Simple discriminative functions Antecedent stimuli mark ...

ƒ Simple discriminative functions

ƒ Antecedent stimuli mark the time when a
response is more likely to be reinforced (cues).

ƒ Antecedent stimuli indicate which response is
more likely to be reinforced (prompts).

SD Æ R Æ SR

(SD) discriminative stimulus of your cell phone ring evokes the
Response of answering because the consequence (SR) of
getting to talk to someone.

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ƒ Motivative functions ƒ Feelings are often byproducts of other behaviors or
other environmental stimuli.
ƒ Antecedent events that evoke or inhibit
responding by changing the value of the ƒ It is often difficult to determine if the antecedent to
consequences are considered motivational rather a behavior is the preceding feeling or the
than discriminative environmental event that produced the feeling.

ƒ The antecedent events make consequences more ƒ Feelings could also enhance or weaken the effects
or less effective as reinforcers or punishers. of consequences (a motivative function)

Stating a goal to a large audience (the motivative antecedent 4
event) makes attaining that goal a more effective reinforcer.

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ƒ Thinking is a form of private behavior (as in talking ƒ Self‐instructions
to oneself or imagining something).
ƒ Easiest to identify
ƒ Listening to what you say or perceiving what you ƒ Probably function most directly as discriminative
imagine can cue or prompt an overt response (the
discriminative function). stimuli to evoke behavior.

ƒ Thoughts could also change the effectiveness of ▪ “Put the book in the backpack so you won’t forget it”
consequences (the motivative function).
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ƒ Beliefs ƒ Interpretations

ƒ More abstract than self‐statements ƒ Self‐statements generated by specific events and a
ƒ Underlying assumptions that guide related person’s learning history.

behaviors. ▪ “He isn’t smiling so he must be mad at me for something I
did”
▪ “I must always get an ‘A’ on tests or else I am worthless”.
ƒ Probably have motivative functions as well as
ƒ Probably have motivative functions as well as discriminative functions.
discriminative functions
▪ Relating a specific event to positive or negative causal
ƒ These are often about potential consequences variables increases or decreases the value of the related
consequences
▪ “I am a good person because I help my friends” ▪ “Her smile is fake because she is trying to manipulate me”
▪ “He is smiling because he truly enjoys my stories”
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ƒ Goals ƒ Self‐observations of the critical
environmental stimuli can be inaccurate.
ƒ Descriptions of future behaviors or outcomes that
motivate current, related responding ƒ Self‐observations can be incomplete and not
start early enough in the chain of behavioral
▪ “My goal is to exercise 3 times a week for the next 4 events.
months”
ƒ Accurate observations of ones own self‐
9 statements are often difficult

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ƒ Stimulus Generalization ƒ Modifying old antecedents

ƒ Responses evoked by one SD will often occur to other ƒ Avoiding antecedents
(usually similar) stimuli ƒ Narrowing antecedent control
ƒ Reperceiving antecedents
ƒ generalization is the opposite of discrimination. ƒ Changing Chains

ƒ Stimulus Fading ▪ Adding pauses
▪ Unlinking the chain of events
ƒ the gradual shift in stimulus control from one stimulus to
another. 12

ƒ the new stimulus is “faded” in as the current stimulus is
“faded” out.

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ƒ Arranging new antecedents A. Could be considered to have a motivative
function
ƒ Replace negative self‐statements with incompatible ones
ƒ Give positive self‐instruction B. Probably serves no function at all
ƒ Arrange new physical & social cues for appropriate C. Is an example of narrowing stimulus

behavior control
ƒ Precommitment D. Is an example of stimulus fading

▪ Anything we do now to alter conditions that will help us achieve our 14
objectives in future situations

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A. Precommitment has occurred
B. Stimulus generalization has occurred
C. Response generalization has occurred
D. Stimulus discrimination has occurred

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