Behavior Analysis and Learning, Fourth Edition

Study Questions - Chapter 8

Behavior Analysis and Learning, Fourth Edition is an essential textbook covering the basic principles in the field of behavior analysis and learned behaviors, as pioneered by B. F. Skinner.

  1. Define a controlling stimulus. Discuss two kinds of controlling stimuli and provide examples of these in everyday life. (p. 171)
  2. In behavioral terms, what is discrimination? Describe the contingency of differential reinforcement. Discuss the effects of this procedure in an idealized experiment with pigeons pecking red and green keys. (p. 172)
  3. What is meant by stimulus control? Give an example in the laboratory and in everyday settings. (p. 172)
  4. FOCUS ON: Do we know what birds or people see? Discuss the evolution of vision and what birds see. Describe how birds see colors, shapes, and movement, referring to the eyes and neural receptors. What role do behavioral experiments play in finding out what birds see? (p. 173)
  5. Define a multiple schedule of reinforcement and write the Mechner notation for a multiple VI extinction (MULT VI EXT) schedule. How can the mere alternation of the red and green components in a multiple schedule confound the results? What is the likely result of a bird responding on a multiple VI 2-min extinction (MULT VI 2-min, EXT) schedule? (pp. 173-174)
  6. Discuss the discrimination index and write a simple equation for it. How does the index vary and what are the meanings of different values? (p. 174)
  7. Discuss a study by Pierrel, Sherman, Blue, and Hegge (1970) on differences in sound intensity, using the discrimination index. What do the results of this experiment mean? (pp. 174-175)
  8. FOCUS ON: Summarize the problem faced by the student with a "bird-brained" pigeon. How did the student solve the problem using Mechner notation? In your answer, refer to adventitious reinforcement on multiple schedules, superstitious behavior, and a differential reinforcement of other behavior (DRO) contingency. Draw out the implications for teaching and learning. (p. 175)
  9. Define behavioral contrast and how it occurs on a MULT VI EXT schedule. Name two kinds of contrast and define them. Give a relative rate of reinforcement analysis of behavioral contrast. What other conditions affect contrast? How could contrast have adaptive value? (p. 177)
  10. FOCUS ON: In terms of the research of Ben Williams, which component of an A-B-C sequence of schedules is the target? In relation to the target schedule, which schedule produces weak and fleeting contrast effects? Which schedule produces strong and durable contrast effects? Describe the transitory contrast effect elicited by the preceding schedule. Where do we stand today in terms of behavioral contrast? (p. 178)
  11. What is stimulus generalization? Give several common examples. Discuss generalization gradients using a classic experiment by Guttman and Kalish (1956). Define a peak shift. Recount an experiment by Hanson (1959) on the peak-shift phenomenon. (p. 179)
  12. Define absolute and relative stimulus control. How is peak shift an instance of relative stimulus control? Compare successive and simultaneous discrimination. (p. 181)
  13. How does extinction interfere with establishing discrimination? What is errorless discrimination? Discuss the Terrace (1963) experiment on errorless discrimination. Compare the effects of early progressive training with standard successive discrimination. (pp. 182-183)
  14. What are some additional effects of errorless-discrimination procedures? Discuss the advantages and problems of errorless training in educational settings. (p. 183)
  15. Describe two basic procedures that underlie errorless training. What is fading? Give a practical example of fading used by Sherman (1965). How is fading important in everyday life? (p. 184)
  16. What is identity discrimination (refer to Figure 8.11)? Describe delayed matching to sample in a pigeon experiment, as in Figure 8.12. How is this procedure used to investigate behavior said to reflect cognition and memory? Provide a behavior analysis (White, 2002) of remembering using delayed matching to sample (DMTS) by referring to Figure 8.13. (p. 185)
  17. FOCUS ON: Summarize the Herrnstein and Loveland (1964) research on concept formation by pigeons. What were the results? How general is concept formation? Draw out the implications of this research area. (p. 188)
  18. Outline conditional discrimination using a pigeon and matching to sample procedure. How does conditional discrimination help explain complex human behavior? (p. 189)
  19. ON THE APPLIED SIDE: How did Verhave (1966) teach pigeons to be quality control inspectors? What did Verhave do to keep performance accurate on the inspection line when the match between the sample and the comparison capsules was unknown? What contingencies do management face that prevent the adoption of pigeons as quality control inspectors? (p. 190)

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