Chapter 23 Maintaining Behavior With TimeBased Schedules Interval And

chapter 23 maintaining behavior with time-based schedules: interval and limited hold study questions 1. ex

Chapter 23
Maintaining Behavior with Time-Based Schedules:
Interval and Limited Hold
Study Questions
1.
Explain the difference between a fixed interval (FI)
schedule and a fixed time (FT) schedule. Give an example of
each from your own school or work activities. (p. 452)
2.
For a schedule to qualify as an FI, reinforcement must be
contingent on a given response following a fixed interval. T
or F? Justify your choice. (p. 452)
3.
Explain the difference between an FI-5 and an FI-7 schedule.
(p. 452)
4.
What are VI schedules? (p. 453)
5.
Explain how FT and VT schedules can be combined
successfully. (p. 452-453)
6.
Why is specifying in advance the rate you hope to achieve is
important? (p. 454)
6.
Mary’s mother checks every 3 days to make sure her daughter has
done her homework. She then puts a gold star on Mary’s homework
chart if the child has done the work. The stars can later be
exchanged for desired reinforcers. Mary’s mother receives a note
from Mary’s teacher asking her was she aware that Mary has only
been turning in a third of her homework. Imagine her surprise!
What has happened here, and what would you suggest Mary’s mother
do to insure that her daughter hands in all her homework each
week? (p. 454)
6.
Under what kind of schedule are you apt to see the highest
response rates? (p. 454-456)
6.
When seeking reinforcers for particular forms of responding, what
four elements should you consider and why? (p. 454-456)
6.
Cindy needs to read four chapters per week in order to meet her
deadline for writing study questions. She does no reading for the
first four days of the week, then reads all four chapters and
writes the study guide questions on the remaining three days of
the week. She does this every week. What might explain this
behavior? (p. 456)
6.
Suppose you were looking for highly consistent performance among
your clientele. Would you achieve that purpose better with a fixed
interval, or with a variable interval schedule? Explain your
answer. (p. 456-458)
6.
Explain why interval schedules tend to generate more durable
responding during extinction than continuous reinforcement. (p.
459)
13. All of the following are advantages to using interval schedules,
except: (p. 460)
a.
No off task behavior occurs
b.
Delays satiation
c.
Ease of use
d.
Responses patterns are more consistent.
14. What is meant by an inter-reinforcement interval and what often
occurs during this time? (p. 460-461)
15. T or F? Performance under interval schedules is more readily
influenced by outside factors. Explain your response. (p. 461)
16. Discuss the potential influence of rules and instructions on
interval schedules. (p. 466-467)
17. Histories can affect subsequent responding to reinforcement
schedules. T or F? Please explain. (p. 462)
18. Explain how the limited hold schedule influences rates of
responding. (p. 462-463)
19. Discuss what is meant by differential reinforcement of rate
schedules and explain and illustrate by referring to a production
situation, the difference(s) between differential reinforcement of
high rates (DRH), differential reinforcement of low rates (DRL) and
differential reinforcement of paced responding (DRP). (p. 463-464)
20. Why might differential reinforcement of paced responding (DRP) be
a good choice for students diagnosed with learning disabilities or
attention deficit, hyperactivity disorder? (p. 464-465)
21. Give an example of using differential reinforcement of low rates.
(p. 465-466)
22. Talk about how instructions can serve as discriminative stimuli
when they accompany FI schedules of reinforcement. (p. 466-467)
23. When, at a recent concert, the audience all stood to applaud the
singer’s performance Harry was annoyed. He thought the singer was
mediocre at best, and certainly didn’t merit an ovation. Yet after
several minutes Harry stood up and joined in the applause. What effect
was at work in this situation? Give an example of a situation in which
you were influenced similarly. (p. 466-467)
24. Describe how competition can facilitate rates of responding. (p.
469)
25. Compare, contrast and illustrate: (p. 469-470)
*
Positive behavioral contrast
*
Negative behavioral contrast
26. Why might a trainer elect to intersperse easy tasks within
programs consisting of interval schedule of reinforcement? (p. 471)
27. “Humans (and other animals) often match, or distribute their
responses in choice situations according to the proportion of payoff.”
The phenomenon called the ____________ ____________ explains this
statement. (p. 471)
28. Explain how the phenomenon in the previous question (#27) works.
(p. 471)
29. A potential problem with FI schedules is that they often generate
low responses rates. How, when the situation calls for it, can you
minimize this effect? (p. 473)
30. Discuss why interval schedules probably are the most convenient
ones to use in an applied setting. (p. 474)
31. If consistency of performance is an important factor, which
interval schedule of reinforcement would you select? Which would you
avoid, and why? Support your response with a plausible example. (p.
474-475)