10-Conditional Discriminations PDF

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Dr. Sy Guided Notes...

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Guided Notes Conditional Discriminations Learning Objectives 1. Be able to define: (a) conditional discriminations, (b) bias, (c) match to sample, (d) oddity matching, (e) arbitrary matching, (f) stimulus equivalence, (g) emergent relation, (h) reflexivity, (i) symmetry, and (j) transitivity, 2. Know the three procedures used to establish conditional discriminations. You should be able to provide examples and interpret examples of each. 3. Be able to provide examples of bias, as discussed in lecture. 4. Understand the goal of discrete trial training, persons for whom the procedure is frequently applied, and the importance of how the procedure is conducted. 5. You will be provided with two examples of establishing and testing for stimulus equivalence. One is described as a “familiar” example, and the other is a “laboratory” example. You should understand both examples well enough to be able to describe these relations given novel examples.

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Guided Notes Conditional Discriminations Background What We Do Depends There are some responses that we emit, that are appropriate under some contexts and usually inappropriate in others. Some Examples ___________

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In other words, it’s not always “ok” to emit these responses. It is only “ok” in certain situations (i.e., under specific conditions). Learning these specific conditions means making ___________________________________. Definition Conditional discriminations: those for which the role of one stimulus _______________ on others that provide its context. Another Example _____________________________ Conditional Discriminations We have a variety of procedures that can be used to establish conditional discriminations. Match to Sample (aka., identity matching) Oddity Matching Arbitrary Matching Match to Sample A ________________ conditional discrimination procedure. A sample stimulus is presented. A response on the sample stimulus initiates comparison stimuli. Matching responses are reinforced.

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Guided Notes Conditional Discriminations Error Correction Errors are typically followed by a repetition of the same samples and comparisons on the next trial. It is not an “________________” procedure, but it prevents the establishment of bias to key position or color. Definition ______________: a preference for one alternative over another, despite consequences programmed for selections. Examples of Bias _____________ _____________ _____________ _____________

We need to be aware of a potential bias because bias can confound our efforts to teach. Discrete Trial Training Used to establish a verbal repertoire for individuals with intellectual disabilities (e.g., ____________). Here’s what it might look like.

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Guided Notes Conditional Discriminations Significance If a child exhibits a “side bias” (as in the duck example), we may conclude that the child has _______________ particular skills, when in fact the child has not. Rather, the ___________________ behavior is the one that is changing (the teacher is learning, but the child is not). Conservatively, this means we should truly use a __________________ rotation when presenting stimuli in a discrete trial training format. Oddity Matching A conditional discrimination procedure in which one of 3 or more stimuli ___________ from the others in some property. Responses to the “odd” one are reinforced.

Arbitrary Matching A conditional discrimination procedure in which matches are based on ________________ relations. There is no point to point correspondence for the sample and the correct stimulus.

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Guided Notes Conditional Discriminations

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Summary of the Three Procedures Procedure

Match to Sample

Oddity Matching

Arbitrary Matching

Illustration A sample stimulus is presented. A response on the sample stimulus initiates comparison stimuli. Matching responses are reinforced. A conditional discrimination procedure in which one of 3 or more stimuli differs from the others in some property. Responses to the “odd” one are reinforced. A conditional discrimination procedure in which matches are based on arbitrary relations.

Example

Green as sample means select green as match.

Green as sample means select red as match.

Green as sample means select pizza as match.

Stimulus Equivalence An equivalence class is a stimulus class produced via matching to sample procedures, and includes emergent relations among its members.

Definition __________________________: a new behavioral relation that evolves as a byproduct of other relations rather than through differential reinforcement. Translation: It is a relation that is inferred or deduced from existing knowledge of other relations. Equivalence Class Components Reflexivity Symmetry _____________________ Equivalence Notation To talk about equivalence class formation and development, we will use letters to represent “classes of stimuli.” A, B, C, D, and so on. Reflexivity

Guided Notes Conditional Discriminations The matching of a sample to __________________. This means that reflexivity is the same as identity matching. Recall: Identity matching is also known as match to sample. In this arrangement, we simply ask whether the subject can select “green” when presented with green and red comparisons. A = A, or Green = Green Symmetry Refers to the reversibility of a relation. If A = B, then B = A. Transitivity Refers to the transfer of the relation to new combinations through shared membership. It is with transitive relations that we seek to identify emergent relations. IF A = B, and B= C, then A = C. A Familiar Example

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Guided Notes Conditional Discriminations A Laboratory Example Establishing the reflexive relation (A = A). The color blue is our “A” class. We do this over and over, until we have taught “peck blue when you see a blue sample.” Establishing the symmetrical relation (A= B). The color blue is our “A” class. The shape “triangle” is our “B” class. We do this over and over, until we have taught “blue equals triangle.” If the bird can reliably peck “triangle” given a blue sample, then what else should it easily be able to do? Testing the symmetrical relation (B = A). Given triangle as the sample, the bird should easily be able to peck “blue” as the match. Establishing the transitive relation (B = C). The shape “triangle” is our “B” class. The shape is our “C” class. Given triangle as the sample, the bird will learn to select the “bow tie” shape. If the bird can reliably peck “bow tie” given a triangle sample, then what else should it easily be able to do?

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Guided Notes Conditional Discriminations What the Bird Should Know Sample

Match

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A=C

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C =A

The A-C and C-A relations were never taught. But just like the money example, these “new relations” should emerge, based on what is known. Emergent Relations The relations that are demonstrated without explicit instruction are ____________________. The real benefit of a stimulus equivalence teaching paradigm is that you can ________________, with less teaching. That is, teaching two skills can result in the emergence of four skills. Summary Our behavior is strongly influenced by our environment (what we do depends—on our environment). Relationships can be established based on different features (similarity, differences). We should be aware that our own behavior _______________ while attempting to teach others. Equivalence involves ___________________________ from previously learned relations.

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