Behavior Analysis and Learning, Fourth Edition

Study Questions - Chapter 10

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. What is conditioned reinforcement? Give some common examples. Distinguish between unconditioned and conditioned reinforcers. (p. 221)
  2. Describe Skinner's (1938) procedure for rats that resulted in conditioned reinforcement. Summarize the new-response method and the problem with this technique for analyzing conditioned reinforcement. (pp. 221-222)
  3. Define a chain schedule of reinforcement. Write the Mechner notation for a chain VI FR FI schedule of reinforcement. (pp. 222-223)
  4. Discuss multiple functions of stimuli on chain schedules. Compare the performance of pigeons on tandem and chain fixed-interval schedules, referring to an experiment by Gollub (1958). What accounts for these performance differences? (p. 223)
  5. Distinguish between homogeneous and heterogeneous chains. Give an everyday example of a heterogeneous chain. Why do the conditioned reinforcers remain effective in such a chain? How much detail should be given when describing human performance on a chain schedule? (p. 224)
  6. FOCUS ON: What is backward chaining? When is backward chaining most useful in training human behavior? Describe backward chaining in the performance of making a bed. How can backward chaining be applied to playing golf? Why is backward chaining effective in training complex and skillful athletic performance? (p. 224)
  7. Describe the relationship between frequency of unconditioned reinforcement and strength of conditioned reinforcement. How do variability of unconditioned reinforcement, establishing operations, and delay to unconditioned reinforcement affect conditioned reinforcement? (p. 225)
  8. Be able to describe the established-response method and how it differs from the new-response technique. (p. 226)
  9. Outline the S-S account of conditioned reinforcement. What is the alternative operant account? Currently, is there a definitive test? Why or why not? (p. 227)
  10. FOCUS ON: What area of the brain codes for positive or negative value of a conditioned reinforcer? Cite a study to back up this claim. Point to the neural area and neurochemical that is involved in establishing and maintaining conditioned reinforcement regardless of hedonic valance or value. Provide research evidence for your answer. Is behavior controlled by our brains or by the interrelationship of neural processes and environment? (pp. 227-228)
  11. State the information hypothesis of conditioned reinforcement. Summarize Egger and Miller's (1962) experiment and how it relates to this hypothesis. (p. 228)
  12. What does the information hypothesis imply about good and bad news? Describe Wyckoff's (1969) experimental procedures and results. What finding suggested that Wyckoff's (1969) pigeons may only respond for good news? (p. 229)
  13. How did Dinsmoor, Brown, and Lawrence (1972) clarify the conditioned-reinforcement effectiveness of good and bad news? (p. 229)
  14. State how the conditioned-reinforcement value of good news (but not bad) is shown with aversive procedures. Give a common example of the good and bad news effect. Be able to state the general principle underlying the good and bad news effect. (pp. 229-230)
  15. State Fantino's (1969a) delay-reduction hypothesis. What procedures do contemporary researchers use to evaluate conditioned reinforcement and delay reduction? (p. 230)
  16. In Mechner notation, write two separate chain schedules (VI 20 s VI 10 s; VI 20 s VI 60 s). Now write a concurrent-chain schedule using the same basic schedules. (p. 231)
  17. How is the concurrent-chain procedure used to study delay reduction? What are the two functions of stimuli correlated with the onset of the terminal-link schedule? What is the measure of relative effectiveness of the conditioned reinforcers? (p. 232)
  18. Be able to talk about a businessperson calling Delta and American Airlines as an example of delay reduction and conditioned reinforcement. (p. 232)
  19. Define generalized conditioned reinforcement. How is a generalized reinforcer relatively independent of the momentary condition of an organism? (p. 232)
  20. Discuss generalized reinforcement and social contingencies involving attention, approval, and affection. (p. 233)
  21. Analyze an aggressive episode in terms of submissiveness of the victim (generalized reinforcement) and cessation of threats and physical injury by the attacker. How do these contingencies extend to other cases of abuse in our society? What can be done? (p. 234)
  22. Discuss token reinforcement with chimpanzees. How does token reinforcement relate to human behavior and money? What is the applied advantage of money and tokens? (p. 234)
  23. What is a token economy? Describe some uses of token systems. Outline the modification program used by Schaefer and Martin (1966) and the major findings. How can the behavioral gains of a token economy be maintained in everyday life? (p. 236)
  24. ADVANCED SECTION: In the Delta and American example, how is the average time in the initial link (time-to-hold message) calculated? Calculate the average time in the terminal links in terms of the example. Now obtain the average total time to terminal reinforcement. Obtain the delay reduction at Delta and the same at American. Write the relative delay reduction for Delta and relate this to the distribution of dialing the respective airlines. (p. 237)
  25. Write a general equation for delay reduction and know what each term means. Show how Fantino (1969a) varied the initial-link schedules to test the delay-reduction hypothesis. What does proportional matching predict for Fantino's experiment? (p. 238)

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