels of antecedent stimuli, such that the
functions of the stimuli in a conditional discrimination vary depending on
the context. Contextual control training requires a five-term contingency. It
allows for the same stimuli to be members of more than one equivalence
class, depending on the context.
with 100% Correct Answers Already
Graded A+ | Latest Edition
1. Class formation - ANSWER typically measured as the percentage of probe
trials on which a comparison selection is consistent with equivalence, for
each defining probe type. such measures are often compared in a pretest
train posttest design or in a multiple baseline across stimulus sets
experimental design
2. Delayed emergence - ANSWER a relatively common observation in which
equivalence performances grow stronger with repeated testing
3. Class expansion - ANSWER a new member is added to a demonstrated
stimulus equivalence class as a result of teaching a new conditional
discrimination
4. causal relational responding - ANSWER relations specifying causality
(cause-effect) or conditionality(if-then) can define the structure of a stimulus
class or define the behavior function through which stimuli in a class are
transformed
5. deictic relational responding - ANSWER relations specific in terms of the
perspective of the speaker
6. The main components of imitation are as follows - ANSWER A model is
present, which is an antecedent stimulus that evokes the imitative behavior
An imitative behavior must immediately follow the presentation of the model
,The model and the behavior must have a formal similarity
The model must be the controlling variable for an imitative behavior (not some
reinforcement contingency).
7. Acceptance and Commitment Therapy (ACT) - ANSWER A mindfulness-
based program that encourages clients to accept, rather than attempt to
control or change, unpleasant sensations.
8. Arbitrarily applicable relational responding - ANSWER Learned relational
responding that can come under the control of arbitrary contextual cues,
NOT solely the formal properties of relate nor direct experience with them
9. arbitrary relations - ANSWER Stimuli to which people respond in
interlocked ways, not because of physical similarity, but because social-
verbal reinforcement contingencies teach people to respond to them in this
way.
10.behavioral inflexibility - ANSWER an insensitivity to external stimuli
occurring when private events interfere with well-being behaviors on which
high-priority positive reinforces are contingent
11.contextual stimulus - ANSWER Signals the type of relational responding
that will be reinforced.
12.multiple exemplar training - ANSWER Instruction that provides the learner
with practice with a variety of stimulus conditions, response variations, and
response topographies to ensure the acquisition of desired stimulus controls
response forms; used to promote both setting/situation generalization and
response generalization.
, 13.nonequivalence relations - ANSWER Derived stimulus relations in which
stimuli are related on some basis other than "sameness."
14.perspective shifting - ANSWER Responding as if from the vantage point of
another person, place, or time than the personal here and now.
15.rule governed behavior - ANSWER behavior controlled by a rule, enables
human behavior to come under the indirect control of temporally remote or
improbable but potentially significant consequences.
16.class-specific reinforcement - ANSWER A match-to-sample procedure in
which not only is the correct comparison choice conditional on the sample
stimulus, but the type of consequence delivered is, too; class-specific
consequences themselves become members of the equivalence classes.
17.Class merger - ANSWER Independent equivalence classes are combined as
the result of teaching a new but interrelated conditional discrimination.
18.Transfer of function - ANSWER Occurs when teaching a new function for
one member of an established equivalence class results in the same function
holding for all members of the class.
19.contextual control - ANSWER The situation or context in which a stimulus
(or stimulus class) occurs determines its function. More specifically: a type
of stimulus control requiring three levels of antecedent stimuli, such that the
functions of the stimuli in a conditional discrimination vary depending on
the context. Contextual control training requires a five-term contingency. It
allows for the same stimuli to be members of more than one equivalence
class, depending on the context.
