This document provides instructions for a computer-based homework on shaping behavior. It describes Dawn using gum as a reinforcer to shape Andrew's speaking behavior. Dawn reinforced Andrew with gum each time he looked at the gum she was holding. This increased the frequency of Andrew looking at the gum. Dawn then shaped intermediate behaviors like lip movements and small vocalizations toward the terminal goal of speaking. She focused on shaping response dimensions like topography of lip and vocal movements.
- The document describes a conceptual workshow on how to use the Contingency-Diagramming Checklist, which contains 10 tests to ensure contingency diagrams are properly analyzing behaviors.
- It provides an example of using the checklist to analyze why Bobby Brat studies by fixing issues with an initial contingency diagram that did not pass the "Behaver Test".
- The checklist is used to determine if subsequent examples of Bobby and Susie's behaviors properly analyze the behaviors based on the 10 tests.
The document provides information about discrete trial training for teaching children. It defines key terms like reinforcers, prompts, discriminative stimuli, and consequences. It also describes the hierarchy of prompts used in discrete trial training, which progresses from verbal to physical prompts. The document includes examples of applying the terms and an activity to test understanding of the definitions.
The document provides information about administering discrete trials to children with the goal of improving their lives. It defines key terms related to discrete trials and behavior analysis, including discriminative stimulus, reinforcement, prompts, and consequences. It then provides examples of discrete trials consisting of the discriminative stimulus, response, and consequence. The document tests the reader's understanding of these concepts through multiple choice questions.
Commercial Enterprise networks contain a treasure trove of valuable information about the endpoints they serve on their networks, profiles of users, critical environmental data points, and discrete geospatial references that include not only X and Y, but the elusive ‘Z’, or altitude that is critical in a multistory building. While this information is useful to the 911 Call Taker and enables them to make intelligent dispatch decisions, the real value of this data is to the First Responder who can correlate that in real-time with responders on the scene. NG9-1-1 ready Enterprise networks, NG9-1-1 ESInets at the State and local level, and the roll out of 1st Responder broadband connectivity through FirstNet will provide, for the first time in history, an intelligent, end-to-end connection between the citizens who need help, and the emergency responders that provide that help. Avaya’s Chief Architect for Worldwide Public Safety Solutions will demonstrate how simple existing Over The Top technology can provide that valuable content today over existing networks, and be radically improved upon once NG9-1-1 is implemented.
PVM OLED Series – Sony’s OLED Picture Monitoravkom
This document provides an overview of Sony's professional monitor lineup for 2011, including both OLED and LCD models. It introduces two new OLED picture monitors, the 24.5-inch PVM-2541 and 16.5-inch PVM-1741, which offer top-end picture quality using Sony's OLED panel technology. It also discusses enhancements to Sony's LCD monitor lineup, including new 3D, slim-bezel, and entry-level models. The document promotes Sony's monitors as meeting a broad range of application needs from broadcast to surveillance.
Avkom Technology is a broadcast systems integrator based in Turkey with over 15 years of experience. It specializes in turnkey solutions for TV studios, outside broadcasting vans, video and audio solutions, digital signage, archives, and video streaming. Some of its major clients include Turkish Radio and Television Corporation, Haberturk TV, Channel 1, Samanyolu TV, Ebru TV, and Azerbaijan's Presidential Palace TV. It has partnerships with leading broadcast equipment manufacturers.
NG911 Collaborative Call Routing as presented to Alberta E911 Advisory Associ...Mark Fletcher, ENP
NG911 will change how emergency calls will be handled and how Collaborative Conferencing will be a part of bridging people who need help with those that can provide help.
- The document describes a conceptual workshow on how to use the Contingency-Diagramming Checklist, which contains 10 tests to ensure contingency diagrams are properly analyzing behaviors.
- It provides an example of using the checklist to analyze why Bobby Brat studies by fixing issues with an initial contingency diagram that did not pass the "Behaver Test".
- The checklist is used to determine if subsequent examples of Bobby and Susie's behaviors properly analyze the behaviors based on the 10 tests.
The document provides information about discrete trial training for teaching children. It defines key terms like reinforcers, prompts, discriminative stimuli, and consequences. It also describes the hierarchy of prompts used in discrete trial training, which progresses from verbal to physical prompts. The document includes examples of applying the terms and an activity to test understanding of the definitions.
The document provides information about administering discrete trials to children with the goal of improving their lives. It defines key terms related to discrete trials and behavior analysis, including discriminative stimulus, reinforcement, prompts, and consequences. It then provides examples of discrete trials consisting of the discriminative stimulus, response, and consequence. The document tests the reader's understanding of these concepts through multiple choice questions.
Commercial Enterprise networks contain a treasure trove of valuable information about the endpoints they serve on their networks, profiles of users, critical environmental data points, and discrete geospatial references that include not only X and Y, but the elusive ‘Z’, or altitude that is critical in a multistory building. While this information is useful to the 911 Call Taker and enables them to make intelligent dispatch decisions, the real value of this data is to the First Responder who can correlate that in real-time with responders on the scene. NG9-1-1 ready Enterprise networks, NG9-1-1 ESInets at the State and local level, and the roll out of 1st Responder broadband connectivity through FirstNet will provide, for the first time in history, an intelligent, end-to-end connection between the citizens who need help, and the emergency responders that provide that help. Avaya’s Chief Architect for Worldwide Public Safety Solutions will demonstrate how simple existing Over The Top technology can provide that valuable content today over existing networks, and be radically improved upon once NG9-1-1 is implemented.
PVM OLED Series – Sony’s OLED Picture Monitoravkom
This document provides an overview of Sony's professional monitor lineup for 2011, including both OLED and LCD models. It introduces two new OLED picture monitors, the 24.5-inch PVM-2541 and 16.5-inch PVM-1741, which offer top-end picture quality using Sony's OLED panel technology. It also discusses enhancements to Sony's LCD monitor lineup, including new 3D, slim-bezel, and entry-level models. The document promotes Sony's monitors as meeting a broad range of application needs from broadcast to surveillance.
Avkom Technology is a broadcast systems integrator based in Turkey with over 15 years of experience. It specializes in turnkey solutions for TV studios, outside broadcasting vans, video and audio solutions, digital signage, archives, and video streaming. Some of its major clients include Turkish Radio and Television Corporation, Haberturk TV, Channel 1, Samanyolu TV, Ebru TV, and Azerbaijan's Presidential Palace TV. It has partnerships with leading broadcast equipment manufacturers.
NG911 Collaborative Call Routing as presented to Alberta E911 Advisory Associ...Mark Fletcher, ENP
NG911 will change how emergency calls will be handled and how Collaborative Conferencing will be a part of bridging people who need help with those that can provide help.
The document discusses the concept of a positive reinforcer. It provides an example from the text where attention from Dawn acts as a reinforcer for Rod's crying behavior, increasing its frequency. It then defines a positive reinforcer as a stimulus that increases the frequency of a response it follows. Key points are that the reinforcer must follow the response within 60 seconds or less to be effective, with closer to immediate (0 seconds) being better. Delays longer than 60 seconds may not reinforce the response.
The document discusses the definition, characteristics, and process of making a short film. It defines a short film as a motion picture that is 40 minutes or less including credits. The key characteristics of a short film are simplicity, interesting characters, conflicts, and emotion. The steps to make a short film include choosing equipment, writing a script, storyboarding, filming, and editing. Examples of short films and non-examples of longer works are also provided.
Dawn, a therapist, noticed that a client named Andrew seemed interested in a piece of gum she was holding. She decided to use this as a potential reinforcer. Dawn began giving Andrew pieces of gum each time he looked at the gum, which increased the frequency with which he looked at it. This established gum as a reinforcer for Andrew. Dawn then chose the goal of shaping Andrew's behavior to be speaking. She analyzed the individual physical properties or "response dimensions" of speaking, such as moving the lips and vocal cords. Dawn began shaping Andrew's behavior along the "topography" response dimension by reinforcing successive approximations of speaking behaviors.
The document is a song about ineffective contingencies used in a relationship. It describes various contingencies the man and his partner try to use to control each other's behavior, including punishment, reinforcement, and avoidance contingencies. However, all of the contingencies fail the "Dead-Man Test" and do not actually change behavior. As the contingencies fail, the man's problems worsen, giving him the "Dead-Man Test Blues." The document also briefly defines the Dead-Man Test as assessing if a dead man could perform the behavior, in which case it is not actually a behavior.
What you need to know about E911 as presented to the WAUG March 14Mark Fletcher, ENP
1) The document discusses enterprise 9-1-1 communications and response. It notes that accurate location information is critical for emergency responders but often missing from 9-1-1 calls from multi-line telephone systems.
2) Three key concerns with 9-1-1 call processing from enterprises are access to 9-1-1, notification that a 9-1-1 call was made, and proper routing of calls to ensure they reach 9-1-1.
3) Proper location information is needed at the public safety answering point to dispatch emergency responders, but enterprise data does not currently reach 9-1-1 databases. Simultaneous on-site notification and broadband data delivery may help
YGLF 2015 - Boom Performance | Eran Zinman (daPulse)Eran Zinman
Client performance is what shapes your product and determines the satisfaction of your users. Users don't expect things to happen fast, they expect things to happen immediately. In the presentation we will cover some real-life examples of how to greatly improve performance in web products and share a lot of tricks and cool stuff we've learned along the way.
Presented in the YGLF conference in Israel by Eran Zinman (dapulse.com)
The document outlines safety rules for a science lab class where students will be doing hands-on experiments with potentially hazardous chemicals and equipment. It states that following the safety rules is necessary to ensure all experiments are conducted safely and enjoyably. The rules instruct students to always wear safety goggles when working with substances that could get in the eyes, to point test tubes away from themselves and others when heating, and to notify the teacher immediately if any injuries occur or chemicals contact the skin.
There is no doubt that WebRTC is enabling multimodal communications across the board. It also has the ability to accelerate the adoption of multi-modal NG Emergency Communications Services between Public Safety and constituents without a complete rebuild of the PSTN.
The document discusses measurement and conversions using the International System of Units (SI). It defines the base SI units for length, volume, mass, temperature and time. It also describes the common SI prefixes like kilo, hecto and milli used to indicate multiplication or division of the base units by powers of ten. Examples are provided to show how to convert between different units using the prefix multipliers.
The document describes a computer-based homework on shaping and behavior analysis. It presents a story about Dawn using reinforcement to shape Andrew's non-speaking behavior by first reinforcing him for looking at gum, then for slightly moving his lips. The questions test the reader's understanding of concepts like reinforcers, response dimensions, and the criteria used in shaping procedures.
The document summarizes a study on stimulus generalization conducted by psychologists Kalish and Guttman. In the study:
1) They trained a pigeon to peck a key by intermittently rewarding it with food when a yellow-green light was on.
2) During testing, they presented similar colored lights and found the pigeon would peck the key even without rewards, demonstrating stimulus generalization.
3) The intermittent training schedule made the behavior more resistant to extinction compared to continuous reinforcement during training.
The document provides information about discrete trial training for teaching children. It defines key terms like reinforcers, prompts, discriminative stimuli, and consequences. It also describes the hierarchy of prompts used in discrete trial training, which progresses from verbal to physical prompts. The document includes examples of applying the terms and an activity to test understanding of the definitions.
This document provides information about school mediation training for students. It includes details about peer mediation programs, common conflicts in schools, anger management techniques, effective communication skills, and exercises to practice these skills. The goal of the training is to teach students how to resolve conflicts constructively through mediation rather than fighting or disciplinary actions. Students learn to understand different perspectives, manage emotions like anger, ask open-ended questions, reflect feelings, and respond supportively. Role plays and games help students practice these conflict resolution skills.
- The document describes a conceptual workshow on how to use the Contingency-Diagramming Checklist, which contains 10 tests to properly analyze behaviors and contingencies.
- It provides an example of using the checklist to analyze why Bobby Brat studies by fixing incorrect contingency diagrams.
- The Contingency-Diagramming Checklist and its 10 tests, like the Behaver Test and Stimulus Test, help ensure behaviors are properly analyzed in contingency diagrams.
The document provides strategies for taking standardized tests. It recommends getting a good night's sleep before the test, eating breakfast, and thinking positively on the day of the test. It advises pacing yourself, using process of elimination, and not changing answers unless certain. The strategies also include underlining key words, double checking math, and reviewing all questions before finishing.
This document provides information on different types of questionnaire questions:
1) Closed questions have a fixed number of answers for participants to choose from and produce numerical data. Open-ended questions ask for more detailed descriptions from participants.
2) Rank style questions ask participants to order or rate items on a scale. Likert-type scales measure attitudes by having participants judge how much they agree with statements on a scale.
3) Standardized instructions and treating all participants the same is important for questionnaires. Different question styles produce different types of data for analysis.
This document provides an overview of different types of questionnaire questions:
1) Closed questions have a fixed number of possible answers that participants select from. They produce numerical data that can be tallied.
2) Open-ended questions are used to elicit more detailed answers and look for patterns or examples. They produce more in-depth responses than closed questions.
3) Rank-style questions ask participants to order or rate options on a scale. This could involve ranking a list of items or selecting a statement that best describes their view.
4) Likert-type scales ask participants to judge how much they agree with a statement using a fixed scale, such as strongly agree to strongly disagree. They
This explains the process of creating a non-linear PowerPoint presentation. It was originally used with middle school students, but could be adapted to serve other levels.
This document discusses strategies for helping adult learners manage test stress. It explores how perceptions, thoughts, and behaviors can influence stress levels. Specific techniques are provided, including reframing negative self-talk, demystifying the testing process, building resilience through practice, and implementing stress-reducing routines. The goal is to empower students and improve outcomes by addressing fears and building confidence.
The document discusses two types of learning: classical conditioning and operant conditioning. Classical conditioning involves associating a neutral stimulus with an unconditioned stimulus to elicit a response, as in Pavlov's dog experiment. Operant conditioning is learning through reinforcement or punishment of behaviors. Reinforcers increase behaviors and punishments decrease them. Examples are given of positive and negative reinforcement and punishment in operant conditioning.
The document discusses the concept of a positive reinforcer. It provides an example from the text where attention from Dawn acts as a reinforcer for Rod's crying behavior, increasing its frequency. It then defines a positive reinforcer as a stimulus that increases the frequency of a response it follows. Key points are that the reinforcer must follow the response within 60 seconds or less to be effective, with closer to immediate (0 seconds) being better. Delays longer than 60 seconds may not reinforce the response.
The document discusses the definition, characteristics, and process of making a short film. It defines a short film as a motion picture that is 40 minutes or less including credits. The key characteristics of a short film are simplicity, interesting characters, conflicts, and emotion. The steps to make a short film include choosing equipment, writing a script, storyboarding, filming, and editing. Examples of short films and non-examples of longer works are also provided.
Dawn, a therapist, noticed that a client named Andrew seemed interested in a piece of gum she was holding. She decided to use this as a potential reinforcer. Dawn began giving Andrew pieces of gum each time he looked at the gum, which increased the frequency with which he looked at it. This established gum as a reinforcer for Andrew. Dawn then chose the goal of shaping Andrew's behavior to be speaking. She analyzed the individual physical properties or "response dimensions" of speaking, such as moving the lips and vocal cords. Dawn began shaping Andrew's behavior along the "topography" response dimension by reinforcing successive approximations of speaking behaviors.
The document is a song about ineffective contingencies used in a relationship. It describes various contingencies the man and his partner try to use to control each other's behavior, including punishment, reinforcement, and avoidance contingencies. However, all of the contingencies fail the "Dead-Man Test" and do not actually change behavior. As the contingencies fail, the man's problems worsen, giving him the "Dead-Man Test Blues." The document also briefly defines the Dead-Man Test as assessing if a dead man could perform the behavior, in which case it is not actually a behavior.
What you need to know about E911 as presented to the WAUG March 14Mark Fletcher, ENP
1) The document discusses enterprise 9-1-1 communications and response. It notes that accurate location information is critical for emergency responders but often missing from 9-1-1 calls from multi-line telephone systems.
2) Three key concerns with 9-1-1 call processing from enterprises are access to 9-1-1, notification that a 9-1-1 call was made, and proper routing of calls to ensure they reach 9-1-1.
3) Proper location information is needed at the public safety answering point to dispatch emergency responders, but enterprise data does not currently reach 9-1-1 databases. Simultaneous on-site notification and broadband data delivery may help
YGLF 2015 - Boom Performance | Eran Zinman (daPulse)Eran Zinman
Client performance is what shapes your product and determines the satisfaction of your users. Users don't expect things to happen fast, they expect things to happen immediately. In the presentation we will cover some real-life examples of how to greatly improve performance in web products and share a lot of tricks and cool stuff we've learned along the way.
Presented in the YGLF conference in Israel by Eran Zinman (dapulse.com)
The document outlines safety rules for a science lab class where students will be doing hands-on experiments with potentially hazardous chemicals and equipment. It states that following the safety rules is necessary to ensure all experiments are conducted safely and enjoyably. The rules instruct students to always wear safety goggles when working with substances that could get in the eyes, to point test tubes away from themselves and others when heating, and to notify the teacher immediately if any injuries occur or chemicals contact the skin.
There is no doubt that WebRTC is enabling multimodal communications across the board. It also has the ability to accelerate the adoption of multi-modal NG Emergency Communications Services between Public Safety and constituents without a complete rebuild of the PSTN.
The document discusses measurement and conversions using the International System of Units (SI). It defines the base SI units for length, volume, mass, temperature and time. It also describes the common SI prefixes like kilo, hecto and milli used to indicate multiplication or division of the base units by powers of ten. Examples are provided to show how to convert between different units using the prefix multipliers.
The document describes a computer-based homework on shaping and behavior analysis. It presents a story about Dawn using reinforcement to shape Andrew's non-speaking behavior by first reinforcing him for looking at gum, then for slightly moving his lips. The questions test the reader's understanding of concepts like reinforcers, response dimensions, and the criteria used in shaping procedures.
The document summarizes a study on stimulus generalization conducted by psychologists Kalish and Guttman. In the study:
1) They trained a pigeon to peck a key by intermittently rewarding it with food when a yellow-green light was on.
2) During testing, they presented similar colored lights and found the pigeon would peck the key even without rewards, demonstrating stimulus generalization.
3) The intermittent training schedule made the behavior more resistant to extinction compared to continuous reinforcement during training.
The document provides information about discrete trial training for teaching children. It defines key terms like reinforcers, prompts, discriminative stimuli, and consequences. It also describes the hierarchy of prompts used in discrete trial training, which progresses from verbal to physical prompts. The document includes examples of applying the terms and an activity to test understanding of the definitions.
This document provides information about school mediation training for students. It includes details about peer mediation programs, common conflicts in schools, anger management techniques, effective communication skills, and exercises to practice these skills. The goal of the training is to teach students how to resolve conflicts constructively through mediation rather than fighting or disciplinary actions. Students learn to understand different perspectives, manage emotions like anger, ask open-ended questions, reflect feelings, and respond supportively. Role plays and games help students practice these conflict resolution skills.
- The document describes a conceptual workshow on how to use the Contingency-Diagramming Checklist, which contains 10 tests to properly analyze behaviors and contingencies.
- It provides an example of using the checklist to analyze why Bobby Brat studies by fixing incorrect contingency diagrams.
- The Contingency-Diagramming Checklist and its 10 tests, like the Behaver Test and Stimulus Test, help ensure behaviors are properly analyzed in contingency diagrams.
The document provides strategies for taking standardized tests. It recommends getting a good night's sleep before the test, eating breakfast, and thinking positively on the day of the test. It advises pacing yourself, using process of elimination, and not changing answers unless certain. The strategies also include underlining key words, double checking math, and reviewing all questions before finishing.
This document provides information on different types of questionnaire questions:
1) Closed questions have a fixed number of answers for participants to choose from and produce numerical data. Open-ended questions ask for more detailed descriptions from participants.
2) Rank style questions ask participants to order or rate items on a scale. Likert-type scales measure attitudes by having participants judge how much they agree with statements on a scale.
3) Standardized instructions and treating all participants the same is important for questionnaires. Different question styles produce different types of data for analysis.
This document provides an overview of different types of questionnaire questions:
1) Closed questions have a fixed number of possible answers that participants select from. They produce numerical data that can be tallied.
2) Open-ended questions are used to elicit more detailed answers and look for patterns or examples. They produce more in-depth responses than closed questions.
3) Rank-style questions ask participants to order or rate options on a scale. This could involve ranking a list of items or selecting a statement that best describes their view.
4) Likert-type scales ask participants to judge how much they agree with a statement using a fixed scale, such as strongly agree to strongly disagree. They
This explains the process of creating a non-linear PowerPoint presentation. It was originally used with middle school students, but could be adapted to serve other levels.
This document discusses strategies for helping adult learners manage test stress. It explores how perceptions, thoughts, and behaviors can influence stress levels. Specific techniques are provided, including reframing negative self-talk, demystifying the testing process, building resilience through practice, and implementing stress-reducing routines. The goal is to empower students and improve outcomes by addressing fears and building confidence.
The document discusses two types of learning: classical conditioning and operant conditioning. Classical conditioning involves associating a neutral stimulus with an unconditioned stimulus to elicit a response, as in Pavlov's dog experiment. Operant conditioning is learning through reinforcement or punishment of behaviors. Reinforcers increase behaviors and punishments decrease them. Examples are given of positive and negative reinforcement and punishment in operant conditioning.
This document provides a review of English verb tenses, including the present tense, present progressive tense, simple past tense, past progressive tense, future tense, and tag questions. It defines each tense, provides examples of its use, and describes how to form negative statements and questions for each tense. Keywords that indicate each tense are also listed.
This document discusses the use of negative yes/no questions and tag questions in English. It provides examples of how to form negative yes/no questions and tag questions, and how intonation differs depending on whether the speaker expects agreement or wants to confirm information. It also gives guidelines for answering negative yes/no questions and tag questions, and provides exercises for students to practice forming dialogues using these question types.
The document discusses emotional health problems and provides strategies for dealing with stress and negative emotions. Emotional problems may have physical or emotional causes, including illness, loss, or long-term health issues. Symptoms can include anxiety, fear, and physical disruptions. To cope, one should talk to a counselor, practice relaxation techniques, and maintain overall physical and mental wellness. Expressing emotions appropriately and understanding their causes can help alleviate stress and anxiety.
The document discusses bullying prevention strategies for teachers. It outlines a lesson plan with the objectives of helping students recognize the roles of bullies, victims, and bystanders in bullying situations. The plan involves students completing a pre-assessment survey about bullying, watching an anti-bullying video, discussing emotions and roles, doing role-playing scenarios, making anti-bullying posters, and a post-assessment survey to evaluate effectiveness of the lesson.
The document discusses bullying prevention strategies for teachers. It outlines a lesson plan with the objectives of helping students recognize the roles in bullying situations, understand the emotions involved, and learn how to respond appropriately. The plan includes a student survey, video, discussion, roleplaying scenarios, and poster assignment to teach about the bully, victim, and bystander roles and how to prevent bullying.
The document provides information on coping with stress. It discusses two types of stress: distress, which is destructive, and eustress, which is constructive. It emphasizes that seeking a stress-free life is unrealistic and unhealthy, and that the first step to coping with stress is accepting that some level of stress is inevitable. It also stresses the importance of self-assessment to understand one's "MAP" (Motivational Abilities Pattern) and ensure one is pursuing activities aligned with their natural talents and passions to minimize unnecessary distress. The document outlines a process of assessing sources of stress in one's life and addressing them through prioritization and problem-solving.
A Presentation of a selection of Puzzles, Brain Teasers and Thinking Problems to exercise both the mind and the Right and Left Brain. To help keep the mind and brain fit and healthy. Good for both the young and old alike.
Answers are given for all the puzzles and problems.
This document provides guidance on how to effectively communicate with a loved one who has borderline personality disorder (BPD) when they are experiencing intense emotions. It introduces the I-AM-MAD skill which involves: (1) identifying the emotion, (2) asking a validating question, (3) making a validating statement, (4) making a normalizing statement, (5) analyzing consequences, and (6) not solving the problem for them. The goal is to validate the person's feelings, make them feel understood, and empower them to solve problems themselves rather than trying to fix it for them.
Steve Vitto Breaking Down the Walls for Karen West MATCEI CONFERENCE 2013Steve Vitto
presentation at spring 2013 MATCEI Conference in Mount Pleasant Michigan
Strategies for treating Defiance, Social Maladjustment, ODD
presented by Steven Vitto
inQuba Webinar Mastering Customer Journey Management with Dr Graham HillLizaNolte
HERE IS YOUR WEBINAR CONTENT! 'Mastering Customer Journey Management with Dr. Graham Hill'. We hope you find the webinar recording both insightful and enjoyable.
In this webinar, we explored essential aspects of Customer Journey Management and personalization. Here’s a summary of the key insights and topics discussed:
Key Takeaways:
Understanding the Customer Journey: Dr. Hill emphasized the importance of mapping and understanding the complete customer journey to identify touchpoints and opportunities for improvement.
Personalization Strategies: We discussed how to leverage data and insights to create personalized experiences that resonate with customers.
Technology Integration: Insights were shared on how inQuba’s advanced technology can streamline customer interactions and drive operational efficiency.
Dandelion Hashtable: beyond billion requests per second on a commodity serverAntonios Katsarakis
This slide deck presents DLHT, a concurrent in-memory hashtable. Despite efforts to optimize hashtables, that go as far as sacrificing core functionality, state-of-the-art designs still incur multiple memory accesses per request and block request processing in three cases. First, most hashtables block while waiting for data to be retrieved from memory. Second, open-addressing designs, which represent the current state-of-the-art, either cannot free index slots on deletes or must block all requests to do so. Third, index resizes block every request until all objects are copied to the new index. Defying folklore wisdom, DLHT forgoes open-addressing and adopts a fully-featured and memory-aware closed-addressing design based on bounded cache-line-chaining. This design offers lock-free index operations and deletes that free slots instantly, (2) completes most requests with a single memory access, (3) utilizes software prefetching to hide memory latencies, and (4) employs a novel non-blocking and parallel resizing. In a commodity server and a memory-resident workload, DLHT surpasses 1.6B requests per second and provides 3.5x (12x) the throughput of the state-of-the-art closed-addressing (open-addressing) resizable hashtable on Gets (Deletes).
AI in the Workplace Reskilling, Upskilling, and Future Work.pptxSunil Jagani
Discover how AI is transforming the workplace and learn strategies for reskilling and upskilling employees to stay ahead. This comprehensive guide covers the impact of AI on jobs, essential skills for the future, and successful case studies from industry leaders. Embrace AI-driven changes, foster continuous learning, and build a future-ready workforce.
Read More - https://bit.ly/3VKly70
Northern Engraving | Nameplate Manufacturing Process - 2024Northern Engraving
Manufacturing custom quality metal nameplates and badges involves several standard operations. Processes include sheet prep, lithography, screening, coating, punch press and inspection. All decoration is completed in the flat sheet with adhesive and tooling operations following. The possibilities for creating unique durable nameplates are endless. How will you create your brand identity? We can help!
Northern Engraving | Modern Metal Trim, Nameplates and Appliance PanelsNorthern Engraving
What began over 115 years ago as a supplier of precision gauges to the automotive industry has evolved into being an industry leader in the manufacture of product branding, automotive cockpit trim and decorative appliance trim. Value-added services include in-house Design, Engineering, Program Management, Test Lab and Tool Shops.
As AI technology is pushing into IT I was wondering myself, as an “infrastructure container kubernetes guy”, how get this fancy AI technology get managed from an infrastructure operational view? Is it possible to apply our lovely cloud native principals as well? What benefit’s both technologies could bring to each other?
Let me take this questions and provide you a short journey through existing deployment models and use cases for AI software. On practical examples, we discuss what cloud/on-premise strategy we may need for applying it to our own infrastructure to get it to work from an enterprise perspective. I want to give an overview about infrastructure requirements and technologies, what could be beneficial or limiting your AI use cases in an enterprise environment. An interactive Demo will give you some insides, what approaches I got already working for real.
Keywords: AI, Containeres, Kubernetes, Cloud Native
Event Link: https://meine.doag.org/events/cloudland/2024/agenda/#agendaId.4211
Getting the Most Out of ScyllaDB Monitoring: ShareChat's TipsScyllaDB
ScyllaDB monitoring provides a lot of useful information. But sometimes it’s not easy to find the root of the problem if something is wrong or even estimate the remaining capacity by the load on the cluster. This talk shares our team's practical tips on: 1) How to find the root of the problem by metrics if ScyllaDB is slow 2) How to interpret the load and plan capacity for the future 3) Compaction strategies and how to choose the right one 4) Important metrics which aren’t available in the default monitoring setup.
ScyllaDB is making a major architecture shift. We’re moving from vNode replication to tablets – fragments of tables that are distributed independently, enabling dynamic data distribution and extreme elasticity. In this keynote, ScyllaDB co-founder and CTO Avi Kivity explains the reason for this shift, provides a look at the implementation and roadmap, and shares how this shift benefits ScyllaDB users.
Introducing BoxLang : A new JVM language for productivity and modularity!Ortus Solutions, Corp
Just like life, our code must adapt to the ever changing world we live in. From one day coding for the web, to the next for our tablets or APIs or for running serverless applications. Multi-runtime development is the future of coding, the future is to be dynamic. Let us introduce you to BoxLang.
Dynamic. Modular. Productive.
BoxLang redefines development with its dynamic nature, empowering developers to craft expressive and functional code effortlessly. Its modular architecture prioritizes flexibility, allowing for seamless integration into existing ecosystems.
Interoperability at its Core
With 100% interoperability with Java, BoxLang seamlessly bridges the gap between traditional and modern development paradigms, unlocking new possibilities for innovation and collaboration.
Multi-Runtime
From the tiny 2m operating system binary to running on our pure Java web server, CommandBox, Jakarta EE, AWS Lambda, Microsoft Functions, Web Assembly, Android and more. BoxLang has been designed to enhance and adapt according to it's runnable runtime.
The Fusion of Modernity and Tradition
Experience the fusion of modern features inspired by CFML, Node, Ruby, Kotlin, Java, and Clojure, combined with the familiarity of Java bytecode compilation, making BoxLang a language of choice for forward-thinking developers.
Empowering Transition with Transpiler Support
Transitioning from CFML to BoxLang is seamless with our JIT transpiler, facilitating smooth migration and preserving existing code investments.
Unlocking Creativity with IDE Tools
Unleash your creativity with powerful IDE tools tailored for BoxLang, providing an intuitive development experience and streamlining your workflow. Join us as we embark on a journey to redefine JVM development. Welcome to the era of BoxLang.
What is an RPA CoE? Session 2 – CoE RolesDianaGray10
In this session, we will review the players involved in the CoE and how each role impacts opportunities.
Topics covered:
• What roles are essential?
• What place in the automation journey does each role play?
Speaker:
Chris Bolin, Senior Intelligent Automation Architect Anika Systems
In our second session, we shall learn all about the main features and fundamentals of UiPath Studio that enable us to use the building blocks for any automation project.
📕 Detailed agenda:
Variables and Datatypes
Workflow Layouts
Arguments
Control Flows and Loops
Conditional Statements
💻 Extra training through UiPath Academy:
Variables, Constants, and Arguments in Studio
Control Flow in Studio
"Frontline Battles with DDoS: Best practices and Lessons Learned", Igor IvaniukFwdays
At this talk we will discuss DDoS protection tools and best practices, discuss network architectures and what AWS has to offer. Also, we will look into one of the largest DDoS attacks on Ukrainian infrastructure that happened in February 2022. We'll see, what techniques helped to keep the web resources available for Ukrainians and how AWS improved DDoS protection for all customers based on Ukraine experience
QR Secure: A Hybrid Approach Using Machine Learning and Security Validation F...AlexanderRichford
QR Secure: A Hybrid Approach Using Machine Learning and Security Validation Functions to Prevent Interaction with Malicious QR Codes.
Aim of the Study: The goal of this research was to develop a robust hybrid approach for identifying malicious and insecure URLs derived from QR codes, ensuring safe interactions.
This is achieved through:
Machine Learning Model: Predicts the likelihood of a URL being malicious.
Security Validation Functions: Ensures the derived URL has a valid certificate and proper URL format.
This innovative blend of technology aims to enhance cybersecurity measures and protect users from potential threats hidden within QR codes 🖥 🔒
This study was my first introduction to using ML which has shown me the immense potential of ML in creating more secure digital environments!
3. Alright. You must have pushed the
enter key or the right arrow key.
When you push the key you
advance through the show. Push it
now.When you’re prepared to go on, push the
key. When you see a button or multiple
choice question, you will left click to
select your answer.
A. Left-click me
4. Alright. You must have pushed the
enter key or the right arrow key.
When you push the key you advance
through the show. Push it now.
When you’re prepared to go on, push the
key. When you see a button or multiple
choice question, then you will use the TAB
key to select your answer.
When you get the right answer, you will
continue by hitting the key again. Do
this now.
Good.
5. you will mark your answer on the
paper form for this homework.
There’s one more thing or two.
When you see a question and this
picture,
Form
Questio
n #1
You will mark your answer before you
click the answer here on the screen.
6. So when you see this picture, you
mark your paper form first, then
you click your answer on the
screen second. (This time you
won’t mark your homework.)
A. True
B. False Form
Questio
n #Left-click
your answer
7. So when you see this picture, you
mark your paper form first, then
you click your answer on the
screen second. (This time you
won’t mark your homework.)
A. True
B. False Form
Questio
n #
8. So when you see this picture, you
mark your paper form first, then
you click your answer on the
screen second. (This time you
won’t mark your homework.)
A. True
B. False
Form
Questio
n #
Right on. Now
dive in by hitting
the right arrow
key.
9. Welcome to the Computer-
based Programmed
Instruction on
This program will
help you increase
your knowledge
and understanding
of behavior
analysis and
SHAPING.
10. You may have already read
about Andrew in
Elementary Principles of
Behavior, but we’re going
to use his story to give
you some practice and to
integrate some terms
you’re already familiar
with.
In the nineteen years
that Andrew lived in Big
State Hospital he
hadn’t spoken a single
word.
12. One day at therapy,
Dawn, the group
therapist dropped a
piece of gum.
Andrew took
immediate notice
of the piece gum,
which was a rather
unusual reaction
for him.
14. A reinforcer is defined as a stimulus, event, or
condition whose presentation immediately follows
a response and the frequency of the
response.
A. Decreases
B. Increases
C. Has no effect on
Left-click
your answer
Left-click
your answer
Left-click
your answer
Left-click
your answer
Left-click
your answer
Left-click
your answer
Please your answer
on your answer sheet.
Question #1
#1
(38 total)
Write your first choice on
your homework now.
15. A. Decreases
B. Increases
C. Has no effect on
Left-click
your answer
Left-click
your answer
Left-click
your answer
Left-click
your answer
Left-click
your answer
Left-click
your answer
Good effort!
Give it
another try.
A reinforcer is defined as a stimulus, event, or
condition whose presentation immediately follows
a response and the frequency of the
response.
Question #1
16. Left-click
your answer
A. Decreases
B. Increases
Left-click
your answer
Left-click
your answer
Left-click
your answer
Left-click
your answer
Left-click
your answer
Nope, presenting a
reinforcer does
have an effect on
the frequency of
the response.
A reinforcer is defined as a stimulus, event, or
condition whose presentation immediately follows
a response and the frequency of the
response.
Question #1
17. A reinforcer is defined as a stimulus, event, or
condition whose presentation immediately follows
a response and the frequency of the
response.
A. Decreases
B. Increases
C. Has no effect on
Let’s keep going!
Nice
Job!
Question #1
18. Dawn gave Andrew
a piece of gum
each time he
looked at the gum
she was holding
near her face.
We know the sight
of the gum was a
reinforcer for
Andrew because it
increased the
frequency of
looking at the gum.
19. Before:
Andrew has no gum
Before
Andrew looks at the
gum near Dawns Face
After:
Andrew has gum
Reinforcement
20. What procedure was
Dawn using when she
presented Andrew with
a piece of gum
immediately after he
looked at the gum?
A. Punishment
B. Escape
C. Reinforcement
Left-click
your answer
Left-click
your answer
Left-click
your answer
Please your answer
on your answer sheet.
Question #2
#2
Write your first choice on
your homework now.
Left-click
your answer
Left-click
your answer
21. A. Punishment
B. Escape
C. Reinforcement
Left-click
your answer
Left-click
your answer
Left-click
your answer
Left-click
your answer
Left-click
your answer
Please your answer
on your answer sheet.
Question #2
What procedure was
Dawn using when she
presented Andrew with
a piece of gum
immediately after he
looked at the gum?
No. Punishment is
used to decrease
the frequency of a
response
22. A. Punishment
B. Escape
C. Reinforcement
Left-click
your answer
Left-click
your answer
Left-click
your answer
Left-click
your answer
Left-click
your answer
Please your answer
on your answer sheet.
Question #2
What procedure was
Dawn using when she
presented Andrew with
a piece of gum
immediately after he
looked at the gum?
No. Escape is the
response
contingent
removal of an
aversive
condition .
23. A. Punishment
B. Escape
C. Reinforcement
Left-click
your answer
Left-click
your answer
Left-click
your answer
Left-click
your answer
Left-click
your answer
Please your answer
on your answer sheet.
Question #2
What procedure was
Dawn using when she
presented Andrew with
a piece of gum
immediately after he
looked at the gum?
No, try
again.
24. A. Punishment
B. Escape
C. Reinforcement
Please your answer
on your answer sheet.
Question #2
What procedure was
Dawn using when she
presented Andrew with
a piece of gum
immediately after he
looked at the gum?
That’s Right!!
Dawn was using
reinforcement to
increase
Andrew’s looking
at the gum!
25. Dawn had established
a reinforcer to begin
shaping Andrew’s
behavior.
But what behavior
should she choose
to shape?
She should choose a behavior
that will hopefully increase
Andrew’s quality of life,
happiness, and ability to
interact with other people!
26. A. Initial behavior
B. Intermediate behavior
She picked
speaking as
the goal.
What do we
call the goal
of the
shaping
intervention?
Left-click
your answer
Left-click
your answer
Left-click
your answer
Left-click
your answer
Left-click
your answer
Left-click
your answer
Left-click
your answer
Question #3
#3
Write your first choice on
your homework now
27. A. Initial behavior
B. Intermediate behavior
C. Terminal behavior
She picked
speaking as
the goal.
What do we
call the goal
of the
shaping
intervention?
Left-click
your answer
Left-click
your answer
Left-click
your answer
Left-click
your answer
Left-click
your answer
Left-click
your answer
Left-click
your answer
No, the initial
behavior is the
current behavior
occurring at
some minimal
frequency.
Question #3
28. A. Initial behavior
B. Intermediate behavior
C. Terminal behavior
She picked
speaking as
the goal.
What do we
call the goal
of the
shaping
intervention?
Left-click
your answer
Left-click
your answer
Left-click
your answer
Left-click
your answer
Left-click
your answer
Left-click
your answer
Left-click
your answer
No, the
intermediate
behavior in the
behavior that
more closely
resembles the
goal (speaking).
Question #3
29. A. Initial behavior
B. Intermediate behavior
She picked
speaking as
the goal.
Yes. The goal
of the shaping
intervention is
the terminal
behavior.
Question #3
30. In deciding the goal
of the shaping
intervention,
Dawn had to figure
out the physical
properties of
speaking.
31. A. Response dimensions
B. Response class
What are
the physical
properties
called?
Left-click
your answer
Left-click
your answer
Left-click
your answer
When we talk
about the
individual physical
properties of
moving lips,
making small
croaking sounds,
and speaking we
are talking about
what?
Question #4
#4
Write your first choice on
your homework now.
32. A. Response dimensions
B. Response class
No, with a
response class
we’re talking
about the
response
necessary for
reinforcement
Left-click
your answer
Left-click
your answer
Left-click
your answer
When we talk
about the
individual physical
properties of
moving lips,
making small
croaking sounds,
and speaking we
are talking about
what?
Question #4
33. A. Response dimensions
B. Response class
Yes, the
dimensions
of a
response are
the physical
properties.
When we talk
about the
individual physical
properties of
moving lips,
making small
croaking sounds,
and speaking we
are talking about
what?
Question #4
34. When we talk
about moving lips,
making small
croaking sounds,
and speaking all
resulting in gum,
we are talking
about what?
A. Response dimensions
B. Response class
Left-click
your answer
Left-click
your answer
Left-click
your answer
Question #5
#5
Write your first choice on
your homework now.
35. A. Response dimensions
B. Response class
No, a response
dimension is
talking about
just the
physical
properties of a
response.
Left-click
your answer
Left-click
your answer
Left-click
your answer
When we talk
about moving lips,
making small
croaking sounds,
and speaking all
resulting in gum,
we are talking
about what?
Question #5
36. A. Response dimensions
B. Response class
Yes, the
response class
shares the
effects of
reinforcement.
When we talk
about moving lips,
making small
croaking sounds,
and speaking all
resulting in gum,
we are talking
about what?
Question #5
37. Response dimensions can involve the
• form, sequence or location of a
response (topography),
•the time from the beginning to
the end of a response (duration),
•how often a response occurs (rate), or
•how much effort the response requires
(force or intensity),
•and several other physical properties.
38. Along what response
dimension is Dawn shaping?
Remember she is shaping
Andrew’s speaking behavior,
or how he moves his lips and
vocal cords, not how fast or
loud or long he speaks.
What’s the
response
dimension?
A. Intensity or force
B. Rate
C. Topography
Left-click
your answer
Left-click
your answer
Left-click
your answer
Question #6
#6
Write your first choice on
your homework now.
39. Along what response
dimension is Dawn shaping?
Remember she is shaping
Andrew’s speaking behavior,
or how he moves his lips and
vocal cords, not how fast or
loud or long he speaks.
No, if Dawn
were shaping
intensity or
force she’d be
reinforcing
higher and
higher volumes
of speaking,
for example.
A. Intensity or force
B. Rate
C. Topography
Left-click
your answer
Left-click
your answer
Left-click
your answer
Question #6
40. Along what response
dimension is Dawn shaping?
Remember she is shaping
Andrew’s speaking behavior,
or how he moves his lips and
vocal cords, not how fast or
loud or long he speaks.
A. Intensity or force
B. Rate
C. Topography
Left-click
your answer
Left-click
your answer
Left-click
your answer
No, if Dawn
were shaping
rate she’d be
reinforcing
faster and
faster speeds
of speaking,
for example.
Question #6
41. Along what response
dimension is Dawn shaping?
Remember she is shaping
Andrew’s speaking behavior,
or how he moves his lips and
vocal cords, not how fast or
loud or long he speaks.
A. Intensity or force
B. Rate
C. Topography
Left-click
your answer
Left-click
your answer
Left-click
your answer
No, if Dawn
were shaping
duration she’d
be reinforcing
longer and
longer speech
sounds, for
example.
Question #6
42. Along what response
dimension is Dawn shaping?
Remember she is shaping
Andrew’s speaking behavior,
or how he moves his lips and
vocal cords, not how fast or
loud or long he speaks.
Correct.
Dawn
reinforces
the form
of
Andrew’s
speech.
A. Intensity or force
B. Rate
C. Topography
Question #6
43. Just for fun, let’s say that
Andrew can already speak
but he speaks really quietly.
Dawn, in this case, wants
him to speak loudly.
What response dimension
would be shaped in this
situation?
A. Intensity or force
B. Rate
C. Topography
What’s the
response
dimension?
Question #7
#7
Write your first choice on
your homework now.
44. Just for fun, let’s say that
Andrew can already speak
but he speaks really quietly.
Dawn, in this case, wants
him to speak loudly.
What response dimension
would be shaped in this
situation?
A. Intensity or force
B. Rate
C. Topography
No, shaping
rate would
be shaping
often he
says gum.
Question #7
45. Just for fun, let’s say that
Andrew can already speak
but he speaks really quietly.
Dawn, in this case, wants
him to speak loudly.
What response dimension
would be shaped in this
situation?
A. Intensity or force
B. Rate
C. Topography
No, shaping
topography
would be
shaping
how clearly
he says
gum.
Question #7
46. Just for fun, let’s say that
Andrew can already speak
but he speaks really quietly.
Dawn, in this case, wants
him to speak loudly.
What response dimension
would be shaped in this
situation?
A. Intensity or force
B. Rate
C. Topography
No, duration
would be the
amount of
time from
the
beginning to
the end the
word “gum.”
Question #7
47. Just for fun, let’s say that
Andrew can already speak
but he speaks really quietly.
Dawn, in this case, wants
him to speak loudly.
What response dimension
would be shaped in this
situation?
A. Intensity or force
B. Rate
C. Topography
Correct. It’s
important to know
what response
dimension along
which you are
shaping because if
you aren’t
changing behavior
along a response
dimension then
you are not
shaping.
Question #7
48. Let’s also say that Andrew
can already speak but he
speaks only with Dawn and
others living with him.
Dawn then works with him
so that he speaks with all
sorts of people (i.e., in the
presence of other stimuli)
Is this shaping?
A. Yes
B. No
#8
49. Let’s also say that Andrew
can already speak but he
speaks only with Dawn and
others living with him.
Dawn then works with him
so that he speaks with all
sorts of people (in the
presence of other stimuli)
Is this shaping?
A. Yes
B. No
The stimuli and contingencies
present when Andrew speaks
may change, but speaking isn’t
changing along some response
dimension, so it’s not shaping.
50. Let’s also say that Andrew
can already speak but he
speaks only with Dawn and
others living with him.
Dawn then works with him
so that he speaks with all
sorts of people (in the
presence of other stimuli)
Is this shaping?
A. Yes
B. No
Correct, the stimuli and
contingencies present when
Andrew speaks may change,
but speaking isn’t changing
along some response dimension,
so it’s not shaping.
52. BeforeBefore BehaviorBehavior AfterAfter
? Andrew
has gum
Andrew
has no
gum
Here’s the first criterion for reinforcement
in the shaping procedure. What is Andrew
doing now that resembles speaking?
A. Andrew looks at the gum
B. Andrew moves his lips
C. Andrew speaks
Left-click
your answer
Left-click
your answer
#9
Write your first choice on
your homework now.
53. BeforeBefore BehaviorBehavior AfterAfter
? Andrew
has gum
Andrew
has no
gum
A. Andrew looks at the gum
B. Andrew moves his lips
C. Andrew speaks
Left-click
your answer
Left-click
your answer
Here’s the first criterion for reinforcement
in the shaping procedure. What is Andrew
doing now that resembles speaking?
No, that’s a
prerequisite to
training; but it’s
not similar to
speaking in the
response
dimension.
54. BeforeBefore BehaviorBehavior AfterAfter
? Andrew
has gum
Andrew
has no
gum
A. Andrew looks at the gum
B. Andrew moves his lips
C. Andrew speaks
Left-click
your answer
Left-click
your answer
Here’s the first criterion for reinforcement
in the shaping procedure. What is Andrew
doing now that resembles speaking?
No, that’s not
occurring for
Dawn to
reinforce.
55. BeforeBefore BehaviorBehavior AfterAfter
Andrew
moves his
lips
Andrew
has gum
Andrew
has no
gum
A. Andrew looks at the gum
B. Andrew moves his lips
C. Andrew speaks
Here’s the first criterion for reinforcement
in the shaping procedure. What is Andrew
doing now that resembles speaking?
Correct, it’s the
behavior that’s
occurring at some
minimal frequency and
resembles speaking in
some way.
56. BeforeBefore BehaviorBehavior AfterAfter
Andrew
moves his
lips
Andrew
has gum
Andrew
has no
gum
A. Initial behavior
B. Intermediate behavior
C. Terminal behavior
Left-click
your answer
What do we call this behavior?
Remember, eye contact was not
in the speaking response class (so
it wasn’t the initial behavior, just
a prerequisite).
#1
0
Write your first choice on
your homework now.
57. BeforeBefore BehaviorBehavior AfterAfter
Andrew
moves his
lips
Andrew
has gum
Andrew
has no
gum
A. Initial behavior
B. Intermediate behavior
C. Terminal behavior
Left-click
your answer
No, we’ve just
started shaping
speaking behavior.
58. BeforeBefore BehaviorBehavior AfterAfter
Andrew
moves his
lips
Andrew
has gum
Andrew
has no
gum
A. Initial behavior
B. Intermediate behavior
C. Terminal behavior
No, the terminal
behavior is the
goal, speaking.
Left-click
your answer
59. BeforeBefore BehaviorBehavior AfterAfter
Andrew
moves his
lips
Andrew
has gum
Andrew
has no
gum
A. Initial behavior
B. Intermediate behavior
C. Terminal behavior
Right, Andrew’s moving
his lips is the first
behavior resembling
speaking.
60. Although lip movement
is a long way from
actually speaking
it was a behavior that
resembled speaking in
some way.
And it gave Dawn a
place to begin shaping
Andrews speech.
Saving the world
with behavior
analysis
61. Remember that Dawn started out
reinforcing Andrew’s looking behavior.
This behavior does not resemble
speaking like the initial behavior of
moving lips.
Remember that Dawn started out
reinforcing Andrew’s looking behavior.
This behavior does not resemble
speaking like the initial behavior of
moving lips.
But she needed to start with looking
because she needs Andrew’s attention
(he must look at her) to begin shaping
his speech.
Remember that Dawn started out
reinforcing Andrew’s looking behavior.
This behavior does not resemble
speaking like the initial behavior of
moving lips.
But she needed to start with looking
because she needs Andrew’s attention
(he must look at her) to begin shaping
his speech.
Now when Andrew just looks at the
gum, Dawn will not give him the gum
because she wants to increase only
behaviors that more closely resemble
the terminal behavior (speaking).
62. So if Dawn wants to shape
speaking but also keep Andrew’s
attention, then what must
Andrew do before she delivers
the gum.
A. Look at the gum only
B. Move his lips only
C. Look at the gum and move his lips
Left-click
your answer
Left-click
your answer
Left-click
your answer
Left-click
your answer
#1
1Write your first choice on
your homework now.
63. A. Look at the gum only
B. Move his lips only
C. Look at the gum and move his lips
So if Dawn wants to shape
speaking but also keep Andrew’s
attention, then what must
Andrew do before she delivers
the gum.
No. Looking at the gum near
Dawn’s face (being
attentive) is necessary to
train speaking, but it does
not resemble the terminal
behavior.
Left-click
your answer
Left-click
your answer
Left-click
your answer
Left-click
your answer
64. A. Look at the gum only
B. Move his lips only
C. Look at the gum and move his lips
So if Dawn wants to shape
speaking but also keep Andrew’s
attention, then what must
Andrew do before she delivers
the gum.
No. Looking at the gum near
Dawn’s face (being
attentive) is necessary to
train speaking, even though
it does not resemble the
terminal behavior.
Left-click
your answer
Left-click
your answer
Left-click
your answer
Left-click
your answer
65. A. Look at the gum only
B. Move his lips only
C. Look at the gum and move his lips
So if Dawn wants to shape
speaking but also keep Andrew’s
attention, then what must
Andrew do before she delivers
the gum.
Correct. Looking at
the gum near Dawn’s
face (being attentive)
is necessary to train
speaking, but it does
not resemble the
terminal behavior.
67. Dawn needs to
reinforce successive
approximations to
speaking, but she must
be sure not to get
stuck on an
approximation.
Keep the
procedure
moving.
68.
69.
70.
71.
72.
73.
74.
75. BeforeBefore
BehaviorBehavior
Behavior
A.
Andrew moves his lips
, and looks at the
gum
B.
Andrew only looks at the gum
Behavior
A.
Andrew moves his lips
, and looks at the
gum
B.
Andrew only looks at the gum
AfterAfter
AfterAfter
Reinforcement
No Reinforcement
What behavior will result in the
delivery of the gum reinforcer?
Complete the diagram
for the initial behavior.
Please your answer
on your answer sheet.
#1
2
Write your first choice on
your homework now.
Left-click
your answer
Left-click
your answer
Left-click
your answer
Left-click
your answer
Left-click
your answer
Left-click
your answer
Left-click
your answer
76. BeforeBefore
BehaviorBehavior
Behavior
A.
Andrew moves his lips
B. Andrew only
looks at the gum
Behavior
A.
Andrew moves his lips
B. Andrew only
looks at the gum
AfterAfter
AfterAfter
Reinforcement
No Reinforcement
What behavior will result in the
delivery of the gum reinforcer?
Complete the diagram
for the initial behavior.
Please your answer
on your answer sheet.
Left-click
your answer
Left-click
your answer
Left-click
your answer
Left-click
your answer
Left-click
your answer
Left-click
your answer
Left-click
your answer
He must look at the gum,
then move his lips. Dawn
will reinforce lip
movement now that
looking at the gum is
occurring at a high rate.
Try
Again.
77. BeforeBefore
Behavior
A.
Andrew moves his lips
and looks at gum
B.
Andrew only looks at the gum
Behavior
A.
Andrew moves his lips
and looks at gum
B.
Andrew only looks at the gum
Behavior
Andrew moves
his lips and
looks at gum
Behavior
Andrew moves
his lips and
looks at gum
AfterAfter
AfterAfter
Reinforcement
No Reinforcement
What behavior will no longer be
reinforced?
Complete the diagram
for the initial behavior.
Please your answer
on your answer sheet.
#1
3
Write your first choice on
your homework now.
Left-click
your answer
78. BeforeBefore
Behavior
A. Andrew moves
his lips and looks
at gum
B.
Andrew only looks at the gum
Behavior
A. Andrew moves
his lips and looks
at gum
B.
Andrew only looks at the gum
Behavior
Andrew moves
his lips
Behavior
Andrew moves
his lips
AfterAfter
AfterAfter
Reinforcement
No Reinforcement
What behavior will no longer be
reinforced?
Complete the diagram
for the initial behavior.
Please your answer
on your answer sheet.
Left-click
your answer
79. Before
A.
Andrew has no gum
B.
Andrew has gum
Before
A.
Andrew has no gum
B.
Andrew has gum
Behavior
Andrew only
looks at the
gum
Behavior
Andrew only
looks at the
gum
Behavior
Andrew moves
his lips and
looks at gum
Behavior
Andrew moves
his lips and
looks at gum
AfterAfter
AfterAfter
Reinforcement
No Reinforcement
Complete the diagram
for the before
condition.
Please your answer
on your answer sheet.
#1
4
Write your first choice on
your homework now.
Left-click
your answer
80. Before
A.
Andrew has no gum
B. Andrew has
gum
Before
A.
Andrew has no gum
B. Andrew has
gum
Behavior
Andrew only
looks at the
gum
Behavior
Andrew only
looks at the
gum
Behavior
Andrew moves
his lips and
looks at gum
Behavior
Andrew moves
his lips and
looks at gum
AfterAfter
AfterAfter
Reinforcement
No Reinforcement
Complete the diagram
for the before
condition.
Please your answer
on your answer sheet.
Left-click
your answer
81. Before
Andrew has
no gum
Before
Andrew has
no gum
Behavior
Andrew only
looks at the
gum
Behavior
Andrew only
looks at the
gum
Behavior
Andrew moves
his lips and
looks at gum
Behavior
Andrew moves
his lips and
looks at gum
After
A.
Andrew has no gu
B.
Andrew has gum
After
A.
Andrew has no gum
B.
Andrew has gum
AfterAfter
Reinforcement
No Reinforcement
Complete the diagram
for the after condition.
Please your answer
on your answer sheet.
#1
5
Write your first choice on
your homework now.
Left-click
your answer
82. Before
Andrew has
no gum
Before
Andrew has
no gum
Behavior
Andrew only
looks at the
gum
Behavior
Andrew only
looks at the
gum
Behavior
Andrew moves
his lips and
looks at gum
Behavior
Andrew moves
his lips and
looks at gum
After
A. Andrew has
no gum
B.
Andrew has gum
After
A. Andrew has
no gum
B.
Andrew has gum
AfterAfter
Reinforcement
No Reinforcement
Complete the diagram
for the after condition.
Please your answer
on your answer sheet.
83. Before
Andrew has
no gum
Before
Andrew has
no gum
Behavior
Andrew only
looks at the
gum
Behavior
Andrew only
looks at the
gum
Behavior
Andrew moves
his lips and
looks at gum
Behavior
Andrew moves
his lips and
looks at gum
After
Andrew has
gum
After
Andrew has
gum
After
A.
Andrew has no gu
B.
Andrew has gum
After
A.
Andrew has no gum
B.
Andrew has gum
Reinforcement
No Reinforcement
Complete the diagram
for the after condition.
Please your answer
on your answer sheet.
#1
6
Write your first choice on
your homework now.
Left-click
your answer
84. Before
Andrew has
no gum
Before
Andrew has
no gum
Behavior
Andrew only
looks at the
gum
Behavior
Andrew only
looks at the
gum
Behavior
Andrew moves
his lips and
looks at gum
Behavior
Andrew moves
his lips and
looks at gum
After
Andrew has
gum
After
Andrew has
gum
After
A.
Andrew has no gu
B. Andrew has
gum
After
A.
Andrew has no gum
B. Andrew has
gum
Reinforcement
No Reinforcement
Complete the diagram
for the after condition.
Please your answer
on your answer sheet.
Left-click
your answer
85. Before
Andrew has
no gum
Before
Andrew has
no gum
Behavior
Andrew only
looks at the
gum
Behavior
Andrew only
looks at the
gum
Behavior
Andrew moves
his lips
Behavior
Andrew moves
his lips
After
Andrew has
gum
After
Andrew has
gum
After
Andrew has no
gum
After
Andrew has no
gum
Reinforcement
No Reinforcement
Since Dawn had seen
some lip movement
she was able to
differentially
reinforce lip moving
and stop reinforcing
simply looking at the
gum. She couldn’t
stop reinforcing
simply looking at the
gum until there were
some further
approximations
occurring at some
frequency.
86. After Dawn reinforced lip
movement for just a few
minutes, she decided to stop
reinforcing lip movements and
wait for his first sounds.
After all, Dawn knew he could
do it, even though he has not
made a sound in 19 years.
A. Yes, let’s stop reinforcing lip movements.
B. No, let’s continue reinforcing lip movements.
Before
Andrew
has no
gum
Before
Andrew
has no
gum Behavior
?
Behavior
?
Behavior
Andrew
moves his
lips and looks
at gum
Behavior
Andrew
moves his
lips and looks
at gum
After
Andrew
has gum
After
Andrew
has gum
After
Andrew
has no
gum
After
Andrew
has no
gum
Reinforcement
No Reinforcement
Is it probably a good time to no
longer reinforce lip movements
and wait for croaking sounds? Left-click
your answer
Left-click
your answer
Left-click
your answer
#1
7
Write your first choice on
your homework now.
87. A. Yes, let’s stop reinforcing lip movements.
B. No, let’s continue reinforcing lip movements.
Before
Andrew
has no
gum
Before
Andrew
has no
gum Behavior
Andrew
moves his lips
Behavior
Andrew
moves his lips
Behavior
Andrew
moves his
lips and looks
at gum
Behavior
Andrew
moves his
lips and looks
at gum
After
Andrew
has gum
After
Andrew
has gum
After
Andrew
has no
gum
After
Andrew
has no
gum
Reinforcement
No Reinforcement
Is it probably a good time to no
longer reinforce lip movements
and wait for croaking sounds?
After Dawn reinforced lip
movement for a few minutes,
she decided to stop
reinforcing lip movements and
wait for his first sounds.
After all, Dawn knew he could
do it, even though he has not
made a sound in 19 years.
If Dawn hasn’t heard any
sounds from Andrew
lately, then she has to
continue to reinforce what
approximates it. If Dawn
doesn’t continue to
reinforce lip movement,
she is even less likely to
hear sounds.
Left-click
your answer
Left-click
your answer
Left-click
your answer
Left-click
your answer
88. A. Yes, let’s stop reinforcing lip movements.
B. No, let’s continue reinforcing lip movements.
Before
Andrew
has no
gum
Before
Andrew
has no
gum Behavior
Andrew
moves his lips
Behavior
Andrew
moves his lips
Behavior
Andrew
moves his
Lips and looks
at gum
Behavior
Andrew
moves his
Lips and looks
at gum
After
Andrew
has gum
After
Andrew
has gum
After
Andrew
has no
gum
After
Andrew
has no
gum
Reinforcement
No Reinforcement
Is it probably a good time to no
longer reinforce lip movements
and wait for croaking sounds?
After Dawn reinforced lip
movement for just a few
minutes, she decided to stop
reinforcing lip movements and
wait for his first sounds.
After all, Dawn knew he could
do it, even though he has not
made a sound in 19 years.
89. Currently, Andrew is moving his lips only once in a
while. He is not making any croaking sounds yet.
Before Dawn moves on to the next criterion, the
current behavior must occur at a high frequency
and the next step in the shaping procedure must
occur at some minimum frequency.
What should Dawn do?
A. Stop reinforcing his lip movements and reinforce his
B. Continue reinforcing his making lip movements while
Left-click
your answer
Left-click
your answer
#1
8Write your first choice on
your homework now.
90. Currently, Andrew is moving his lips only once in a
while. He is not making any croaking sounds yet.
Before Dawn moves on to the next criterion, the
current behavior must occur at a high frequency
and the next step in the shaping procedure must
occur at some minimum frequency.
What should Dawn do?
A. Stop reinforcing his lip movements and reinforce
his making croaking sounds
B. Continue reinforcing his making lip movements while
Left-click
your answer
Left-click
your answer
No. If we stop reinforcing
lip movements before we
see some further
approximation to speaking,
then we will extinguish all
behavior resembling
speaking.
91. Currently, Andrew is moving his lips only once in a
while. He is not making any croaking sounds yet.
Before Dawn moves on to the next criterion, the
current behavior must occur at a high frequency
and the next step in the shaping procedure must
occur at some minimum frequency.
What should Dawn do?
A. Stop reinforcing his lip movements and reinforce his
B. Continue reinforcing his making lip movements
while looking for croaking sounds to reinforce
Correct. Since croaking
sounds are not occurring
at all, and lip movements
are not very frequent, we
can’t move on yet.
92. At the beginning of
the fourth week Dawn
held a piece of gum in
front of Andrew.
Andrew looked at the
gum. And Andrew
moved his lips.
But Dawn did not give
him the gum as she
had before.
93. Then Andrew emitted a
small croaking sound.
And Dawn immediately
gave him the gum!
Because Dawn
needed Andrew to
speak, she
required him to
make a response
that more closely
resembled
speaking.
Gum
“Uuh.”
94. What behavior more closely
resembles the goal of speaking
than lip movements.
A. Speaking
B. Looking at the gum
C. Lip movement
What
behavior is
closer to
the goal?
Left-click
your answer
Left-click
your answer
Left-click
your answer
Left-click
your answer
#1
9
Write your first choice on
your homework now.
95. A. Speaking
B. Looking at the gum
C. Lip movement
No. Croaking
resembles lip
movement
more than
speaking does.
Left-click
your answer
Left-click
your answer
Left-click
your answer
Left-click
your answer
What behavior more closely
resembles the goal of speaking
than lip movements.
96. A. Speaking
B. Looking at the gum
C. Lip movement
No. Looking at
the gum is a
prerequisite
behavior for
training.
Left-click
your answer
Left-click
your answer
Left-click
your answer
Left-click
your answer
What behavior more closely
resembles the goal of speaking
than lip movements.
97. A. Speaking
B. Looking at the gum
C. Lip movement
No. Lip
movement
is the
initial
behavior.
Left-click
your answer
Left-click
your answer
Left-click
your answer
Left-click
your answer
What behavior more closely
resembles the goal of speaking
than lip movements.
98. A. Speaking
B. Looking at the gum
C. Lip movement
Correct. A
small croaking
sound is the
behavior that
more closely
approximates
speaking.
What behavior more closely
resembles the goal of speaking
than lip movements.
99. Left-click
your answer
The behavior of making small
croaking sounds approximates the
final behavior of speaking. What is
this middle step called in a shaping
procedure?
A. Initial behavior
B. Terminal behavior
Left-click
your answer
#2
0
Left-click
your answer
Write your first choice on
your homework now.
100. Left-click
your answer
Left-click
your answer
The behavior of making small
croaking sounds approximates the
final behavior of speaking. What is
this middle step called in a shaping
procedure?
A. Initial behavior
B. Terminal behavior
C. Intermediate behavior
No, the initial
behavior is the
first step not
the middle step
in the shaping
procedure.
Left-click
your answer
101. Left-click
your answer
Left-click
your answer
The behavior of making small
croaking sounds approximates the
final behavior of speaking. What is
this middle step called in a shaping
procedure?
A. Initial behavior
B. Terminal behavior
C. Intermediate behavior
No, the terminal
behavior is the
goal of the
intervention and
not the middle
step
Left-click
your answer
102. The behavior of making small
croaking sounds approximates the
final behavior of speaking. What is
this middle step called in a shaping
procedure?
A. Initial behavior
B. Terminal behavior
Correct. Croaking
sounds approximate
speaking.
103. After Dawn reinforced lip
movement over several days,
Andrew also began making
croaking sounds as often as
moving his lips alone.
A. Yes, let’s stop reinforcing just lip movements.
B. No, let’s continue reinforcing just lip movements.
Before
Andrew
has no
gum
Before
Andrew
has no
gum Behavior
?
Behavior
?
Behavior
Andrew
moves his
lips
Behavior
Andrew
moves his
lips
After
Andrew
has gum
After
Andrew
has gum
After
Andrew
has no
gum
After
Andrew
has no
gum
Reinforcement
No Reinforcement
Is it probably a good time to
begin reinforcing croaking
sounds and no longer reinforce
lip movements without croaking?
Left-click
your answer
Left-click
your answer
Left-click
your answer
#2
1
Write your first choice on
your homework now.
104. A. Yes, let’s stop reinforcing just lip movements.
B. No, let’s continue reinforcing just lip movements.
Before
Andrew
has no
gum
Before
Andrew
has no
gum Behavior
?
Behavior
?
Behavior
Andrew
moves his
lips
Behavior
Andrew
moves his
lips
After
Andrew
has gum
After
Andrew
has gum
After
Andrew
has no
gum
After
Andrew
has no
gum
Reinforcement
No Reinforcement
Is it probably a good time to
begin reinforcing croaking
sounds and no longer reinforce
lip movements without croaking? Left-click
your answer
Left-click
your answer
Left-click
your answer
After Dawn reinforced lip
movement over several days,
Andrew also began making
croaking sounds as often as
moving his lips alone.
No. If we continue to reinforce
only lip movements then they
will be the behaviors that
occur in the future. Remember
Dawn wants Andrew to speak
not just move his lips.
105. A. Yes, let’s stop reinforcing just lip movements.
B. No, let’s continue reinforcing just lip movements.
Before
Andrew
has no
gum
Before
Andrew
has no
gum Behavior
Andrew
moves his lips
Behavior
Andrew
moves his lips
Behavior
Andrew
moves his
lips
Behavior
Andrew
moves his
lips
After
Andrew
has gum
After
Andrew
has gum
After
Andrew
has no
gum
After
Andrew
has no
gum
Reinforcement
No Reinforcement
Is it probably a good time to
begin reinforcing croaking
sounds and no longer reinforce
lip movements without croaking?
After Dawn reinforced lip
movement over several days,
Andrew also began making
croaking sounds as often as
moving his lips alone.
106. BeforeBefore
BehaviorBehavior
Behavior
A.
Andrew only moves his lips
B.
Andrew makes croaking sounds while mov
Behavior
A.
Andrew only moves his lips
B.
Andrew makes croaking sounds while movi
AfterAfter
AfterAfter
Reinforcement
No Reinforcement
What behavior will result in the
delivery of the gum reinforcer?
Complete the diagram
for the intermediate
behavior.
Please your answer
on your answer sheet.
#2
2Left-click
your answer
Left-click
your answerLeft-click
your answer
Left-click
your answer
Left-click
your answer
Left-click
your answer
Left-click
your answer
Write your first choice on
your homework now.
107. BeforeBefore
BehaviorBehavior
AfterAfter
AfterAfter
Reinforcement
No Reinforcement
What behavior will result in the
delivery of the gum reinforcer?
Complete the diagram
for the intermediate
behavior.
Please your answer
on your answer sheet.
Left-click
your answer
Left-click
your answer
Left-click
your answerLeft-click
your answer
Left-click
your answer
Left-click
your answer
Left-click
your answer
Behavior
A. Andrew only
moves his lips
B.
Andrew makes croaking sounds while mov
Behavior
A. Andrew only
moves his lips
B.
Andrew makes croaking sounds while movi
No, now that he is
croaking while moving
his lips, Dawn will stop
reinforcing lip
movements occurring
without sounds.
108. BeforeBefore
Behavior
A.
Andrew only moves his lips
B. Andrew speaks
Behavior
A.
Andrew only moves his lips
B. Andrew speaks
Behavior
Andrew makes
croaking
sounds while
moving his lips
Behavior
Andrew makes
croaking
sounds while
moving his lips
AfterAfter
AfterAfter
Reinforcement
No Reinforcement
What behavior will no longer be
reinforced?
Complete the diagram
for the intermediate
behavior.
Please your answer
on your answer sheet.
#2
3
Write your first choice on
your homework now.
Left-click
your answer
109. BeforeBefore
Behavior
A.
Andrew only moves his lips
B. Andrew speaks
Behavior
A.
Andrew only moves his lips
B. Andrew speaks
Behavior
Andrew makes
croaking
sounds while
moving his lips
Behavior
Andrew makes
croaking
sounds while
moving his lips
AfterAfter
AfterAfter
Reinforcement
No Reinforcement
What behavior will no longer be
reinforced?
Complete the diagram
for the intermediate
behavior.
Please your answer
on your answer sheet.
Left-click
your answer
110. Before
A.
Andrew has no gum
B.
Andrew has gum
Before
A.
Andrew has no gum
B.
Andrew has gum
Behavior
Andrew only
moves his lips
Behavior
Andrew only
moves his lips
Behavior
Andrew makes
croaking
sounds while
moving his lips
Behavior
Andrew makes
croaking
sounds while
moving his lips
AfterAfter
AfterAfter
Reinforcement
No Reinforcement
Complete the diagram
for the before
condition.
Please your answer
on your answer sheet.
#2
4
Write your first choice on
your homework now.
Left-click
your answer
111. Before
A.
Andrew has no gum
B. Andrew has
gum
Before
A.
Andrew has no gum
B. Andrew has
gum
Behavior
Andrew only
moves his lips
Behavior
Andrew only
moves his lips
Behavior
Andrew makes
croaking
sounds while
moving his lips
Behavior
Andrew makes
croaking
sounds while
moving his lips
AfterAfter
AfterAfter
Reinforcement
No Reinforcement
Complete the diagram
for the before
condition.
Please your answer
on your answer sheet.
Left-click
your answer
112. Before
Andrew has
no gum
Before
Andrew has
no gum
Behavior
Andrew only
moves his lips
Behavior
Andrew only
moves his lips
Behavior
Andrew makes
croaking
sounds while
moving his lips
Behavior
Andrew makes
croaking
sounds while
moving his lips
After
A.
Andrew has no gu
B.
Andrew has gum
After
A.
Andrew has no gum
B.
Andrew has gum
AfterAfter
Reinforcement
No Reinforcement
Complete the diagram
for the after condition.
Please your answer
on your answer sheet.
#2
5
Write your first choice on
your homework now.
Left-click
your answer
113. Before
Andrew has
no gum
Before
Andrew has
no gum
Behavior
Andrew only
moves his lips
Behavior
Andrew only
moves his lips
Behavior
Andrew makes
croaking
sounds while
moving his lips
Behavior
Andrew makes
croaking
sounds while
moving his lips
After
A. Andrew has
no gum
B.
Andrew has gum
After
A. Andrew has
no gum
B.
Andrew has gum
AfterAfter
Reinforcement
No Reinforcement
Complete the diagram
for the after condition.
Please your answer
on your answer sheet.
114. Before
Andrew has
no gum
Before
Andrew has
no gum
Behavior
Andrew only
moves his lips
Behavior
Andrew only
moves his lips
Behavior
Andrew makes
croaking
sounds while
moving his lips
Behavior
Andrew makes
croaking
sounds while
moving his lips
After
Andrew has
gum
After
Andrew has
gum
After
A.
Andrew has no gu
B.
Andrew has gum
After
A.
Andrew has no gum
B.
Andrew has gum
Reinforcement
No Reinforcement
Complete the diagram
for the after condition.
Please your answer
on your answer sheet.
#2
6
Write your first choice on
your homework now.
Left-click
your answer
115. Before
Andrew has
no gum
Before
Andrew has
no gum
Behavior
Andrew only
moves his lips
Behavior
Andrew only
moves his lips
Behavior
Andrew makes
croaking
sounds while
moving his lips
Behavior
Andrew makes
croaking
sounds while
moving his lips
After
Andrew has
gum
After
Andrew has
gum
After
A.
Andrew has no gu
B. Andrew has
gum
After
A.
Andrew has no gum
B. Andrew has
gum
Reinforcement
No Reinforcement
Complete the diagram
for the after condition.
Please your answer
on your answer sheet.
Left-click
your answer
116. Before
Andrew has
no gum
Before
Andrew has
no gum
Behavior
Andrew only
moves his lips
Behavior
Andrew only
moves his lips
Behavior
Andrew makes
croaking
sounds while
moving his lips
Behavior
Andrew makes
croaking
sounds while
moving his lips
After
Andrew has
gum
After
Andrew has
gum
After
Andrew has no
gum
After
Andrew has no
gum
Reinforcement
No Reinforcement
Nice job!
Here’s the differential
reinforcement diagram
you just completed for
the intermediate behavior.
117. By the way, what do we
call the procedure of
reinforcing one
response class while
not reinforcing another
response class?
A. Differential Punishment
B. Escape
C. Differential Reinforcement
Left-click
your answer
Left-click
your answer
Left-click
your answer
#2
7Write your first choice on
your homework now.
118. By the way, what do we
call the procedure of
reinforcing one
response class while
not reinforcing another
response class?
No, differential
punishment involves
punishing one
response class
allowing the other
to recover!
A. Differential Punishment
B. Escape
C. Differential Reinforcement
Left-click
your answer
Left-click
your answer
Left-click
your answer
119. By the way, what do we
call the procedure of
reinforcing one
response class while
not reinforcing another
response class?
No, escape is
the contingent
removal of an
aversive
condition!
A. Differential Punishment
B. Escape
C. Differential Reinforcement
Left-click
your answer
Left-click
your answer
Left-click
your answer
120. A. Differential Punishment
B. Escape
C. Differential Reinforcement
D. Reinforcement
Left-click
your answer
Left-click
your answer
Left-click
your answer
By the way, what do we
call the procedure of
reinforcing one
response class while
not reinforcing another
response class?
No, this is not
plain vanilla
reinforcement!
121. A. Differential Punishment
B. Escape
C. Differential Reinforcement
D. Reinforcement
By the way, what do we
call the procedure of
reinforcing one
response class while
not reinforcing another
response class?
Nice Job! This
procedure is
called
differential
reinforcement!
122. After several days of
differentially reinforcing
Andrew’s behavior of making
croaking sounds he was
frequently making croaking
sounds each time he moved
his lips.
“Small
croaking
sounds.”
123. When shaping behavior it’s sometimes difficult
to know when to move on to the next
behavioral criterion and no longer provide
reinforcers for the previously reinforced
response.
Currently, Andrew is frequently making croaking
sounds (while moving his lips) but has not said
gum.
What should Dawn do?
A. Stop reinforcing his croaking sounds (while moving
his lips) and reinforce spoken words.
B. Continue reinforcing croaking sounds (while moving
his lips) and start looking for fragments of spoken
words to reinforce.
Left-
click
your
answer
Left-click
your
answer
Left-click
your
answer
#2
8Write your first choice on
your homework now.
124. When shaping behavior it’s sometimes difficult
to know when to move on to the next
behavioral criterion and no longer provide
reinforcers for the previously reinforced
response.
A. Stop reinforcing his croaking sounds (while moving
his lips) and reinforce spoken words.
B. Continue reinforcing croaking sounds (while moving
his lips) and start looking for fragments of spoken
words to reinforce.
Left-click
your answer
Left-click
your answer
Left-click
your answer
Currently, Andrew is frequently making croaking
sounds (while moving his lips) but has not said
gum.
What should Dawn do?
No. Even though, croaking
sounds are occurring at a
high frequency Andrew
has not said ga or gum yet
and we need have Andrew
saying ga or gum at a
minimal frequency before
we no longer reinforce
croaking sounds .
125. When shaping behavior it’s sometimes difficult
to know when to move on to the next
behavioral criterion and no longer provide
reinforcers for the previously reinforced
response.
A. Stop reinforcing his croaking sounds (while moving
his lips) and reinforce spoken words.
B. Continue reinforcing croaking sounds (while moving
his lips) and start looking for fragments of spoken
words to reinforce.
Currently, Andrew is frequently making croaking
sounds (while moving his lips) but has not said
gum.
What should Dawn do?
Correct. We need to have
Andrew saying gum at some
minimal frequency before
we no longer reinforce
croaking sounds.
126. By differentially reinforcing
Andrew’s croaking behavior
for several days
he began frequently making
croaking sounds.
One day after
Andrew made a
croaking sound
Dawn hesitated giving
Andrew the gum
reinforcer and said
“Say, ‘gum, gum’”.
“Say
‘gum’….
‘Gum’.”
127. At first the croaking
sounds were like those
heard before.
Dawn waited until the
croaking sound slightly
resembled the word gum
before she would give
Andrew the reinforcer.
“Gaa
gaa…
mmmmm”
128. Next, Dawn waited
until Andrew’s sound
even more closely
approximated gum,
and reinforced that
response.
Finally, Andrew clearly
said, “Gum” when Dawn
asked him to and she
immediately gave him the
gum.
“Guummm…Gum”
129. Currently, Andrew is frequently making croaking
sounds and is saying the word gum at a moderate
frequency.
What should Dawn do?
A. Stop reinforcing his croaking sounds and reinforce
spoken words.
B. Continue reinforcing his croaking sounds while
looking for fragments of spoken words to
reinforce.
Left-click
your answer
Left-click
your answer
Left-click
your answer
#2
9
Write your first choice on
your homework now.
130. A. Stop reinforcing his croaking sounds and reinforce
spoken words.
B. Continue reinforcing his croaking sounds while
looking for fragments of spoken words to
reinforce.
Left-click
your answer
Left-click
your answer
Left-click
your answer
Currently, Andrew is frequently making croaking
sounds and is saying the word gum at a moderate
frequency.
What should Dawn do?
No. Now that Andrew is
saying gum at a moderate
rate we can stop
reinforcing his croaking
sounds and reinforce his
speaking behavior.
131. A. Stop reinforcing his croaking sounds and reinforce
spoken words.
B. Continue reinforcing his croaking sounds while
looking for fragments of spoken words to
reinforce.
Currently, Andrew is frequently making croaking
sounds and is saying the word gum at a moderate
frequency.
What should Dawn do?
Correct. Now that
Andrew is saying gum at
a moderate frequency
we no longer have to
reinforce his croaking
sounds and we can focus
on reinforcing his
speaking behavior.
132. Great Job at making those
difficult decisions for Dawn,
she appreciates your help!
Now that you’ve
decided what to do,
let’s get busy filling
the diagram for the
terminal behavior.
Thanks for
your help!
133. BeforeBefore
BehaviorBehavior
Behavior
A. Andrew makes a
croaking sound
B. Andrew says
gum
Behavior
A. Andrew makes a
croaking sound
B. Andrew says
gum
AfterAfter
AfterAfter
Reinforcement
No Reinforcement
What behavior will result in the
delivery of the gum reinforcer?
Complete the diagram
for the terminal
behavior.
Please your answer
on your answer sheet.
#3
0
Write your first choice on
your homework now.
Left-click
your answerLeft-click
your answer
Left-click
your answerLeft-click
your answer
Left-click
your answer
Left-click
your answer
Left-click
your answer
134. BeforeBefore
BehaviorBehavior
AfterAfter
AfterAfter
Reinforcement
No Reinforcement
What behavior will result in the
delivery of the gum reinforcer?
Complete the diagram
for the terminal
behavior.
Please your answer
on your answer sheet.
Left-click
your answer
Left-click
your answer
Left-click
your answer
Left-click
your answerLeft-click
your answerLeft-click
your answer
Left-click
your answer
Behavior
A. Andrew makes a
croaking sound
B. Andrew says
gum
Behavior
A. Andrew makes a
croaking sound
B. Andrew says
gum
No, Dawn is not
currently trying
to increase only
lip movements.
135. BeforeBefore
Behavior
A. Andrew makes
a croaking sound
B. Andrew says
gum
Behavior
A. Andrew makes
a croaking sound
B. Andrew says
gum
Behavior
Andrew says
gum
Behavior
Andrew says
gum
AfterAfter
AfterAfter
Reinforcement
No Reinforcement
What behavior will no longer be
reinforced?
Complete the diagram
for the terminal
behavior.
Please your answer
on your answer sheet.
#3
1
Write your first choice on
your homework now.
Left-click
your answer
136. BeforeBefore
Behavior
A. Andrew makes
a croaking sound
B. Andrew says
gum
Behavior
A. Andrew makes
a croaking sound
B. Andrew says
gum
Behavior
Andrew says
gum
Behavior
Andrew says
gum
AfterAfter
AfterAfter
Reinforcement
No Reinforcement
What behavior will no longer be
reinforced?
Complete the diagram
for the terminal
behavior.
Please your answer
on your answer sheet.
Left-click
your answer
137. Before
A. Andrew has
gum
B. Andrew has
no gum
Before
A. Andrew has
gum
B. Andrew has
no gum
Behavior
Andrew makes
a croaking
sound
Behavior
Andrew makes
a croaking
sound
Behavior
Andrew says
gum
Behavior
Andrew says
gum
AfterAfter
AfterAfter
Reinforcement
No Reinforcement
Complete the diagram
for the before
condition.
Please your answer
on your answer sheet.
#3
2
Write your first choice on
the scan-tron form now.
Left-click
your answer
138. Before
A. Andrew has
gum
B. Andrew has
no gum
Before
A. Andrew has
gum
B. Andrew has
no gum
Behavior
Andrew makes
a croaking
sound
Behavior
Andrew makes
a croaking
sound
Behavior
Andrew says
gum
Behavior
Andrew says
gum
AfterAfter
AfterAfter
Reinforcement
No Reinforcement
Complete the diagram
for the before
condition.
Please your answer
on your answer sheet.
Left-click
your answer
139. Before
Andrew has
no gum
Before
Andrew has
no gum
Behavior
Andrew makes
a croaking
sound
Behavior
Andrew makes
a croaking
sound
Behavior
Andrew says
gum
Behavior
Andrew says
gum
After
A. Andrew has
gum
B. Andrew has
no gum
After
A. Andrew has
gum
B. Andrew has
no gum
AfterAfter
Reinforcement
No Reinforcement
Complete the diagram
for the after condition.
Please your answer
on your answer sheet.
#3
3
Write your first choice on
your homework now.
Left-click
your answer
140. Before
Andrew has
no gum
Before
Andrew has
no gum
Behavior
Andrew makes
a croaking
sound
Behavior
Andrew makes
a croaking
sound
Behavior
Andrew says
gum
Behavior
Andrew says
gum
After
A. Andrew has
gum
B. Andrew has
no gum
After
A. Andrew has
gum
B. Andrew has
no gum
AfterAfter
Reinforcement
No Reinforcement
Complete the diagram
for the after condition.
Please your answer
on your answer sheet.
141. Before
Andrew has
no gum
Before
Andrew has
no gum
Behavior
Andrew makes
a croaking
sound
Behavior
Andrew makes
a croaking
sound
Behavior
Andrew says
gum
Behavior
Andrew says
gum
After
Andrew has
gum
After
Andrew has
gum
After
A. Andrew has
no gum
B. Andrew has
gum
After
A. Andrew has
no gum
B. Andrew has
gum
Reinforcement
No Reinforcement
Complete the diagram
for the after condition.
Please your answer
on your answer sheet.
#3
4
Write your first choice on
your homework now.
Left-click
your answer
142. Before
Andrew has
no gum
Before
Andrew has
no gum
Behavior
Andrew makes
a croaking
sound
Behavior
Andrew makes
a croaking
sound
Behavior
Andrew says
gum
Behavior
Andrew says
gum
After
Andrew has
gum
After
Andrew has
gum
After
A. Andrew has
no gum
B. Andrew has
gum
After
A. Andrew has
no gum
B. Andrew has
gum
Reinforcement
No Reinforcement
Complete the diagram
for the after condition.
Please your answer
on your answer sheet.
Left-click
your answer
143. Before
Andrew has
no gum
Before
Andrew has
no gum
Behavior
Andrew makes
a croaking
sound
Behavior
Andrew makes
a croaking
sound
Behavior
Andrew says
gum
Behavior
Andrew says
gum
After
Andrew has
gum
After
Andrew has
gum
After
Andrew has no
gum
After
Andrew has no
gum
Reinforcement
No Reinforcement
Nice job!
Here’s the differential
reinforcement diagram
you just completed for
the terminal behavior.
144. Nice job! You have
successfully completed
the last successive
approximation in the
shaping procedure Dawn
used to get Andrew to
speak.
Thanks
again for
your help!
145. Now, just a quick test
to check your razor
sharp behavior analytic
skills at shaping.
These next couple of
questions may be tough,
but hang in there
because we want to be
sure you don’t identify
muscle-building, shaping-
up examples as
behavioral shaping.
We’re almost
through with the
training and on to
bigger and more
exciting things!
146. Jimmy, the scrawny kid in class,
has just taken up weight lifting.
Currently he can barely bench
press 100 lbs. But when he’s
finished training he’ll be much
stronger and able to lift 300 lbs.
Is this an example of shaping?
A. Yes
B. No
Left-click
your answer
Left-click
your answer
Left-click
your answer
#3
5
Write your first choice on
your homework now.
147. Jimmy, the scrawny kid in class,
has just taken up weight lifting.
Currently he can barely bench
press 100 lbs. But when he’s
finished training he’ll be much
stronger and able to lift 300 lbs.
Is this an example of shaping?
A. Yes
B. No
No, this is not an
example of shaping
because we are talking
about physically building
muscle tissue. This
differs from behavioral
shaping which is used to
develop or improve an
organism’s repertoire .
Left-click
your answer
Left-click
your answer
Left-click
your answer
Left-click
your answer
148. Jimmy, the scrawny kid in class,
has just taken up weight lifting.
Currently he can barely bench
press 100 lbs. But when he’s
finished training he’ll be much
stronger and able to lift 300 lbs.
Is this an example of shaping?
A. Yes
B. No
Correct, this is not an
example of shaping
because we are talking
about physically building
muscle tissue. This
differs from behavioral
shaping which is used to
develop or improve an
organisms repertoire .
149. Now, not only was Jimmy weak he also
had very poor form while bench
pressing. His hands and arms were
located in the wrong spot when he
pushed the weights up off his chest.
His personal trainer began teaching him
how to improve his bench pressing form.
By the end of his training Jimmy looked
like a weight training pro.
Is this an example of shaping?
A. Yes
B. No
#3
6
Left-click
your answer
Write your first choice on
your homework now.
150. A. Yes
B. No
Now, not only was Jimmy weak he also
had very poor form while bench
pressing. His hands and arms were
located in the wrong spot when he
pushed the weights up off his chest.
His personal trainer began teaching him
how to improve his bench pressing form.
By the end of his training Jimmy looked
like a weight training pro.
Is this an example of shaping?
No, this is and example
of shaping because we
are improving the form
Jimmy uses to bench
press weights. The
correct form of bench
pressing is a skill that
was not previously in
Jimmy’s repertoire.
Left-click
your answer
151. A. Yes
B. No
Now, not only was Jimmy weak he also
had very poor form while bench
pressing. His hands and arms were
located in the wrong spot when he
pushed the weights up off his chest.
His personal trainer began teaching him
how to improve his bench pressing form.
By the end of his training Jimmy looked
like a weight training pro.
Is this an example of shaping?
Correct. This is and
example of shaping
because we are
improving the form
Jimmy uses to bench
press weights. The
correct form of bench
pressing is a skill that
was not previously in
Jimmy’s repertoire.
152. Sara, the slow jogger, wants to be able to
run the mile in less than 7 minutes.
Unfortunately, right now she can barely
break the 10 minute marker. But by the
end of this year, after lots of hardcore
running, she’ll be able to race through the
mile in less than 7 minutes. She just
physically can’t get down to 7 minutes.
Is this an example of shaping?
A. Yes
B. No
#3
7
Left-click
your answerWrite your first choice on
your homework now.
153. Sara, the slow jogger, wants to be able to
run the mile in less than 7 minutes.
Unfortunately, right now she can barely
break the 10 minute marker. But by the
end of this year, after lots of hardcore
running, she’ll be able to race through the
mile in less than 7 minutes. She just
physically can’t get down to 7 minutes.
Is this an example of shaping?
A. Yes
B. No
No,this is not an example
of shaping because we
are talking about Sera
physically getting in
shape which consists of
building muscle tissue
and reducing body fat
which do not involve the
altering of an individuals
behavioral repertoire.
Left-click
your answer
154. Sara, the slow jogger, wants to be able to
run the mile in less than 7 minutes.
Unfortunately, right now she can barely
break the 10 minute marker. But by the
end of this year, after lots of hardcore
running, she’ll be able to race through the
mile in less than 7 minutes. She just
physically can’t get down to 7 minutes.
Is this an example of shaping?
A. Yes
B. No
Correct, this is not an
example of shaping
because we are talking
about Sera physically
getting in shape which
consists of building
muscle tissue and
reducing body fat which
do not involve the
altering of an individuals
behavioral repertoire.
155. Not only was Sara slow when she first
started, she also ran like a chicken with its
head cut off. Arms and legs flailing all
over the place. Her form was terrible.
The track coach was appalled by the sight
of her and gave her some training. By the
end of training Sara was running with the
form of a world class runner.
Is this an example of shaping?
A. Yes
B. No
#3
8
Left-click
your answer
Write your first choice on
your homework now.
156. Not only was Sara slow when she first
started, she also ran like a chicken with its
head cut off. Arms and legs flailing all
over the place. Her form was terrible.
The track coach was appalled by the sight
of her and gave her some training. By the
end of training Sara was running with the
form of a world class runner.
Is this an example of shaping?
A. Yes
B. No
No,this is an example of
shaping because we are
training Sera on the
correct form of running,
a skill that was not
previously in her
repertoire.
Left-click
your answer
157. Not only was Sara slow when she first
started, she also ran like a chicken with its
head cut off. Arms and legs flailing all
over the place. Her form was terrible.
The track coach was appalled by the sight
of her and gave her some training. By the
end of training Sara was running with the
form of a world class runner.
Is this an example of shaping?
A. Yes
B. No
Correct,this is an
example of shaping
because we are training
Sera on the correct
form of running, a skill
that was not previously
in her repertoire.
158. Amber is going to school to be a court reporter.
In order to graduate she must be able to type 90
words per minute. Unfortunately, right now she
can only type 20 wpm. But by the end of her
training she’ll be typing away at speeds greater
than 100 wpm. Amber’s finger muscles were
always strong enough to type a string of random
characters equal to 100 wpm, but now her typing
has formed a specific response class.
Is this an example of shaping?
A. Yes
B. No
#3
9
Left-click
your answerWrite your first choice on
your homework now.
159. Amber is going to school to be a court reporter.
In order to graduate she must be able to type 90
words per minute. Unfortunately, right now she
can only type 20 wpm. But by the end of her
training she’ll be typing away at speeds greater
than 100 wpm. Amber’s finger muscles were
always strong enough to type a string of random
characters equal to 100 wpm, but now her typing
has formed a specific response class.
Is this an example of shaping?
A. Yes
B. No
No, this is an example of
shaping because Amber’s
typing repertoire is
being improved. We are
not building the tiny
muscles in her fingers
but we are altering her
existing typing skill level
(behavioral repertoire).
Left-click
your answer
160. Amber is going to school to be a court reporter.
In order to graduate she must be able to type 90
words per minute. Unfortunately, right now she
can only type 20 wpm. But by the end of her
training she’ll be typing away at speeds greater
than 100 wpm. Amber’s finger muscles were
always strong enough to type a string of random
characters equal to 100 wpm, but now her typing
has formed a specific response class.
Is this an example of shaping?
A. Yes
B. No
Correct,this is an
example of shaping
because the Amber’s
typing repertoire is
being improved. We are
not building the tiny
muscles in her fingers
but we are altering her
existing typing skill level
(repertoire).
162. Before
No treat
Before
No treat
Behavior
Spot lays down
Behavior
Spot lays down
Behavior
Spot rolls over
Behavior
Spot rolls over
After
Treat
After
Treat
After
No treat
After
No treat
Reinforcement
No Reinforcement
The process of teaching
a dog to roll over is the
best erroneous example
of shaping—it’s actually
a behavioral chain.
Why isn’t this an example of shaping? Because sitting,
laying down and rolling over are separate behaviors that
build on top of each other and occur one after the other.
163. Before
No treat
Before
No treat
Behavior
Spot lays down
Behavior
Spot lays down
Behavior
Spot rolls over
Behavior
Spot rolls over
After
Treat
After
Treat
After
No treat
After
No treat
Reinforcement
No Reinforcement
The process of teaching
a dog to roll over is the
best erroneous example
of shaping—it’s actually
a behavioral chain.
In the example with Andrew, moving lips, making croaking
sounds and speaking don’t occur in a sequence. Moving lips
and making sounds occur while speaking.
164. Before
No treat
Before
No treat
Behavior
Spot lifts paw
1 inch
Behavior
Spot lifts paw
1 inch
Behavior
Spot lifts paw
5 inches
Behavior
Spot lifts paw
5 inches
After
Treat
After
Treat
After
No treat
After
No treat
Reinforcement
No Reinforcement
The trick is to look at
your whole response
class, from the initial
behavior all the way to
the terminal behavior.
#4
0
A. Yes
B. No
Left-click
your answer
Are these two
responses in the same
response class (similar
along a meaningful
response dimension)?
165. Before
No treat
Before
No treat
Behavior
Spot lifts paw
1 inch
Behavior
Spot lifts paw
1 inch
Behavior
Spot lifts paw
5 inches
Behavior
Spot lifts paw
5 inches
After
Treat
After
Treat
After
No treat
After
No treat
Reinforcement
No Reinforcement
The trick is to look at
your whole response
class, from the initial
behavior all the way to
the terminal behavior.
#4
0
A. Yes
B. No
Left-click
your answer
Lifting farther and
farther up involves
almost the same
topography.
166. Before
No treat
Before
No treat
Behavior
Spot lifts paw
1 inch
Behavior
Spot lifts paw
1 inch
Behavior
Spot lifts paw
5 inches
Behavior
Spot lifts paw
5 inches
After
Treat
After
Treat
After
No treat
After
No treat
Reinforcement
No Reinforcement
The trick is to look at
your whole response
class, from the initial
behavior all the way to
the terminal behavior.
#4
0
A. Yes
B. No
Lifting farther and
farther up involves
almost the same
topography. Good.
167. Before
No treat
Before
No treat
Behavior
Spot sits
Behavior
Spot sits
Behavior
Spot lifts paw
5 inches
Behavior
Spot lifts paw
5 inches
After
Treat
After
Treat
After
No treat
After
No treat
Reinforcement
No Reinforcement
The trick is to look at
your whole response
class, from the initial
behavior all the way to
the terminal behavior.
#4
1
A. Yes
B. No
Left-click
your answer
Are these two
responses in the same
response class (similar
along a meaningful
response dimension)?
168. Before
No treat
Before
No treat
Behavior
Spot sits
Behavior
Spot sits
Behavior
Spot lifts paw
5 inches
Behavior
Spot lifts paw
5 inches
After
Treat
After
Treat
After
No treat
After
No treat
Reinforcement
No Reinforcement
The trick is to look at
your whole response
class, from the initial
behavior all the way to
the terminal behavior.
#4
1
A. Yes
B. No
Left-click
your answer
Lifting the paw and
sitting are two different
responses that occur in a
sequence or chain. They
aren’t similar on any
response dimension.
169. Before
No treat
Before
No treat
Behavior
Spot sits
Behavior
Spot sits
Behavior
Spot lifts paw
5 inches
Behavior
Spot lifts paw
5 inches
After
Treat
After
Treat
After
No treat
After
No treat
Reinforcement
No Reinforcement
The trick is to look at
your whole response
class, from the initial
behavior all the way to
the terminal behavior.
A. Yes
B. No
Lifting the paw and
sitting are two different
responses that occur in a
sequence or chain. They
aren’t similar on any
response dimension.
170. Congratulations!
You have made it through the
training session on shaping.
Now it’s time to get your
creative juices flowing and
put those finely sharpened
behavior analytic skills to
good use.
171. I hope you’re ready for some
excitement because it’s time for
you to put together your own
original example of shaping.
We’ll help you
out, don’t
worry.
172. First, take a look at
the diagram for
Andrew. It includes the
initial, intermediate
and terminal behaviors
Fill in your original example in your
diagram just like the diagram for
Andrew—unless you are using the
PowerPoint Viewer (not the complete
Program), which will not allow you to fill
in answers on your screen.
Need to have pre/post to see if this is worth having when they read the same example in the book. Having them just read the book alone with instructions not to give a shaping-up example as one procedure to compare to them going through this program. Then see which results in better original examples. Malott: Lean it down. Make it faster. 1 one-to-one testing in W02 Students mistakes in original shaping examples: too large of response units in each stage: touch keys—play scales—playing whole song; each response is a component in a chain, not same response class being shaped.
May be too busy. One font color and design may be better.
Go with one or the other graphic, not mixing design styles. Or have separate slides with corresponding text-image. Should let them know that we know they’ver read the story, but we’re going to use the example to give you practice and to integrate some terms you’re already familiar with.
Go with one or the other graphic, not mixing design styles. Or have separate slides with corresponding text-image. Should let them know that we know they’ver read the story, but we’re going to use the example to give you practice and to integrate some terms you’re already familiar with.
May want to have them do this before reading the book, to the extent they do not need the book’s instruction to do well here. But with the example the same as the book, then this will be less monotonous than after knowing the example.
Assuming that they’ve read the book because there’s no instruction before this question.
Review from previous chapter
Added parenthetical material because students weren’t getting topography (the next question was just testing rather than training). Bullet these
W02, many students miss this one—usually rate. For Sum02, added “ , not how fast or loud or long he croaks.”
New for W03 b/c this was a mistake in some original examples (fading too I think, but couldn’t fit that into this example specifically)
Was 8 in F02
Students in W02 put B. N=7/34. I think this is because we talked about croaking sounds before this, and might have seemed like that was the initial behavior and moving lips was the intermediate. For Sum02 I’ll change some of those earlier slides. For W03, added “remember… Was #9 before W03
About 6/34 in W02 put A or B. Changed “begin shaping” to “shape” for sum02
These diagrams take a long time to fill in. Have all the choices at the bottom and have the boxes with the multiple choices in them, with the other non choice boxes dimmed. Don’t give feedback for correct answers.
These diagrams take a long time to fill in. Have all the choices at the bottom and have the boxes with the multiple choices in them, with the other non choice boxes dimmed. Don’t give feedback for correct answers.
These diagrams take a long time to fill in. Have all the choices at the bottom and have the boxes with the multiple choices in them, with the other non choice boxes dimmed. Don’t give feedback for correct answers.
These diagrams take a long time to fill in. Have all the choices at the bottom and have the boxes with the multiple choices in them, with the other non choice boxes dimmed. Don’t give feedback for correct answers.
These diagrams take a long time to fill in. Have all the choices at the bottom and have the boxes with the multiple choices in them, with the other non choice boxes dimmed. Don’t give feedback for correct answers.
These diagrams take a long time to fill in. Have all the choices at the bottom and have the boxes with the multiple choices in them, with the other non choice boxes dimmed. Don’t give feedback for correct answers.
These diagrams take a long time to fill in. Have all the choices at the bottom and have the boxes with the multiple choices in them, with the other non choice boxes dimmed. Don’t give feedback for correct answers.
These diagrams take a long time to fill in. Have all the choices at the bottom and have the boxes with the multiple choices in them, with the other non choice boxes dimmed. Don’t give feedback for correct answers.
These diagrams take a long time to fill in. Have all the choices at the bottom and have the boxes with the multiple choices in them, with the other non choice boxes dimmed. Don’t give feedback for correct answers.
These diagrams take a long time to fill in. Have all the choices at the bottom and have the boxes with the multiple choices in them, with the other non choice boxes dimmed. Don’t give feedback for correct answers.
These diagrams take a long time to fill in. Have all the choices at the bottom and have the boxes with the multiple choices in them, with the other non choice boxes dimmed. Don’t give feedback for correct answers. For W03, added She couldn’t stop… to prime the next question which had errors in F02.
Some confusion about why we have the old moving lips in the behavior box when it should be in the extinction box.
Some confusion about why we have the old moving lips in the behavior box when it should be in the extinction box.
These diagrams take a long time to fill in. Have all the choices at the bottom and have the boxes with the multiple choices in them, with the other non choice boxes dimmed. Don’t give feedback for correct answers.
These diagrams take a long time to fill in. Have all the choices at the bottom and have the boxes with the multiple choices in them, with the other non choice boxes dimmed. Don’t give feedback for correct answers.
These diagrams take a long time to fill in. Have all the choices at the bottom and have the boxes with the multiple choices in them, with the other non choice boxes dimmed. Don’t give feedback for correct answers.
These diagrams take a long time to fill in. Have all the choices at the bottom and have the boxes with the multiple choices in them, with the other non choice boxes dimmed. Don’t give feedback for correct answers.
These diagrams take a long time to fill in. Have all the choices at the bottom and have the boxes with the multiple choices in them, with the other non choice boxes dimmed. Don’t give feedback for correct answers.
These diagrams take a long time to fill in. Have all the choices at the bottom and have the boxes with the multiple choices in them, with the other non choice boxes dimmed. Don’t give feedback for correct answers.
These diagrams take a long time to fill in. Have all the choices at the bottom and have the boxes with the multiple choices in them, with the other non choice boxes dimmed. Don’t give feedback for correct answers.
These diagrams take a long time to fill in. Have all the choices at the bottom and have the boxes with the multiple choices in them, with the other non choice boxes dimmed. Don’t give feedback for correct answers.
These diagrams take a long time to fill in. Have all the choices at the bottom and have the boxes with the multiple choices in them, with the other non choice boxes dimmed. Don’t give feedback for correct answers.
These diagrams take a long time to fill in. Have all the choices at the bottom and have the boxes with the multiple choices in them, with the other non choice boxes dimmed. Don’t give feedback for correct answers.
These diagrams take a long time to fill in. Have all the choices at the bottom and have the boxes with the multiple choices in them, with the other non choice boxes dimmed. Don’t give feedback for correct answers.
Feedback is not automatic.
These diagrams take a long time to fill in. Have all the choices at the bottom and have the boxes with the multiple choices in them, with the other non choice boxes dimmed. Don’t give feedback for correct answers.
These diagrams take a long time to fill in. Have all the choices at the bottom and have the boxes with the multiple choices in them, with the other non choice boxes dimmed. Don’t give feedback for correct answers.
These diagrams take a long time to fill in. Have all the choices at the bottom and have the boxes with the multiple choices in them, with the other non choice boxes dimmed. Don’t give feedback for correct answers.
These diagrams take a long time to fill in. Have all the choices at the bottom and have the boxes with the multiple choices in them, with the other non choice boxes dimmed. Don’t give feedback for correct answers.
These diagrams take a long time to fill in. Have all the choices at the bottom and have the boxes with the multiple choices in them, with the other non choice boxes dimmed. Don’t give feedback for correct answers.
These diagrams take a long time to fill in. Have all the choices at the bottom and have the boxes with the multiple choices in them, with the other non choice boxes dimmed. Don’t give feedback for correct answers.
These diagrams take a long time to fill in. Have all the choices at the bottom and have the boxes with the multiple choices in them, with the other non choice boxes dimmed. Don’t give feedback for correct answers.
These diagrams take a long time to fill in. Have all the choices at the bottom and have the boxes with the multiple choices in them, with the other non choice boxes dimmed. Don’t give feedback for correct answers.
These diagrams take a long time to fill in. Have all the choices at the bottom and have the boxes with the multiple choices in them, with the other non choice boxes dimmed. Don’t give feedback for correct answers.
These diagrams take a long time to fill in. Have all the choices at the bottom and have the boxes with the multiple choices in them, with the other non choice boxes dimmed. Don’t give feedback for correct answers.
These diagrams take a long time to fill in. Have all the choices at the bottom and have the boxes with the multiple choices in them, with the other non choice boxes dimmed. Don’t give feedback for correct answers.
Added last sentence specifying lack of physical capability because of errors on 39, typing example.
Students missing this W02 N=13/34. Added last sentence to clarify not building muscle. Also because a one-to-one testing feedback student said the running time example made her think getting faster is shaping up, I revised that one too. Maybe we should get rid of this because student argue.
These diagrams take a long time to fill in. Have all the choices at the bottom and have the boxes with the multiple choices in them, with the other non choice boxes dimmed. Don’t give feedback for correct answers.
These diagrams take a long time to fill in. Have all the choices at the bottom and have the boxes with the multiple choices in them, with the other non choice boxes dimmed. Don’t give feedback for correct answers.
These diagrams take a long time to fill in. Have all the choices at the bottom and have the boxes with the multiple choices in them, with the other non choice boxes dimmed. Don’t give feedback for correct answers.
These diagrams take a long time to fill in. Have all the choices at the bottom and have the boxes with the multiple choices in them, with the other non choice boxes dimmed. Don’t give feedback for correct answers.
These diagrams take a long time to fill in. Have all the choices at the bottom and have the boxes with the multiple choices in them, with the other non choice boxes dimmed. Don’t give feedback for correct answers.
These diagrams take a long time to fill in. Have all the choices at the bottom and have the boxes with the multiple choices in them, with the other non choice boxes dimmed. Don’t give feedback for correct answers.
These diagrams take a long time to fill in. Have all the choices at the bottom and have the boxes with the multiple choices in them, with the other non choice boxes dimmed. Don’t give feedback for correct answers.
These diagrams take a long time to fill in. Have all the choices at the bottom and have the boxes with the multiple choices in them, with the other non choice boxes dimmed. Don’t give feedback for correct answers.
Need instructions to arrow forward when done with diagram.—added after W02. Also bolded/underlined master transparency because so few did this W02.
Need instructions to arrow forward when done with diagram.—added after W02. Also bolded/underlined master transparency because so few did this W02.