Define
Time
Time
What is a higher-order stimulus class?
A group of objects or events that (1) have a higher-order label and (2) have different subtype labels.
List and explain the two rules of juxtaposition.
Rule 1: Showing sameness - examples are greatly different; treat each example the same
Rule 2: Showing differences - examples are minimally different; treat them differently
Provide an example for how to counteract stipulation
Teach that "slanted" also applies to hills, streets, walls, etc. after the learner has mastered the initial sequence
What is the purpose of expanded teaching?
Enhance the learner's understanding of the discrimination that is taught through the initial-teaching sequences.
How is unit integration different from trunk integration?
Unit integration: individual skills are taught, then chained into intermediate units, and finally combined to form the terminal chain.
Trunk integration: trunk is established and new elements are added until the terminal chain is formed.
List and explain the two objectives for organizing different types of knowledge.
Objective 1: provide an exhaustive system that permits classification of any cognitive operation, from simple discriminations to complex operations
Objective 2: link the classification system with instructional procedures
Describe interpolation and stipulation.
Interpolation: a display that treats obviously different examples in the same way; if the range of variation shown by these examples does not cause the label to change, an intermediate value of change should also be treated in the same way
Stipulation: repeated presentation of examples that have a great many samenesses; presentation implies that all features of these examples are necessary to the label
What are the three steps for a task analysis?
1. Identifying the component discriminations of a task that should be pretaught.
2. Classifying each component discrimination identified for preteaching (i.e., single-dimension, noun, transformation, etc).
2. Scheduling the component discriminations (i.e., initial teaching, expansion, cumulative review).
What are some advantages for incorporating worksheet items into instructional programming?
1. Provide independent practice
2. Reduce juxtaposition prompting
3. Introduce a variety of new task forms
How are response-locus communications different than stimulus-locus communications?
Stimulus-locus: deals with concepts and determines the type of information that is needed to communicate how the concepts works
List and describe the four convertization strategies.
1. Dropping steps
2. Regrouping interactions
3. Providing inclusive instructions
4. Providing equivalent instructions
What is the three-step strategy for communicating through examples?
1. Show the difference between positives and negatives
2. Show the range of negative examples
3. Provide a fairly thorough test of the learner's understanding of the concept
Learner cannot produce the response, but can produce some approximation of the response in the context of tasks (shape the response)
Learner cannot produce the response and cannot perform in the context of tasks (shape context and response)