Concepts and Principles
Stimulus control, discrimination, and generalization
Distinguish stimulus control, discrimination, stimulus classes, and generalization patterns, and use those concepts to interpret when behavior occurs across people, settings, cues, and response forms.
How this shows up in scenario questions
- 1Identify stimulus control from antecedent-response patterns.
- 2Distinguish discrimination from generalization.
- 3Analyze whether behavior change transferred across stimuli, settings, or responses.
Common misconceptions
- Calling every antecedent an SD.
- Assuming generalization occurred when behavior appears only in training conditions.
- Confusing stimulus generalization with response generalization.
Distractor patterns
- Choose MO when the stem is about stimulus control.
- Treat one trained example as generalized performance.
- Ignore the antecedent condition that controls responding.
Related terms
stimulus controldiscriminationgeneralizationstimulus classresponse generalization
Related practice prompts
Distinguish motivating operations from discriminative stimuli.
A learner is more likely to request water after recess on hot days. The hot day and exercise most directly alter the value of water as a reinforcer. What concept is illustrated?
Identify stimulus control in instructional contexts.
During following a schedule in a elementary classroom, the participant says "help" only when the therapist holds up a help card, but not when the card is absent. What does this pattern most directly show? The plan must be usable by new staff during routine implementation.
Identify stimulus control in instructional contexts.
During requesting help in a early-intervention session, the participant says "help" only when the therapist holds up a help card, but not when the card is absent. What does this pattern most directly show? The BCBA is reviewing the decision with a trainee.