EDF 6223 Final Exam Questions with Correct Answers Latest Update 2025/2026
Reflexivity - Answers A type of stimuli-to-stimulus relation in which the learner, without any prior
training or reinforcement, selects a stimulus that is the same as the sample.
A=A, B=B, and C=C
Symmetry - Answers A type of stimuli-to-stimulus relation in which the learner, without prior
training or reinforcement, demonstrates the reversibility of the sample stimulus and the
comparison stimulus.
A=B, then B=A, or A=C, then C=A
Transitivity - Answers Describes the stimulus-stimulus relations that emerge as a product of
training two other stimulus-stimulus relations.
If A=B and A=C, then B=C
Stimulus equivalence - Answers Describes a behavior analytic approach to understanding and
establishing symbolic function.
Generativity - Answers The ability to create and understand an infinite number of meaningful
sentences and utterances.
Relational Frame Theory (RTF) - Answers A theory of derived stimulus relations proposing that
such relations are inherently verbal and that the accumulated experience with relational
exemplars creates generalized repertoires of relating.
derived stimulus relation - Answers The relation between two or more stimuli that is not directly
trained or taught and is not based solely on the physical properties of the stimuli.
Conditional Discrimination - Answers Performance in a match-to-sample procedure in which
discrimination between the comparison stimuli is conditional on, or depends on, the sample
stimulus present on each trial.
Conditional Discrimination 4-term contingency - Answers - sample stimulus (antecedent
stimulus)
- correct comparison (antecedent stimulus)
- selection response
- reinforcer
equivalence test - Answers A probe for the emergence of untrained stimulus-stimulus relations
that evaluates both symmetry and transitivity simultaneously.
Mutual Entailment - Answers 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 - Answers 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 - Answers Independent equivalence classes are combined as the result of
teaching a new but interrelated conditional discrimination.
Class expansion - Answers A new member is added to a demonstrated stimulus equivalence
class as the result of teaching a new conditional discrimination.
Equivalence Class - Answers The collection of stimuli that evoke the same behavior.
Arbitrary stimulus class - Answers 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 - Answers Relations that are reflexive, symmetric, and transitive.
Transformation of stimulus functions (Transformation of Function) - Answers 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 - Answers An operant in which the form of the individual responses in the
class vary considerably
Contextual cues - Answers Establish what relations exists between stimuli
Allow(s) you to make an arbitrary relational responses between stimuli.
Formal Simularity - Answers 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 - Answers An antecedent stimulus with topographical similarity to the behavior that
evokes imitative behavior.
Planned modeling - Answers Shows the learner what exactly to do.
Unplanned modeling - Answers All antecedent stimuli with the capacity to evoke imitation.
Non-equivalence relations - Answers Those in which stimuli are related on some basis other
than "sameness".
Striefel's Components of Imitation Training - Answers 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
Imitation - Answers Is occasioned by another person's model of the behavior (or symbolic
presentation thereof); follows the modeled behavior closely in time; model must serve as the
controlling variable.
Assessing for imitation training - Answers Prerequisite skills needed: Attending
Identify problem behaviors that may interfere with training (may need to be decreased prior to
training)
Steps for Performing Imitative Training - Answers 1. Preassessment
2. Training
3. Post-assessment
4. Probes for imitative behavior
Guidelines for Imitative Training - Answers Keep sessions active and brief
Reinforce both prompted and imitative responses. Initially reinforcing each occurrence of both
prompted and independent responses.
Pair verbal praise and attention with tangible reinforcers
If progress stalls, back up and move ahead slowly
Fade out verbal response prompts and physical guidance
Reflexivity - Answers A type of stimuli-to-stimulus relation in which the learner, without any prior
training or reinforcement, selects a stimulus that is the same as the sample.
A=A, B=B, and C=C
Symmetry - Answers A type of stimuli-to-stimulus relation in which the learner, without prior
training or reinforcement, demonstrates the reversibility of the sample stimulus and the
comparison stimulus.
A=B, then B=A, or A=C, then C=A
Transitivity - Answers Describes the stimulus-stimulus relations that emerge as a product of
training two other stimulus-stimulus relations.
If A=B and A=C, then B=C
Stimulus equivalence - Answers Describes a behavior analytic approach to understanding and
establishing symbolic function.
Generativity - Answers The ability to create and understand an infinite number of meaningful
sentences and utterances.
Relational Frame Theory (RTF) - Answers A theory of derived stimulus relations proposing that
such relations are inherently verbal and that the accumulated experience with relational
exemplars creates generalized repertoires of relating.
derived stimulus relation - Answers The relation between two or more stimuli that is not directly
trained or taught and is not based solely on the physical properties of the stimuli.
Conditional Discrimination - Answers Performance in a match-to-sample procedure in which
discrimination between the comparison stimuli is conditional on, or depends on, the sample
stimulus present on each trial.
Conditional Discrimination 4-term contingency - Answers - sample stimulus (antecedent
stimulus)
- correct comparison (antecedent stimulus)
- selection response
- reinforcer
equivalence test - Answers A probe for the emergence of untrained stimulus-stimulus relations
that evaluates both symmetry and transitivity simultaneously.
Mutual Entailment - Answers 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 - Answers 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 - Answers Independent equivalence classes are combined as the result of
teaching a new but interrelated conditional discrimination.
Class expansion - Answers A new member is added to a demonstrated stimulus equivalence
class as the result of teaching a new conditional discrimination.
Equivalence Class - Answers The collection of stimuli that evoke the same behavior.
Arbitrary stimulus class - Answers 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 - Answers Relations that are reflexive, symmetric, and transitive.
Transformation of stimulus functions (Transformation of Function) - Answers 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 - Answers An operant in which the form of the individual responses in the
class vary considerably
Contextual cues - Answers Establish what relations exists between stimuli
Allow(s) you to make an arbitrary relational responses between stimuli.
Formal Simularity - Answers 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 - Answers An antecedent stimulus with topographical similarity to the behavior that
evokes imitative behavior.
Planned modeling - Answers Shows the learner what exactly to do.
Unplanned modeling - Answers All antecedent stimuli with the capacity to evoke imitation.
Non-equivalence relations - Answers Those in which stimuli are related on some basis other
than "sameness".
Striefel's Components of Imitation Training - Answers 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
Imitation - Answers Is occasioned by another person's model of the behavior (or symbolic
presentation thereof); follows the modeled behavior closely in time; model must serve as the
controlling variable.
Assessing for imitation training - Answers Prerequisite skills needed: Attending
Identify problem behaviors that may interfere with training (may need to be decreased prior to
training)
Steps for Performing Imitative Training - Answers 1. Preassessment
2. Training
3. Post-assessment
4. Probes for imitative behavior
Guidelines for Imitative Training - Answers Keep sessions active and brief
Reinforce both prompted and imitative responses. Initially reinforcing each occurrence of both
prompted and independent responses.
Pair verbal praise and attention with tangible reinforcers
If progress stalls, back up and move ahead slowly
Fade out verbal response prompts and physical guidance
