Behavior Analysis and Learning, Fourth Edition

Study Questions - Chapter 9

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. In a behavioral view, what is meant by choice and preference? Give a common example. (p. 193)
  2. Compare a single-operant analysis with an analysis based on alternative sources of reinforcement. (p. 194)
  3. Describe the two-key procedure in terms of a pigeon experiment. Why have concurrent schedules of reinforcement received so much attention? (p. 194)
  4. What are concurrent ratio schedules and what is the steady-state effect of such contingencies? What about concurrent fixed-interval schedules? Describe the advantage of concurrent VI VI schedules. (pp. 195-196)
  5. Summarize the analytical problems of rapid switching or changing over between concurrent schedules. Why does switching occur? How does a changeover delay (COD) help solve the problem? (pp. 196-197)
  6. State four laboratory procedures used to study choice. What is a Findley procedure and how does it compare with the two-key method? When would you use a Findley procedure? (p. 197)
  7. State the relationship known as the matching law. Describe Herrnstein's (1961b) experiment and what he found. (p. 198)
  8. Know how to calculate the proportional rate of response and proportional rate of reinforcement. Write the matching equation in terms of proportions and know what each term means. Create a graph showing the matching relationship. (pp. 198-199)
  9. Cite evidence about the generality of the matching law. Give an example of matching in human communication. (pp. 200-201)
  10. Based on Figure 9.7, describe undermatching and overmatching? What is bias? How can departures from matching occur? (p. 202)
  11. Describe time matching and when it is applicable. Write a matching equation for time spent on alternatives and know what the terms mean. Be able to write a matching equation for more than two alternatives. (pp. 202-203)
  12. Why do Myerson and Hale (1984) recommend the use of VI schedules in behavior modification? (p. 203)
  13. Be able to discuss optimal foraging, matching, and melioration. Give an example of the application of matching theory to foraging by a flock of free-ranging wild pigeons. (pp. 204-205)
  14. Discuss the behavioral economic analysis of choice and addiction, referring to price and substitute commodities. How does behavioral economic analysis lead to less drug abuse? (p. 205)
  15. FOCUS ON: Describe the Belke, Pierce, and Duncan (2006) study of substitutability of sucrose and wheel running reinforcement. How does this study help to provide a behavior analysis of activity anorexia? (p. 206)
  16. In terms of self-control, define impulsive and self-controlled behavior. State the Ainslie-Rachlin principle and how this leads to preference reversal. What is a commitment response? Give an example of an experiment with birds on preference reversal and self-control. What are the general conclusions from this research? (pp. 207-208)
  17. Define the quantitative law of effect and extraneous sources of reinforcement? Describe and discuss the effect of extraneous sources of reinforcement in terms of the law. Read Herrnstein's graph of the data from six birds (Catania & Reynolds, 1968) using the quantitative law of effect. How generalizable is the absolute rate equation? (p. 209)
  18. ON THE APPLIED SIDE: Discuss McDowell's (1981, 1988; Carr & McDowell, 1980) use of the quantitative law of effect in behavior modification. Read a graph of self-injurious behavior, relating reprimands per hour to the number of scratches each hour. What is the theoretical importance of this relationship? (p. 210)
  19. ADVANCED SECTION: In a concurrent VI VI experiment in which matching is expected, how can sources of error arise? Transform the proportional-matching equation to a ratio-matching expression. Write the power law for matching of ratios. Define the a and k values of the generalized matching equation. Be able to discuss bias and sensitivity in terms of the generalized matching equation. (p. 212)
  20. Write the algebraic equation for a straight line. Know the concepts of slope and intercept. Write the generalized matching (power law) equation in log-linear form. What are the slope and intercept of the log-linear equation? Be able to read a table of results that shows ratio matching. (p. 214)
  21. Understand how the logarithms of the ratios are obtained. Know that the logarithm of a number is simply a transformation of scale. State what the slope and intercept values must be for ideal matching. Know how to plot the log ratios of reinforcement and response on X,Y coordinates. Explain where the line intercepts the Y coordinate and the rate at which the line rises (i.e., slope). What is undermatching (refer to slope)? Be able to tell the difference between ideal matching and undermatching by plots on X,Y coordinates. Do the same for bias (refer to intercept). (p. 215)
  22. Know how to set the values of log-ratio reinforcement for a matching experiment. Explain how the log-ratio of response is obtained. How do we show the relationship between relative rate of reinforcement and relative rate of response? (p. 216)
  23. Discuss the plot of pigeon 22 by White and Davison (1973). How are statistical estimates of slope (sensitivity) and intercept (bias) obtained? What were the bias and sensitivity estimates for pigeon 22 and what do the values mean? Read a plot on X,Y coordinates of the results. How does a measure of explained variance relate to prediction accuracy? (p. 217)
  24. FOCUS ON: Discuss how researchers used changes of the sensitivity coefficient a to indicate the involvement of the dopamine system in choice behavior on food schedules of reinforcement. Discuss how a D2 blocker affected the sensitivity to the schedules and how the drug had this effect. (p. 218)

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