Chapter 11 Study Questions and Objectives
1. Define ``rule'' and ``rule-governed behavior.'' Provide and recognize original examples of rule-governed behavior.
2. Compare and contrast ``commands'' and ``advice.'' Provide original examples of commands and advice.
3. Describe the relationship between rules and logical thinking.
4. Compare and contrast rules that are based on direct-acting consequences with those based on indirect-acting consequences. Identify which types of rules are easier to follow, and explain why. Describe the general approach behavior analysts use to get people to follow rules that are difficult to obey.
5. Define ``contingency-shaped behavior.'' Compare and contrast rule- governed behavior with contingency-shaped behavior. Provide and recognize original examples of contingency-shaped behavior.
6. Provide original examples that illustrate how newly learned behaviors are often rule-governed but become more contingency-shaped over time.
7. Describe three major differences between rule-governed and contingency-shaped behavior.
8. Define and describe the following types of rule-governed behavior:
(a) self-instructions, (b) problem-solving, and (c) cognitive therapy.
Provide and recognize original examples of each of these.
9. Define and describe ``specific self-instructions'' and ``Meichenbaum and Goodman's self-instructional package.'' Compare and contrast the two types of self-instructions. Provide and recognize original examples of each.
10. Describe, in behavior analysis terms, the power of positive thinking.
11. Identify and describe each of the stages of D'Zurilla and Goldfried's problem-solving procedure. Compare and contrast this problem-solving method with Meichenbaum and Goodman's self-instructional package.
12. Explain the advantages of learning problem-solving rules.
13. Describe the main goal of cognitive therapies. Identify the three types of maladaptive rules that typically govern the behavior of people whose behavior is depressed.
14. Describe the course of treatment in cognitive therapy.
15. Describe the conditions that contribute to the effectiveness of rules that are the same conditions that contribute to the effectiveness of other discriminative stimuli.
16. Describe the role of the following conditions in making rules effective:
(a) differential consequences, (b) specificity and clarity of rules, and
(c) combining rules with reasons. Provide and recognize original examples illustrating the contribution of each of these variables.
17. Define and describe ``say-do'' correspondence training. Explain how it illustrates the role of differential consequences for rule-following.
18. Describe the problem of using too many ``don't'' rules and the problem of overly specific rules. Explain why these are problems.
19. Explain why it is important to combine rules with reasons for following rules. Explain why it is desirable to combine rules with reasons that specify natural consequences of behavior.
20. Describe the role of the following factors in making rules effective: (a) rule accuracy, (b) mixing difficult-to-follow rules with easy-to-follow rules,
(c) using rules to specify the consequences of correct and incorrect responding, and (d) delivering rules personally rather than impersonally.
21. Describe the role of the following factors in making self-instructions effective: (a) whether the self-instructions are overt or covert, (b) public knowledge of the use of self-instructions, and (c) self-rewards. Provide and recognize original examples of the role of each of these variables.
22. Describe the following factors that contribute to the effectiveness of problem-solving rules: (a) number of alternative solutions generated (i.e., quantity principle), (b) training in problem-definition and in decision-making, (c) providing opportunities to rehearse problem- solving skills, and (d) providing performance feedback for problem-solving rule-following. Provide and recognize original examples illustrating the role of each of these variables.
23. Explain why rule-governed behavior is a relatively controversial topic among behavior analysts. Describe the following: (a) current misunderstandings about rule-governed behavior, (b) current concerns about when to use and when not to use rules in therapy, and (c) current speculations about the role of rules in promoting optimistic behavior.
24. Define ``hypothesis.'' Explain the relationship between hypothesizing and rule-governed behavior. Describe how rule-governed behavior was involved in experiments in modifying verbal behavior conducted during the 1960s.
25. Describe the incidence of positive and negative self-rules among normal and depressed people. Explain how the behavior of normal, non-depressed people appears to be governed by inaccurate self-rules.
Chapter 12 Study Questions and Objectives
1. Define ``feedback,'' ``positive feedback,'' and ``negative feedback.'' Describe the situations in which behavior analysts use the term ``feedback.'' Explain the two ways in which feedback differs from other behavioral consequences, such as reinforcement, punishment, and extinction. Explain why ``feedback'' is a useful term.
2. Describe the advantages of using feedback and a disadvantage of using feedback.
3. Define and describe the following types of feedback: (a) publicly posted feedback, (b) individual feedback, (c) automated feedback, (d) self- monitoring, (e) labeled praise, (f) correct-response feedback, (g) corrective feedback, (h) outcome feedback, (i) why-feedback, and (j) biofeedback. Describe the advantages and disadvantages of these types of feedback. Provide and recognize original examples of each of these forms of feedback.
4. Explain why some authorities have concluded that the ability to speak is an unlearned skill. Describe Bohannon and Stanowicz's work in which children's speech errors and adult reactions to these errors were analyzed. Define and distinguish among the following types of feedback: (a) exact repetitions, (b) recasts, (c) expanded repetitions, and (d) posing questions.
5. Distinguish between blunt and subtle forms of feedback. Explain how feedback can often consist of subtle differential consequences for correct and incorrect responding.
6. Describe the general level of accuracy of self-monitoring. Explain whether inaccurate self-recording leads to ineffective attempts to change behavior. Describe how self-monitoring can be used to promote generalization and maintenance of behavior changes.
7. Describe the two ways in which labeled praise strengthens responding.
8. Identify synonyms for correct-response feedback. Explain why correct-response feedback cannot be considered only as a form of reinforcement for correct responses. Explain how modeling prompts are involved in the use of correct-response feedback. Explain why correct response feedback is sometimes thought to violate the principle of differential consequences and why it is not really a violation of this principle.
9. Explain why the increasing assistance method of prompting is a method of corrective feedback.
10. Distinguish between ``outcome feedback'' and ``why-feedback.'' Identify synonyms for why-feedback.
11. Define ``feedback-seeking.'' Describe what research has shown about the importance of the role of feedback-seeking activities. Describe the relationship between the recruitment of praise and feedback-seeking.
12. Describe the role of the following conditions in making feedback effective: (a) immediacy of feedback, (b) use of response-dependent feedback,
(c) specificity of feedback, (d) frequency of feedback, (e) predictability of feedback, (f) source and credibility of feedback, (g) combining feedback with goal setting, (h) drill and practice, and (i) adding contrived reinforcers to feedback. Provide and recognize original examples illustrating the role of each of these conditions.
13. Describe the principle of response-dependent feedback. Explain how using computers in teaching can make it easier to apply the principle of response-dependent feedback.
14. Describe the principle of unpredictable feedback.
15. Explain the relationship between the effectiveness of feedback and the use of contrived reinforcers. Describe the two principles the authors suggest for combining contrived reinforcers with feedback.
