Chapter 13 Study Questions and Objectives
1. Define ``unconditioned reflexes,'' ``unconditioned stimulus,'' and ``unconditioned response.'' Describe the correct usage of the word ``elicits'' with respect to unconditioned reflexes.
2. Describe Pavlovian conditioning. Describe Pavlov's work with dogs.
3. Define ``predictive relationship'' in Pavlovian conditioning. Define ``neutral stimulus,'' ``conditioned stimulus,'' and ``conditioned response.'' Identify the abbreviations (US, UR, NS, CS, and CR) used to describe the stimuli in Pavlovian conditioning. Construct word diagrams that illustrate the relationships among the stimuli in Pavlovian conditioning.
4. Define ``pseudoconditioning.''
5. Compare and contrast ``Pavlovian conditioning'' and ``operant conditioning.'' Provide and recognize original examples of Pavlovian conditioning and operant conditioning.
6. Describe extinction as it applies to Pavlovian conditioning. Provide original examples of Pavlovian extinction.
7. Define and describe the following types of Pavlovian conditioning therapies: (a) counterconditioning, (b) systematic desensitization, (c) in vivo desensitization, (d) aversion therapy, (e) covert sensitization, and
(f) flooding and exposure treatment.
8. Distinguish between ``in vivo'' and ``imaginal'' procedures as they apply to counterconditioning.
9. Describe the application of aversion therapy to the treatment of alcoholism and the extent of success of these applications.
10. Describe the rationale for flooding therapies. Compare and contrast flooding and exposure therapies. Describe the relative acceptability of flooding and exposure therapies.
11. Define ``graduated extinction.'' Compare and contrast graduated extinction with: (a) flooding, and (b) systematic desensitization.
12. Define and describe the following types of Pavlovian conditioning processes: (a) conditioned aversions and attractions, (b) second-order conditioning, and (c) conditioned suppression.
13. Describe the incidence and characteristics of conditioned food aversions. Explain how food aversions develop during chemotherapy with cancer patients.
14. Describe the role of conditioning processes in various types of fears and phobias. Describe processes other than Pavlovian conditioning by which fears and phobias may be acquired. Describe what surveys indicate about the percentage of fears and phobias acquired though Pavlovian conditioning.
15. Explain how fears and phobias can be acquired through modeling and through rule-governed behavior.
16. Give an original example illustrating how second-order evaluative conditioning using words as CSs could be used to solve a behavior problem.
17. Define ``third-order conditioning'' and describe its relative effectiveness.
18. Describe the role of the following conditions on the effectiveness of Pavlovian conditioning: (a) effectiveness of the US, (b) timing of the NS and US, (c) number of conditioning trials, (d) intensity-vividness of the CS, (e) Garcia effects, (f) CS pre-exposure, and (g) overshadowing and blocking effects. Provide and recognize original examples illustrating the influence of each of these variables.
19. Define ``trace conditioning'' and ``backward conditioning.'' Provide original examples of these procedures.
20. Explain the importance of the intensity-vividness of the CS in relation to therapies that make use of imaginal stimuli.
21. Describe the role of Garcia effects in aversion therapies and in human-conditioned aversions. Describe the major practical implication that Garcia effects have for behavior therapies.
Chapter 14 Study Questions and Objectives
1. Define ``conceptual behavior.'' Provide and recognize original examples of conceptual behavior.
2. Define ``concept instances or examples,'' ``critical features,'' and ``variable features.'' Provide and recognize original examples of each.
3. Explain why learning to respond to stimulus features, rather than individual stimuli, is valuable.
4. Explain how concept learning involves both the processes of discrimination and generalization.
5. Define and describe ``errors of undergeneralization'' and ``errors of overgeneralization.'' Provide and recognize original examples of each.
6. Describe what is necessary to test for conceptual behavior.
7. Describe the relation between concepts and words. Describe the benefits of using words to refer to concepts.
8. Describe the conditions that make conceptual discrimination effective that are the same factors that make stimulus discrimination effective.
9. Describe how the following conditions contribute to the effectiveness of conceptual discrimination: (a) defining the goal conceptual discrimination through concept analysis, (b) using concept definitions, and
(c) discrimination training with examples and non-examples. Provide and recognize original examples illustrating the contribution of each of these variables.
10. Define ``concept analysis.'' Conduct a brief concept analysis of a concept that could be used as a basis for teaching that concept.
11. Define ``concept definition.'' Provide original examples of concept definitions. Describe the conditions responsible for the effectiveness of concept definitions.
12. Describe the major problem with teaching concepts exclusively through definitions.
13. Describe how each of the following conditions contributes to the effectiveness of the use of examples and non-examples in concept learning: (a) focal examples, (b) using a broad range of examples, and (c) using minimally different non-examples. Provide and recognize original examples illustrating how these factors influence concept learning.
14. Define ``errors of misconception.'' Provide and recognize original examples of misconceptions.
15. Define ``generalized response class.'' Identify other words used to refer to generalized response classes. Provide and recognize original examples of generalized response classes.
16. Explain why generalized imitation and Goetz and Baer's (1973) work in training creative responding illustrate generalized response classes.
17. Compare and contrast ``conceptual behavior'' and ``generalized responses classes.''
18. Provide and recognize original examples in which conceptual behavior and generalized responses classes are learned as part of the same task.
19. Define ``general case instruction.'' Provide original examples of general case instruction.
20. Describe how the following conditions influence the learning of conceptual behavior and generalized response classes: (a) defining the goal tasks, (b) analyzing the critical stimulus and response features, (c) providing rules that identify the critical stimulus and response features for the learner, (d) training using a variety of tasks, and (e) testing for stimulus and response class formation by requiring performance on novel tasks. Provide and recognize original examples illustrating the role of each of these conditions.
21. Define ``sameness analysis,'' and explain why it is important. Conduct a sameness analysis of a class of problems that might be used for teaching purposes.
22. Describe the conditions under which behavior analysts say that a skills is ``emergent'' or ``derived.''
23. Describe what it means when two or more stimuli are said to be equivalent.
24. Define and describe the following types of relations between (or among) stimuli: (a) reflexivity, (b) symmetry, (c) transitivity, and (d) equivalence. Provide and recognize original examples of each of these relations.
25. Define ``equivalence class.''
26. Describe the three reasons why stimulus equivalence is important.
