EDF5684 Chap.8 Stimulus Control and Discrimination
Stimulus Control and Discrimination
Stimulus control is demonstrated when responding changes systematically across antecedent conditions because of a reinforcement history. This chapter distinguishes SDs from S-deltas, conditioned stimuli and motivating operations, then moves from simple to conditional discrimination.
It also compares response and stimulus prompts, plans prompt fading, and treats discrimination and generalisation as complementary requirements for flexible concept learning.
What this chapter covers
- 01
Stimulus control measured through differential responding
- 02
Discriminative stimuli and S-delta conditions
- 03
Simple and conditional discriminations
- 04
Match-to-sample samples and comparison arrays
- 05
Response prompts and stimulus prompts
- 06
Prompt fading, transfer, discrimination and generalisation
Worked example · free
Write one reproducible conditional-discrimination trial
- +1Present one named sample above two comparison cards and rotate comparison positions.
- +1Use the same brief instruction and define a correct response as touching the assigned comparison within five seconds.
- +1Begin with a specified stimulus prompt that makes the correct relation clear.
- +1State a gradual fading criterion rather than promising that prompts will be removed later.
- +1Deliver the stated reinforcer after the response class eligible for reinforcement.
- +1Describe the exact correction sequence after an incorrect response.
- +1Record correct independent and correct prompted responses separately.
- +1Define mastery using independent performance under the natural stimulus arrangement.
Key terms
- Stimulus Control
- Systematic change in responding across antecedent conditions because of a learning history.
- Discriminative Stimulus
- An antecedent that signals a response has contacted reinforcement in its presence.
- Stimulus Delta
- An antecedent condition in which the response has not contacted reinforcement.
- Response Prompt
- Supplementary instruction, modelling or guidance that increases a correct response.
- Stimulus Prompt
- An alteration to task stimuli that makes the relevant relation more noticeable.
Stimulus Control and Discrimination FAQ
How does an SD differ from a conditioned stimulus?
An SD sets the occasion for an emitted response because reinforcement has been available in its presence. A conditioned stimulus elicits a learned reflex through stimulus pairing. Both precede behaviour, so the response class and learning history decide the label.
What is a conditional discrimination?
It is a discrimination in which the function of one stimulus depends on another stimulus. In match-to-sample teaching, the sample changes which comparison is correct, so a comparison can be correct on one trial and incorrect on another.
Why is prompt fading part of the teaching plan?
Prompts can produce accurate responding while the wrong stimulus controls it. Fading transfers control from supplementary help to the natural SD. A usable plan states how prompt strength changes, when it changes, and how independent and prompted responses are recorded.
How can accidental stimulus control be detected?
Probe the skill after changing features that should be irrelevant, such as position, colour, wording, material or instructor, while preserving the defining relation. Also present clear non-examples that differ on the critical feature. If performance follows an irrelevant cue, redesign the stimulus set and teaching sequence rather than simply adding more prompted trials.
Record independent and prompted responses separately, rotate comparison locations and ensure the data code matches the written response definition. Generalisation across planned examples and discrimination from non-examples together provide stronger evidence of intended control.
Assessment move
Build a three-way antecedent comparison for conditioned stimulus, motivating operation and discriminative stimulus. For teaching procedures, practise narrating one match-to-sample trial without gaps. Mark every response as independent or prompted, and identify the stimulus that should control independent performance. Add both varied examples and clear non-examples when planning generalisation.
Before finishing the artefact, trace response wording and data codes across every section to catch alignment errors. Build discrimination examples as contrasts rather than isolated successes. Record responding in the presence of the target stimulus, in its absence and with a relevant alternative while keeping opportunities and consequences clear.
Then design a generalisation set that varies irrelevant features while preserving the defining relation. Pair it with non-examples that differ on the critical feature. Map every item so colour, position, wording or examiner behaviour cannot become an accidental shortcut. For prompts, write the intended controlling stimulus before selecting assistance.
Specify prompt type, initial level, fading step, error response and the moment an independent probe occurs. Graph prompted and independent selections separately; combined accuracy can hide prompt dependence. In match-to-sample planning, rehearse a complete trial aloud: sample, comparison array, instruction, selection, prompt status, consequence, error correction and data code.
Rotate positions systematically and prevent correction trials from inflating mastery. Conduct a final alignment audit across the narrative procedure, materials list, trial plan, emergent-relation probes and data sheet. Every response label and code should mean the same thing in every section. If the plan says correct in one place but independent correct elsewhere, revise before calculating mastery.
This workflow connects stimulus-control theory to an executable and interpretable teaching artefact.
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