Chapter 16.docx

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Department
Family Relations and Human Development
Course
FRHD 3150
Professor
Michelle Preyde
Semester
Winter

Description
Chapter 16: Transferring Behaviour to a new Setting and Making it Last GENERALITY Stimulus Generalization  Generality: When a trained behaviour transfers from the training situation to the natural environment, or when the training leads to the development of a new behaviour that has not been specifically trained, or when the trained behaviour is maintained in the natural environment over time.  Stimulus Generalization: Refers to the procedure of reinforcing a response in the presence of a stimulus or situation and the effect of the response becoming more probable in the presence of another stimulus or situation. May happen because 2 stimuli are similar is appearance, or has been grouped together (common-element stimulus classes and stimulus equivalence classes). Response Generalization  Response Generalization: When behaviour becomes more probable as a result of the reinforcement of another behaviour.  occurs for several reasons. 1.UNLEARNED RESPONSE GENERALIZATION DUE TO CONSIDERABLE PHYSICAL SIMILARITY OF RESPONSES 2.LEARNED RESPONSE GENERALIZATION BASED ON MINIMAL PHYSICAL SIMILARITY OF RESPONSES widely different responses that share a common characteristic 3. LEARNED RESPONSE GENERALIZATION DUE TO FUNCTIONALLY EQUIVALENT RESPONSES Functionally equivalent responses: different responses that produce the same consequences FACTORS INFLUENCING THE EFFECTIVENESS OF PROGRAMMING GENERALITY OF OPERANT BEHAVIOR  distinguish two situations: 1. the training situation in which the behavior is initially strengthened and 2. the target situation--a situation in which we want generality to occur- is usually the natural environment.  programming is somewhat different for operant and respondent behavior, Programming Operant Stimulus Generalization  The initial occurrence of stimulus generalization depends critically on the physical similarity between the training and the target situations 1. TRAIN IN THE TARGET SITUATION make the final stages of the training situation similar to the target situation in as many ways as possible. 2. VARY THE TRAINING CONDITIONS conducting training sessions with relatively little control over the stimuli in the presence of which correct responses are reinforced. 3. PROGRAM COMMON STIMULI Program common stimuli deliberately by developing the behavior to specific stimuli that are present in both the training and target settings. A useful strategy for programming common stimuli
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