Jeremy is 5 years old and he loves to dance. Whenever he hears music he begins to dance and all of the adults laugh with joy. The other night Jeremy and his parents went to an outdoor concert and Jeremy ran to the front of the crowd and danced. He is young enough that everyone thought it was cute and laughed and patted him on the back and told him he was a good dancer. When Jeremy went to kindergarten, the teacher played music on the first day of class. Jeremy began to dance. Jeremy’s dance style was cute to adults, but it was considered goofy by his peers. They didn’t laugh with joy or tell him he was a good dancer. Jeremy stopped dancing in his class, but he continued to dance when adults were around. Music and the presence of adults is a stimulus that could be classified as a(n) _________. Music and the presence of Jeremy’s classmates could be classified as a(n) _________.
Group of answer choices
SD; Sdelta
SD for punishment; Sdelta
SD for punishment; Soperant
SD; Soperant
The presence of music and the presence of adults are discriminative stimuli (SD) for Jeremy’s dancing behavior. When Jeremy hears music or is around adults, he engages in dancing because he has learned that this behavior is met with positive reinforcement, such as adults laughing with joy, patting him on the back, and telling him he is a good dancer. As a result, the presence of music and adults act as cues that signal the availability of positive reinforcement for dancing.
On the other hand, the presence of Jeremy’s classmates can be classified as an Sdelta. When Jeremy was in kindergarten and danced in front of his peers, they did not respond with the same positive reinforcement he received from adults. Instead, they considered his dance style goofy, and the lack of laughter or positive feedback may have acted as a punishment for dancing in that social context. Consequently, the presence of his peers became an Sdelta, signaling that dancing may not be met with the same positive response as it was with adults.
Music and the presence of adults: SD (Discriminative Stimulus) – They signal that dancing will be met with positive reinforcement from adults.
The presence of Jeremy’s classmates: Sdelta (Discriminative Stimulus for Punishment) – It signals that dancing may not be met with positive reinforcement and may be seen as goofy by his peers.
In conclusion, Jeremy’s dancing behavior is influenced by the presence of specific stimuli, with the presence of music and adults acting as discriminative stimuli (SD) that encourage his dancing, and the presence of his classmates acting as an Sdelta that discourages his dancing due to a lack of positive reinforcement in that social context.
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