Chapter 9 Study Questions and Objectives
1. Define ``generalization'' in its broadest form.
2. Explain why generalization is of central importance to behavior analysis.
3. Define ``stimulus generalization,'' ``excitatory stimulus generalization,'' and ``inhibitory stimulus generalization.'' Provide and recognize original examples of these types of stimulus generalization.
4. Describe the correct usage of the terms ``training stimuli'' and ``generalization test stimuli'' (or ``test stimuli'').
5. Define and describe the types of stimulus generalization known as:
(a) setting generalization, and (b) generalization across trainers. Provide and recognize original examples of these forms of stimulus generalization.
6. Define ``response generalization'' (or ``response induction''). Define ``excitatory'' and ``inhibitory'' forms of response generalization. Provide and recognize original examples of response generalization.
7. Describe how many skills demand both stimulus and response generalization, and provide original examples illustrating this.
8. Define ``subject generalization.'' Provide and recognize original examples of subject generalization. Give an example illustrating how subject generalization can involve more than one behavioral process.
9. Describe the special case of subject generalization in which the target subject is explicitly taught to teach skills to non-target subjects.
10. Define ``behavior maintenance,'' and identify another name for behavior maintenance. Explain why behavior maintenance is of crucial importance to behavior analysts.
11. Define ``receptive-expressive'' and ``expressive-receptive'' forms of generalization. Provide and recognize original examples of these forms of generalization. Describe which of the two forms of generalization is more common.
12. Identify and describe the following conditions that make generalization effective: (a) selection of appropriate target behaviors, (b) similarity between the training and generalization test stimuli, (c) using multiple training exemplars, (d) using intermittent reinforcement, (e) using delayed reinforcement, (f) using natural reinforcers, (g) using self-control procedures, and (h) behavioral contrast effects. Provide and recognize original examples illustrating how each of these variables influences the effectiveness of generalization.
13. Describe the relevance of the principle of stimulus similarity to stimulus generalization. Describe the advantages of using the subject's natural environment as a training setting. Describe the method of programming common stimuli.
14. Explain why delayed reinforcement appears to encourage generalization.
15. Describe the method of training people to recruit natural communities of reinforcement. Explain the rationale for using this method.
16. Define and distinguish between ``controlling response'' and ``controlled response.'' Explain how these two types of responses are responsible for the process we call ``self-control.'' Provide original examples of how the controlled and controlling responses are involved in self-control.
17. Define ``self-monitoring.'' Provide and recognize original examples of self-monitoring.
18. Define ``behavior contrast,'' and explain its relevance to generalization across settings. Provide and recognize original examples of behavior contrast as it influences the effectiveness of generalization.
Chapter 10 Study Questions and Objectives
1. Define ``modeling,'' ``modeling prompt,'' and ``behavioral rehearsal.'' Provide and recognize original examples of these concepts.
2. Describe the advantages of modeling. Explain the advantages modeling has over shaping, and explain why modeling is sometimes called one-trial learning. Explain why modeling represents a constructional approach to behavior change.
3. Provide and recognize original examples of people behaving in similar ways that are not examples of modeling.
4. Explain how modeling is often a method that permits the learning of undesirable behaviors.
5. Describe the procedure that Leyens, Camino, Parke, and Berkowitz (1975) used in their study of modeled aggressiveness. Describe the results of the study.
6. Describe the two ways in which human aggression can be reduced through modeling principles.
7. Define and describe the following types of modeling processes: (a) exact imitation and behavior-feature imitation, (b) vicarious modeling processes (including vicarious reinforcement and punishment), (c) generalized imitation, (d) observational learning, (e) peer modeling, (f) covert modeling, (g) self-modeling, (h) participant modeling, and (i) symbolic modeling. Provide and recognize original examples of each of these processes.
8. Explain why the modeling of creative responding involves behavior- feature imitation rather than exact imitation. Explain why the distinction between exact imitation and behavior-feature imitation is important, and provide an original example to illustrate this.
9. Identify whether vicarious reinforcement and punishment are true forms of reinforcement and punishment. Explain why or why not. Explain what research has shown about the way the effects of vicarious reinforcement and punishment differ from the effects of basic reinforcement and punishment. Describe the disadvantages of using vicarious reinforcement exclusively.
10. Define ``vicarious helplessness.'' Provide original examples of vicarious helplessness. Explain why watching the news on television may cause vicarious helplessness.
11. Define ``generalized imitative repertoire.''
12. Define ``deferred imitation.''
13. Describe the conditions under which it is especially desirable for us to have peer models. Describe mainstreaming, and explain why modeling principles support this practice. Explain why modeling principles support the integration of disadvantaged groups of people within the larger population.
14. Distinguish between overt and covert modeling. Describe an advantage and a disadvantage of covert modeling compared to overt modeling.
15. Describe the conditions that make modeling effective which are the same conditions that make other discriminative stimuli effective. Describe how the principles of prompting and fading are related to modeling.
16. Describe the contribution of each of the following conditions to making modeling effective: (a) selection of the modeled behaviors, (b) reinforcing the model's behavior, (c) rehearsing and practicing the modeled response, (d) characteristics of the model, (e) use of multiple models, and (f) use of appropriate mediating responses.
17. Describe how the following characteristics of models encourage and discourage imitation: (a) competence of the model, (b) status of the model, (c) similarity of the model to the observers, (d) emotional and attitudinal features of the model, and (e) consistency of the model. Provide and recognize original examples that illustrate these relationships.
18. Define ``coping models'' and ``mastery models.'' Describe data that indicates which of these types of models are more effective.
