PSY 7709 Unit 10 Quiz PDF

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 Question 1 5 out of 5 points

Stimulus equivalence:

Selected Answer:

c. Means that a person responds accurately to untrained and nonreinforced stimulusstimulus relations following training on different stimulus-stimulus relations.

Answers:

a. Means that two stimuli share a number of common features. b. Is important to the development of stimulus discrimination. c. Means that a person responds accurately to untrained and nonreinforced stimulusstimulus relations following training on different stimulus-stimulus relations. d. Requires testing of reflexivity, symmetry, and commonality.

Answer Feedback:

Correct.

 Question 2 5 out of 5 points

The critical test for stimulus equivalence is:

Selected Answer:

c. Transitivity.

Answers:

a. Reflexivity. b. Symmetry. c. Transitivity. d. Commonali ty.

Answer Feedback:

Correct.

 Question 3 5 out of 5 points

Stimulus salience:

Selected Answer:

d. All of the other answers are correct.

Answers:

a. Can affect the development of stimulus control. b. Refers to the prominence of the stimulus in the person's environment.

c. Can depend on the sensory capabilities of the learner. d. All of the other answers are correct. Answer Feedback:

Correct.

 Question 4 5 out of 5 points

A behavior that occurs more often in the presence of a stimulus than in its absence is said to be under:

Selected Answer:

b. Stimulus control.

Answers:

a. Discriminative stimulus. b. Stimulus control. c. Stimulus generalization. d. Generalization gradient.

Answer

Correct.

Feedback:

 Question 5 5 out of 5 points

When learning one new stimulus-stimulus relation results in other stimulus-stimulus relations emerging without additional training or reinforcement, what has occurred?

Selected Answer:

a. Stimulus equivalence.

Answers:

a. Stimulus equivalence. b. Stimulus-stimulus pairing procedures. c. Stimulus fading. d. Stimulus maintenance.

Answer Feedback:

Correct.

 Question 6 5 out of 5 points

Which of the following is not a type of stimulus equivalence?

Selected Answer:

d. Congruen ce.

Answers:

a. Reflexivity . b. Transitivit y. c. Symmetry . d. Congruen ce.

Answer Feedback:

Correct.

 Question 7 5 out of 5 points

Which behavioral test of equivalence is met when a learner is able to select a comparison stimulus that is the same as the sample stimulus (such as M = M), without prior training or reinforcement?

Selected Answer:

a. Reflexivity .

Answers:

a. Reflexivity . b. Transitivit y. c. Symmetry . d. Congruen ce.

Answer Feedback:

Correct.

 Question 8 5 out of 5 points

Which behavioral test of equivalence is met when a learner is able to demonstrate the reversibility of matched sample and comparison stimuli (such as L = M then M = L), without prior training or reinforcement?

Selected Answer:

c. Symmetry .

Answers:

a. Reflexivity .

b. Transitivit y. c. Symmetry . d. Congruen ce. Answer Feedback:

Correct.

 Question 9 5 out of 5 points

The following is an example of demonstrating which type of stimulus-stimulus relation? Instructor: For the first time ever, puts out pictures of a cow, adog, and a giraffe. Then he hands an identical picture of the giraffe to the learner. Learner: Puts the picture of the giraffe that he was handed on top of the other picture of the giraffe that is presented in the field size of three pictures.

Selected Answer:

b. Reflexivity .

Answers:

a. Congruen ce.

b. Reflexivity . c. Symmetry . d. Transitivit y. Answer Feedback:

Correct.

 Question 10 0 out of 5 points

The following is an example of demonstrating which type of stimulus-stimulus relation? Instructor: For the first time ever, puts out pictures of a cow, a dog, and a giraffe. Then he says, "Cow." Learner: Picks up the picture of the cow. Instructor: For the first time ever, shows the picture of the cow. Learner: Says, "Cow."

Selected Answer:

b. Reflexivity.

Answers:

a. Symmetry. b.

Reflexivity. c. Congruence. d. Transitivity. Answer Feedback:

Incorrect. This is the stimulus-stimulus relation where M = M.

 Question 11 5 out of 5 points

The following is an example of demonstrating which type of stimulus-stimulus relation? Instructor: For the first time ever, puts out a picture of a cow, a dog, and a giraffe. Then he says, "Cow." Learner: Picks up the picture of the cow. [A (spoken word) = B (picture)]. Instructor: For the first time ever, puts out word cards that read cow, dog, and giraffe, and shows the picture of the cow. Learner: Picks up the word card cow. [B (picture) = C (written word)]. Instructor: Puts out word cards that read cow, dog, and giraffe, and says, "Cow." Learner: Selects the word card with cow written on it. [A (spoken word) = C (written word)].

Selected Answer:

b. Transitivit y.

Answers:

a.

Symmetry . b. Transitivit y. c. Reflexivity . d. Congruen ce. Answer Feedback:

Correct.

 Question 12 5 out of 5 points

What procedure might be used to develop and test for stimulus equivalence?

Selected Answer:

a. Matching-to-sample.

Answers:

a. Matching-to-sample. b. Mand training. c. Stimulus-stimulus

pairing. d. Stimulus fading. Answer Feedback:

Correct.

 Question 13 5 out of 5 points

Which of the following is not a goal of stimulus discrimination training:

Selected Answer:

d. Stimulus congruence.

Answers:

a. Developing stimulus control. b. Stimulus generalization. c. Concept formation. d. Stimulus congruence.

Answer Feedback:

Correct.

 Question 14 0 out of 5 points

Which of the following is a benefit of working to establish stimulus equivalence?

Selected Answer: Answers:

d. Acquisition of reflexivity. a. Increased manding opportunities. b. Increases in receptive and expressive language. c. Adjusted diagnosis. d. Acquisition of reflexivity.

Answer Feedback:

Incorrect. This is not a benefit of establishing stimulus equivalence.

 Question 15 5 out of 5 points

Which test for stimulus equivalence is the most critical?

Selected Answer:

a. Transitivity.

Answers:

a. Transitivity. b.

Reflexivity. c. Symmetry. d. Stimulus discrimination. Answer Feedback:

Correct.

 Question 16 5 out of 5 points

Which of the following is a characteristic of behavior?

Selected Answer:

Answers:

c. Behavior can be observed, described, and recorded. a. Behavior is dimensionless. b. Behavior is random. c. Behavior can be observed, described, and recorded. d. Behavior is always overt.

Answer Feedback:

Correct.

 Question 17 5 out of 5 points

During a football game, John made six tackles. The number of tackles John made is an example of:

Selected Answer:

Answers:

d. Frequenc y. a. Latency. b. Intensity. c. Duration. d. Frequenc y.

Answer Feedback:

Correct.

 Question 18 5 out of 5 points

Bill keeps track of the amount of time he studies each day. Which dimension of behavior is Bill recording?

Selected Answer:

b. Duration.

Answers:

a. Frequenc y. b. Duration. c. Intensity. d. Latency.

Answer Feedback:

Correct.

 Question 19 5 out of 5 points

Which of the following can be used as a recording instrument?

Selected Answer:

d. All of these.

Answers:

a. Paper and pencil. b. Golf stroke counter.

c. Stopwatch. d. All of these. Answer Feedback:

Correct.

 Question 20 5 out of 5 points

Matthew frequently hits other children during class. However, he never hits other kids when he knows the teacher is observing him. This is an example of:

Selected Answer: Answers:

b. Reactivity. a. Self-monitoring. b. Reactivity. c. Behavior modification. d. Controlled behavior.

Answer Feedback:

Correct....