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Unit 1 Study Questions and Objectives

Chapter 1 Study Questions and Objectives

1. Explain why the authors say that ``We are what we do.''

2. Provide an original example (one not used in the chapter) that illustrates a problem in the modern world that has been created by the failure of behavioral science to keep pace with advancements in the physical sciences.

3. Provide an original example of a specific behavioral description and an original example of a less specific description of behavior.

4. Define and describe ``topographical features of behavior.''

5. Define and describe ``frequency or rate of behavior.'' Provide an original example.

6. Describe ``fluency building.'' This is a texthh.

7. Describe ``measurement of behavior using duration.'' Provide an original example of measuring behavior using duration. Explain a problem with measuring behavior using duration.

8. Define and describe ``latency of behavior.'' Provide an original example of measuring behavior using response latency.

9. Define and describe ``percentage of correct responding'' as a measure of behavior. Provide an original example of measuring behavior through the use of the percentage of correct responding.

10. Explain how the way a behavior analyst uses the word ``behavior'' differs from the way the word is used in ordinary language.

11. Define and describe ``tangible product of behavior.'' Give an original example.

12. Explain how summary labels differ from specific behaviors. Describe the main advantage that summary labels have over descriptions of specific behaviors.

13. Describe the four disadvantages of summary labels.

14. Define labeling effects and explanatory fictions.

15. Compare and contrast summary labels with specific behavior descriptions.

16. Describe ``behavior analysis,'' ``the experimental analysis of behavior,'' and ``applied behavior analysis.''

17. Identify and describe each of the seven general features of behavior analysis.

18. Explain the common misconceptions people have about behavior analysis regarding: (a) the role of thoughts and feelings in behavior analysis, and (b) emphasis on the environment as a means of changing behavior.

19. Identify one of the first things behavior analysts do in solving behavioral problems. Describe two major types of desirable behaviors that behavior analysts identify.

20. Define ``target behavior.'' Provide an original example of a person who is not a behavior analyst, but who must select target behaviors. Explain why it is impossible to avoid the problem of selecting appropriate target behaviors.

21. Describe the distinction between ``behavior'' and ``accomplishments.'' Give an original example illustrating this distinction. Describe the risk involving accomplishments that is faced when selecting target behaviors.

22. Provide an original example that illustrates why it is often necessary to select multiple target behaviors.

23. Describe the main purpose of the experimental criterion validation method, the social comparison method, and the subjective evaluation method. Define and give original examples of each of these methods. Describe the advantages and disadvantages of each method.

24. Distinguish between the data collection and intervention phases of the social comparison method and the subjective evaluation method.subjective evaluation method.

Chapter 2 Study Questions and Objectives

1. Identify the single, most important thing to be learned about behavior.

2. Describe how the effects of rewards on behavior are more complex than is suggested by common sense.

3. Describe the two disadvantages of using the term ``reward'' in behavior analysis.

4. Define ``positive reinforcer'' and ``positive reinforcement.'' Cite and recognize original examples of positive reinforcement.

5. Define ``response-dependent consequence'' and ``response-independent consequence.'' Explain what is meant by a consequence in behavior analysis.

6. Explain the sense in which the definition of reinforcement is functional. Describe a situation in which a consequence fails to function as a reinforcer, and explain why or why not this is a violation of the principle of reinforcement.

7. Provide an original example in which a consequence is response-dependent and increases some measure of the response, but is not a positive reinforcer.

8. Describe the two ways in which the concept of positive reinforcement avoids the problems of the term ``reward.''

9. Describe the rules for the correct use of the terms ``positive reinforcer'' and ``positive reinforcement.''

10. Explain why behavior analysts speak of a strengthening of a response or an increase in the likelihood or probability of a response. Describe the conditions under which behavior analysts speak of using a positive reinforcement procedure.

11. Define the following: (a) unconditioned and conditioned reinforcers, (b) token and back-up reinforcers, (c) generalized and non-generalized reinforcers, (d) social and non-social reinforcers, (e) activity reinforcers, (f) intrinsic and extrinsic reinforcers, and (g) natural and contrived reinforcers. Provide and recognize original examples of each type of reinforcer.

12. Describe Gallimore, Tharp, and Kemp's (1969) experiment in which a social reinforcer increased the frequency of children's incorrect responses. Explain why undesirable behavior is often strengthened by social reinforcers.

13. Define ``Premack Principle.'' Describe the conditions under which activity reinforcers are especially useful.

14. Describe the relationship between intrinsic reinforcers and natural reinforcers.

15. Describe the working premise behavior analysts have about the use of positive reinforcement in our world.

16. Describe the role of each of the following factors in making positive reinforcement effective: (a) deprivation and satiation, (b) instructions, (c) amount of reinforcement, (d) predictive conditioned reinforcers, (e) reinforcer variety, (f) response energy, (g) reinforcer contrast effects, (h) extraneous reinforcers, and (i) reinforcement delay. Provide and recognize original examples illustrating the role of each of these factors.

17. Describe the effect of social deprivation on the effectiveness of social reinforcers, citing Kozma's experiment. Identify the two effects of depriving a person of a reinforcer, and provide original examples of each effect.

18. Explain the type of research that has most consistently shown the effects of the amount of reinforcement on the effectiveness of reinforcement. Explain why behavior analysts often use relatively small amounts of reinforcers.

19. Describe experimental procedures, following the example of Lauten and Birnbrauer (1974), that would and would not establish effective conditioned reinforcers.

20. Explain the relationship between the effects of reinforcer variety and the effects of deprivation and satiation.

21. Distinguish between positive and negative contrast effects. Describe how Kobre and Lipsitt (1972) demonstrated a negative contrast effect with infants using water and sugar water as reinforcers.

22. Cite the three reasons why immediate reinforcers are not always preferable to delayed reinforcers in behavior-change programs. Identify when immediate and delayed reinforcers should be used in behavior-change programs.