as a function of contextual stimuli.
In contrast, Skinner's model explains this phenomenon in a more objective and scientifically elegant manner relying on the behavioral principles of stimulus generalization
and response induction.
Many psychologists and philosophers have had the intuition that response generalization and stimulus generalization
are extremely important phenomena when it comes to justifying the postulation of intervening variables.
Although the authors provided anecdotal information indicating that stimulus generalization
occurred, documentation of pretreatment and post treatment performance across non-trained stimuli was not provided.
Second, concern of carryover effects may also be a fear of stimulus generalization
. In other words, the problem behaviors may come under control of certain stimuli in the functional analysis setting (e.g., implementer, room) and that control could be transferred to similar stimuli in the classroom setting resulting in an increase of problem behavior in the classroom setting (Stokes & Baer, 1977).
Moreover, we also tested for stimulus generalization
. To test for this specific generalization, each participant was given pre-and post assessments of the exact questions composed of the three types of relations and complexities, however, this time with novel stimuli.
A more subtle difference among the panels is that a greater degree of stimulus generalization
was observed in participants trained on a simultaneous basis than those trained on a successive basis.
Decisions regarding behavioral interventions, such as shaping or stimulus generalization
, often rely on data from behavior assessment such as interviews and observations from both clinical and naturalistic settings.
This process of transfer of function and stimulus generalization
may explain the negative views towards persons of Middle Eastern descent that have come about since the terrorist attacks on the United States.
is said to exist whenever the subject responds in a similar way to various stimuli (Pavlov, 1927; Guttman and Kalish, 1956).
, stimulus equivalence, and response hierarchies.
With this in mind, we point out that the teacher should have at least three objectives for the classroom for academic subjects like reading, all of which influence the teacher to change academic stimuli in very important ways so that stimulus generalization
can be achieved.