1. Doing the Right Thing at the Right Time and Place: Stimulus Discrimination and Generalization Chapter 8

2. Stimulus Discrimination Learning and Stimulus Control How do we learn to perform certain behaviors at certain times but not others? Always cues around when behavior is reinforced or extinguished Situations in which behaviors occur analyzed in terms of: –Antecedent Stimuli – stimuli that exist just prior to behavior –Behavior –Consequences

3. Stimulus Discrimination Learning and Stimulus Control  Stimulus Control  Degree of correlation between a stimulus and subsequent response  Good or Effective stimulus control High correlation  Stimulus Discrimination  Process by which we learn to emit a specific behavior in the presence of some stimuli and not in the presence of other stimuli  Stimulus Discrimination Training  Process of teaching stimulus discrimination  Controlling Stimuli  Reinforcement in the presence of specific stimuli or extinction in the presence of different stimuli

4. Types of Controlling Stimuli S D – Discriminative Stimulus for Reinforcement –Response has been reinforced only in the presence of a particular stimulus –Cue that a particular response will pay off S  - Discriminative Stimulus for Extinction –Response has been extinguished only in the presence of a particular stimulus –Cue that a particular response will not pay off A stimulus may be simultaneously an S D for one response and an S  for another

5. Stimulus Generalization Responding the same way to two different stimuli Opposite of stimulus discrimination Unlearned Stimulus Generalization due to Considerable Physical Similarity –Likely to perform a behavior in a new situation if that situation is similar to situation when behavior was learned

6. Stimulus Generalization Learned Stimulus Generalization Involving Minimal Physical Similarity –Have to learn the stimulus class, or concept –Stimulus common-element class Set of stimuli, all of which have some physical characteristic in common Conceptual behavior – emitting appropriate behavior to all members of a stimulus common- element class, but not those that don’t belong

7. Stimulus Generalization Learned Stimulus Generalization due to Stimulus Equivalence Class –Stimulus Equivalence Class set of completely dissimilar stimuli in which all members of the class control the same response

8. Effectiveness of Stimulus Discrimination Training Choose distinct signals Minimize opportunities for error Maximize the number of trials –Need multiple trials to learn the behavior Make use of rules: describe the contingencies –Rules can speed up learning

9. Pitfalls Can be misapplied May inadvertently teach others to respond inappropriately to particular cues

10. Guidelines for Effective Stimulus Discrimination Training Choose distinct goals Select an appropriate reinforcer Develop the discrimination –Arrange for several reinforced responses in the presence of the S D –When the S  is presented, make the change from the S D very obvious and follow the rules for extinction for the behavior of concern Wean the individual from the program –Plan natural reinforcers –Plan periodic assessments of behavior to make sure it is occasionally being reinforced and that the desired frequency of the behavior is being maintained in the presence of the S D