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Stimulus Control Study Guide Overview

Chapter 17 of the study guide focuses on stimulus control, defining its establishment and differentiating it from stimulus generalization. It covers key concepts such as discriminative stimuli, S-delta, and the process of stimulus discrimination training, along with examples and methods for transferring stimulus control. Additionally, it discusses ways to enhance the likelihood of target behavior in relevant stimuli and categorizes different types of antecedent stimulus classes.

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3 views1 page

Stimulus Control Study Guide Overview

Chapter 17 of the study guide focuses on stimulus control, defining its establishment and differentiating it from stimulus generalization. It covers key concepts such as discriminative stimuli, S-delta, and the process of stimulus discrimination training, along with examples and methods for transferring stimulus control. Additionally, it discusses ways to enhance the likelihood of target behavior in relevant stimuli and categorizes different types of antecedent stimulus classes.

Uploaded by

sydneeann4
Copyright
© All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd

Chapter 17: Stimulus Control Study Guide

Name:

1. What is meant by the term stimulus control, and how is it established?

2. How is stimulus control different from stimulus generalization?

3. Explain the difference between a discriminative stimulus and an S-delta.

4. Explain two ways in which motivating operations and discriminative stimuli are
similar. Then explain how they are different.

5. Explain the stimulus discrimination training process. Provide a novel example of


discrimination training.

6. Explain how match to sample procedures can be used to teach conditional


discriminations using a novel example.

7. Give an example of concept formation that clearly delineates the key features of the
process by which concepts are formed.

8. Name and describe four ways to transfer stimulus control from prompts to natural
stimuli.

9. What can one do to increase the likelihood that an individual will engage in the
target behavior in the presence of the relevant stimuli so that stimulus control can be
established?

10. What is the difference between an antecedent stimulus class, an arbitrary stimulus
class, and a feature stimulus class? Provide a novel example of each.

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