Download - Stimulus Control
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Stimulus Control
Chapter 17
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What is stimulus control?
• Stimulus control occurs when– The rate, latency, duration, or amplitude of a
response is altered– In the presence of an antecedent stimulus
• Stimulus control is acquired when– Responses are reinforced only in the presence of
a specific stimulus • Known as the discriminative stimulus (SD)
– And not in the presence of other stimuli• Known as stimulus deltas (S
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The Development of Stimulus Control
SD Response SR+
Telephone rings Pick up phone and say “hello”
Friendly conversation
S SO
Doorbell rings Pick up phone and say “hello”
Friendly conversation withheld
Response
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Not to be confused with respondent conditioning
UCS ResponseMeat powder Dog
salivates
Bell rings Dog salivates
Response
UCS
Neutral S
Meat powder
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Not to be confused with respondent conditioning
CS ResponseBell rings Dog
salivates
Notice the absence of any consequence stimuli in this example.
Salivating is a respondent behavior.
Also notice that here control is established by pairing specific antecedent stimuli.
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Stimulus Control and Motivating Operations
• Similarities– Both events occur before the behavior of
interest– Both events have evocative functions
• However, they are different!
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Motivating Operations
• Remember, a motivating operation is something that changes the value of a stimulus as a reinforcer– Establishing operation (EO) makes the
reinforcer more valuable– Abolishing operation (AO) makes the
reinforcer less valuable
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MOs and Stimulus Control
SD ResponseTeacher 1 Student
displays aggression
Task break provided
S
Teacher 2 Student displays aggression
Task break withheld
Response
SR-
SO
EODifficult Worksheet
EODifficult Worksheet
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Stimulus Generalization
• Occurs when stimuli that share similar physical characteristics with the controlling stimulus evoke the same behavior as the controlling stimulus
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Stimulus Discrimination
• Occurs when new stimuli that are similar to the controlling stimulus do not evoke the same response as the controlling stimulus
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Stimulus Control and Stimulus Generalization are a Continuum
Stimulus
Control
Stimulus
Generalization
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Development of Stimulus Control
• Stimulus discrimination training– Requires one behavior– Two antecedent stimulus conditions (the SD and the S)
• Responses that occur in the presence of the SD are reinforced (thus, the response increases in the presence of the SD)
• Responses that occur in the presence of the S are not reinforced (this, the response decreases in the presence of the S– Can also result in a lesser amount or quality of
reinforcement
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The Development of Stimulus Control
SD Response SR+
Telephone rings Pick up phone and say “hello”
Friendly conversation
S SO
Doorbell rings Pick up phone and say “hello”
Friendly conversation withheld
Response
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Concept Formation
• Not a hypothetical construct or mental process
• Complex example of stimulus control that requires– Stimulus generalization within a class of
stimuli– Stimulus discrimination between classes of
stimuli
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Example: Concept of Red
• Stimulus generalization across all red objects– Light red to dark red– Different objects (car, ball, pencil)
• Stimulus discrimination between red and other colors– Red ball vs. yellow ball– Red dress vs. blue dress
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Teaching Concepts
• Requires discrimination training– Antecedent stimuli representative of a
group of stimuli sharing a common relationship (examples) are presented, along with…
– Antecedent stimuli from other stimulus classes (nonexamples)
• So that the examples form a stimulus class
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Types of Stimulus Classes
• Feature stimulus class– Stimuli share common physical forms (i.e.,
topographical structures)– Stimuli share common relative relationship (i.e.,
spatial arrangements)– Developed through stimulus generalization
• Arbitrary stimulus class– Do not share a common stimulus feature– Limited number of stimuli– Developed using stimulus equivalence
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Stimulus Equivalence
• The emergence of accurate responding to untrained and nonreinforced stimulus-stimulus relations following the reinforcement of responses to some stimulus-stimulus relations
• Useful for teaching complex verbal relations– Reading– Language arts– Mathematics
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Testing for Stimulus Equivalence
• Must have a positive demonstration on 3 different behavioral tests that represent the following mathematical statement:– If A = B, and– B = C, then– A = C
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Tests for Stimulus Equivalence
• Reflexivity– Occurs when in the absence of training
and reinforcement, a participant selects a stimulus that is matched to itself (A = A)
• Matching to sample
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Tests for Stimulus Equivalence
• Symmetry– Occurs with reversibility of the sample
stimulus and the comparison stimulus (if A = B, then B = A)
Teach spoken word “bicycle” = Present and participant matches to
spoken word “bicycle” (as opposed to “car” or “airplane”)
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Tests for Stimulus Equivalence
• Transitivity– Requires demonstration of three untrained
stimulus-stimulus sequencesA = B relation (spoken name = picture)
“Bicycle” (spoken name presented)
(Child selects picture)
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Tests for Stimulus Equivalence
• Transitivity– Requires demonstration of three untrained
stimulus-stimulus sequencesB = C relation (picture = written word)
(picture presented)
(Child selects written word)
bicycle airplane car
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Tests for Stimulus Equivalence
• Transitivity– Requires demonstration of three untrained
stimulus-stimulus sequencesA = C relation (spoken word = written word)
(spoken word presented)
(Child selects written word)
bicycle airplane car
“bicycle”
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Matching-to-Sample
• Participant observes the sample stimulus
• The comparison stimuli are then presented
• Participant makes a selection response– Matches are reinforced– Nonmatches are not reinforced
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Matching-to-Sample
• Conditional discrimination training– Same selection must be correct with one
conditional stimulus, but incorrect with one or more other sample stimuli
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Factors Affecting Stimulus Control
• Consistent use of reinforcers contingent upon correct responding in the presence of the SD is critical
• Also important are:– Pre-attending skills– Stimulus salience– Masking and overshadowing
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Pre-attending
• A prerequisite skill for stimulus control– Looking at instructional materials– Looking at teacher when responses are
modeled– Listening to oral instructions– Sitting quietly for short periods of time
• These may need to be taught before stimulus control procedures are implemented
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Stimulus Salience
• Prominence of the stimulus in the environment
• Increased saliency facilitates efficiency of instruction
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Masking and Overshadowing
• Increase or decrease salience of stimuli• Competing stimuli may block the
evocative function of an SD
• To limit the negative effects of these:– Rearrange the environment– Make instructional stimuli more intense– Consistently reinforce behavior in the
presence of instructionally-relevant stimuli
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Using Prompts
• Supplementary antecedent stimuli used to occasion a correct response in the presence of an SD (that will eventually control behavior)– Response prompts operate directly on the
response– Stimulus prompts operate directly on the
antecedent task stimuli
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Response Prompts
• Verbal instructions– Vocal– Non-vocal (e.g., written)
• Modeling– A demonstration of the desired behavior
• Physical Guidance– Partially physically guide the student’s
movements
Intrusiven
ess in
crease
s
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Stimulus Prompts
• Movement cues– Pointing, tapping, touching, looking at
• Position cues– Place one stimulus closer to the student
• Redundance– Stimulus or response dimensions are
paired with correct choice
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Transfer of Stimulus Control
• Prompts should be used only during acquisition
• Transfer stimulus control from prompt to naturally-existing stimuli quickly using fading
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Transferring from Response Prompts
• Most-to-least prompts– Physically guide participant through entire
performance– Gradually reduce amount of physical
assistance• Modeling• Verbal instruction• Natural stimulus
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Transferring from Response Prompts
• Graduated guidance– Immediately fade physical prompts– Follow participant closely with hands– Gradually increase distance between
hands and participant
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Transferring from Response Prompts
• Least-to-most prompts– Provide participant with an opportunity to
perform the response with the least amount of assistance on each trial
– Participant receives greater degrees of assistance with each successive trial without a correct response
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Transferring from Response Prompts
• Time delay– Varying the time interval between
presentation of a natural stimulus and the presentation of a response prompt
• Constant time delay– Begin with a 0-sec delay– Then use a fixed delay (e.g., 3 sec)
• Progressive time delay– Begin with a 0-sec delay– Gradually and systematically increase delay (e.g., in
1-sec intervals) according to some rule
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Transferring from Stimulus Prompts
• Stimulus fading– Highlighting a physical dimension of a
stimulus and then gradually fading that exaggerated dimension
– Superimposing one stimulus on top of another and gradually fading it out
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Transferring from Stimulus Prompts
• Stimulus shape transformations– Use an initial stimulus shape that will
prompt a correct response– This shape is gradually changed to form
the natural stimulus, while maintaining correct responding