A number of suggestions for teaching loosely were made by Baer (1999). Name five of these recommendations for teaching loosely and provide a rationale as to why each suggestion may be pertinent to a learner's performance of a target behavior(s).
What will be an ideal response?
Ques. 2List and discuss two potential advantages/benefits of programming common stimuli.
What will be an ideal response?
Ques. 3The ripple effect and spillover effect refer to generalization across settings for an individual subject or participant.
Indicate whether the statement is true or false
Ques. 4A general case analysis is a systematic method for selecting teaching examples that represent the full range of stimulus variations and response requirements in the generalization setting.
Indicate whether the statement is true or false
Ques. 5The success of using delayed rewards depends on:
a. The indiscriminability of the contingency.
b. The learner understanding the relation between emitting the target behavior at an earlier time and receiving a reward later.
c. The person delivering the reward.
d. A and B only
e. A and C only
f. All of the above
Ques. 6John was taught by his teacher to say, Hello when greeting people. Now when he meets people he not only says hello, but also says: hi, good to see you and hey there. John's behavior change is an example of:
a. Setting/situation generalization
b. Response generalization
c. Setting/situation maintenance
d. Response maintenance
Ques. 7Making the instructional setting similar to the generalization setting involves:
a. Teaching self-management skills
b. Teaching loosely
c. Programming common stimuli
d. B & C only
e. A & C only
f. All of the above
Ques. 8The general rule for teaching sufficient stimulus examples is:
a. The less examples used during instruction, it is more likely the learner will respond correctly to untrained examples or situation.
b. The more examples used during instruction, it is more likely the learner will respond correctly to untrained examples or situation.
c. The more examples used during instruction, it is less likely the learner will respond correctly to untrained examples or situation.
d. The less examples used during instruction, it is less likely the learner will respond correctly to untrained examples or situation.
Ques. 9One strategy for promoting generalized behavior change is to teach the full range of relevant stimulus conditions and response requirements. In doing this, a practitioner may:
a. Teach sufficient stimulus examples
b. Teach sufficient response examples
c. Utilize general case analysis
d. Use negative teaching examples
e. All of the above
f. None of the above
Ques. 10This is a process by which a behavior that was initially selected and shaped under one set of conditions is recruited by a different set of contingencies and takes on a new function in a person's repertoire.
a. Contingency adduction
b. Stimulus equivalence
c. Faulty stimulus control
d. Overgeneralization
Ques. 11This is the extent to which a learner emits untrained responses that are functionally equivalent to the trained target behavior.
a. Setting/situation maintenance
b. Response generalization
c. Setting/situation generalization
d. Response maintenance
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