Complexity of Human Behavior and Learning
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Questions and Answers

Which of the following best describes the behavior-analytic approach to teaching complex behaviors?

  • Emphasizing holistic understanding and cognitive mapping of the subject matter.
  • Utilizing primarily verbal instructions and abstract rules to guide behavior.
  • Breaking down complex behaviors into smaller, teachable units and combining them. (correct)
  • Focusing primarily on abstract reasoning and problem-solving skills.

    • How do behavior-analytic and cognitive-constructivist approaches differ in their explanations of effective teaching procedures like practice with feedback?

  • Cognitive-constructivist approaches deny that practice with feedback is effective; they focus on discovery learning instead.
  • Both approaches use identical explanations but differ in their application of the procedures.
  • Behavior-analytic approaches explain effectiveness through principles of reinforcement and stimulus control, while cognitive-constructivist approaches focus on internal cognitive restructuring. (correct)
  • Behavior-analytic approaches focus on understanding the underlying cognitive processes, while cognitive-constructivist approaches emphasize observable behaviors.

    • What initially might be a concern for some when they consider the behavior-analytic approach?

  • It appears too focused on understanding rather than behaving.
  • It may appear too reductive and disconnected from subtle, complex behavior. (correct)
  • It seems overly complex and difficult to apply.
  • It is too similar to cognitive-constructivist approaches.

    • Which of the following characteristics does not describe the complexity of human behavior, as highlighted in the text?

    <p>Reliance on immediate, concrete contingencies. (B)</p> Signup and view all the answers

    The text suggests that the increasing complexity of behavioral expectations in society leads to:

    <p>An increased demand for efficient teaching methods. (D)</p> Signup and view all the answers

    What guideline did Wolery and Gast (1984) suggest instructors follow regarding stimulus presentation and response intervals when using prompting strategies?

    <p>Present the criterion stimulus at each prompt level and use a constant response interval after each prompt. (C)</p> Signup and view all the answers

    What is a primary advantage of using least-to-most prompting strategies?

    <p>It allows learners the opportunity to independently emit the correct behavior without any prompts. (A)</p> Signup and view all the answers

    How does graduated guidance work to fade prompts?

    <p>By gradually eliminating the controlling prompt, only presenting the level necessary to evoke the target behavior. (A)</p> Signup and view all the answers

    What is a notable disadvantage of graduated guidance?

    <p>It relies on subjective judgments about the required prompting level, which lacks systematic rigor. (B)</p> Signup and view all the answers

    In most-to-least prompting, how is the intrusiveness of the prompt adjusted across trials?

    <p>The intrusiveness of the prompt decreases or increases based on whether the learner meets a mastery or failure criterion, respectively. (D)</p> Signup and view all the answers

    Which of the following scenarios exemplifies a behavior becoming more complex due to an ambiguous antecedent?

    <p>An employee occasionally completes reports when asked by their manager, but sometimes does not. (C)</p> Signup and view all the answers

    What is one of the primary challenges when establishing complex behaviors related to subordinate skills?

    <p>Identifying the necessary proficiency level for the component prerequisite behaviors. (D)</p> Signup and view all the answers

    A student learning to bake a cake must first learn how to measure ingredients, mix them properly, and operate the oven. Which dimension of behavioral complexity does this scenario primarily highlight?

    <p>Subordinate skills. (B)</p> Signup and view all the answers

    A therapist is teaching a child with autism how to greet others. The therapist initially reinforces only perfect verbal greetings, but gradually reinforces less precise greetings to promote generalization to real-world situations. Which element of complexity is the therapist addressing?

    <p>Promoting variability in responding. (D)</p> Signup and view all the answers

    Which scenario exemplifies a behavioral chain where variations within the chain still lead to the same end state?

    <p>A chef preparing a dish, where the order of adding spices can be altered without affecting the final flavor. (C)</p> Signup and view all the answers

    Flashcards

    Complexity in Behavior

    The varied and adaptive nature of human behavior requiring planning and subtle discrimination.

    Cognitive-Constructivist Approach

    A teaching method emphasizing the complex and varied nature of material and behaviors.

    Behavior-Analytic Approach

    A method that breaks down complex behaviors into smaller, teachable units.

    Behavioral Chains

    Combining simpler behaviors to create more complex behaviors.

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    Teaching Efficiency Demand

    As complexity of behavioral expectations rises, the need for effective teaching increases.

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    Subordinate Skills

    Skills that are foundational for more complex behaviors.

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    Superordinate Skills

    More advanced or overarching skills built upon subordinate skills.

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    Sequencing

    The order in which behaviors must occur to achieve a goal.

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    Variability in Responding

    The ability to respond in different ways depending on context.

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    Ambiguity in Criteria

    Unclear standards that affect how behaviors are assessed.

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    Least-Intrusive Prompting

    Using the least intrusive prompt likely to induce target behavior.

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    Controlling Prompt

    A prompt that consistently leads to the target behavior being exhibited.

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    Graduated Guidance

    Gradually reducing prompts while maintaining assistance to evoke target behavior.

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    Most-to-Least Fading

    Starts with a strong prompt and reduces assistance based on learner success.

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    Systematic Fading

    A structured approach to reducing prompts, essential for effective learning.

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    Study Notes

    Complexity of Human Behavior

    • Human behavior is complex, varied, and adaptable.
    • It involves long-term planning, subtle discrim- inations, and delayed/ambiguous contingencies.
    • Language capacity is a key factor for human dominance.
    • Societal demands for complex behaviors create teaching challenges.
    • Cognitive-constructivist approaches are common, focusing on the complex nature of the content.
    • Behavior-analytic approaches emphasize ele- mental units, combining simple behaviors into complex repertoires.

    Building Complex Behaviors

    • Behavior analysts often combine simpler be- haviors to form more complex chains, or refine simple behaviors to create more complex forms.
    • Behavior analysts and cognitivists share some effective procedures (e.g., feedback practice).
    • Establishing complex behaviors requires con- sidering five dimensions: subordinate/superordi- nate skills, sequencing, variability, ambiguous criteria, and self-management.

    Behavioral Complexity

    • Behavioral complexity is relative, varying across individuals and behaviors.
    • Complexity exists along the antecedent- behavior-consequence (A-B-C) chain, e.g., am- biguous antecedents, delayed consequences, and stimuli discriminant for different behavioral repertoires.
    • Complex behaviors require varied responses across contexts, promoting response generali- zation.
    • Behaviors are complex when the correct/incorrect responses are difficult to define (normative).
    • Behaviors are complex when they require plan- ning, progress monitoring, and plan revision (executive control/self-management).
    • Delayed, thin, or ambiguous consequences are common challenges in behavior establishment.
    • Teaching should focus on specific responses using precise/controlled procedures, acknowledging the importance of generalization.

    Assessing Behaviors and Individuals

    • Establishing new behaviors involves three questions:
      • Expected learner behavior
      • Current learner skills
      • Procedures to build on existing skills
    • Identifying priorities for teaching, focusing on behaviors with adaptive importance.
    • Behavioral cusps are behaviors with broad con- tributions to adaptive success. Examples: spoken language, reading.

    Shaping

    • Shaping is an instructional approach for learners with a low likelihood of exhibiting the target behavior.
    • It involves increasing the probability of a be- havior's occurrence through gradual transforma- tion.
    • Differential reinforcement of successive ap- proximations gradually transforms the response.
    • Modifying topography or rate/magnitude of a behavior.

    Prompting

    • Prompts are antecedent stimuli that increase the probability of a desired response.
    • Stimulus prompts alter criterion stimulus prop- erties.
    • Response prompts involve teacher behavior to evoke the desired response.
    • Scripts/prompts can be useful for complex behaviors, particularly conversations.

    Prompt Fading

    • Prompt dependence occurs when the prompt overwhelms the criterion stimulus.
    • Prompt fading gradually removes prompts to transfer stimulus control to the criterion stimulus.
    • Stimulus shaping: altering the criterion stimu- lus property crucial for discrimination.
    • Stimulus fading: altering a non-critical stimu- lus property (e.g., position, size) during dis- crimination.

    Chaining

    • Chaining refers to sequential behaviors that ac- cumulate to a consistent endpoint.
    • Forward chaining: teaching components in order.
    • Backward chaining: teaching components in reverse order.
    • Total Task Chaining: teaching every component simultaneously.

    Generalization

    • Generalization involves the learner using the skill in varied settings, with different people, and over time.
    • Multiple exemplars/training can increase gen- eralization and promote unique responses.
    • Increasing fluency can promote generalization.
    • Consequences for accurate and fluent responses contributes to generalization.

    Self-Management

    • Self-management includes student assessment, plan/skill implementation, use and evaluation.
    • Self-monitoring modifies behavior and improves academic performance—providing students with self-evaluation and reinforcement opportunities.

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    Related Documents

    Week 4 Fisher Chapter 15 Article PDF

    Description

    This quiz explores the intricacies of human behavior, focusing on how complex actions are formed through both cognitive-constructivist and behavior-analytic approaches. It highlights the interaction between language, societal demands, and the challenges of teaching complex behaviors while outlining key dimensions in building these behaviors.

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