Abstract
We describe a notation system for diagramming behavioral contingencies. The system is descriptive. Stimulus functions are not represented with special symbols, such as SR, SD, or UCS, but are simply described in terms of the relation between behavior and stimulus change, and the resulting outcome. The system is atheoretical, self-explanatory, and easy to use. Our goal is to provide an approach to contingency diagramming for the student that represents directly the exact relations and outcomes involved in operant and respondent processes.
Keywords: notation, behavioral contingencies, diagrams, education
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Selected References
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