 one of the good ones. Or maybe he was just old and we called him good because he's old. Anyway, beside the point, no, Jack's great. So here we go. It was great. That's so tough to say. I don't like saying Jack was great. Makes me feel old. And a bit sad. All right. So anyway, Michael, 82, distinguishing between discriminative and motivational functions of stimuli. In other words, the hardest, easiest article you've ever read. Why? Because you completely understand yet you don't all at the same time. Why? Because everybody knows what an S.D. is. No, like hell you do, Jack would say. Actually, I wouldn't say that. I say that on behalf of Jack. But the point is, is that none of us really know what an S.D. is. And Jack's here to point that out to us and be like, yeah, bubby people, bubby people. He's like, yeah, people, whatever. You don't know nothing. All right. So that's Jack for you. So there's an old video game called, You Don't Know Jack. So. All right. So here we go, ladies and gentlemen. So the issue is really straightforward. We need to know what the difference is between an S.D. and an E.O. Does that E.O. or M.O.? I said E.O. And it's an M.O. But in here, it's an E.O. And I'm old, so I'm going to call it an E.O. But it's really an M.O. Watch the other videos on M.O.s and you'll understand why that their M.O. is an M.O. and not E.O.s. But Jack actually talks about it in this article, which is kind of funny anyway, the point being that stimulus deltas, S. Deltas, sorry. S. deltas are everything until they become S.D.s or M.O.s. So S. deltas are literally S. deltas. Like everything is an S.delta until it becomes an S.D. So what's the process of something becoming an S.D.? That is what you call discrimination training. Right? That seems like a really obvious thing to say, but I think we all forget it. That everything is in the, apparently speaking, so everything's an S.delta until it becomes an S.D. And how does it become an S.D.? And this is Jack's point, discrimination training. In other words, you have to increase the probability of a response. The response needs to be emitted at a higher frequency in the presence of that stimulus than without it and reinforcement and all that fun stuff. And I just buried the example right in there. You have to have the opportunity to perform the response in the presence of the S.D. and not in the presence of the S.D. in order to be able to demonstrate that it's actually S.D. that's controlling your behavior because if it's not, and most of it probably isn't, it's really an M.O. You can also see that in Cooper, they talk about it. They give like one sentence. It's a really simple sentence to get at, but it's really hard to understand. So the other thing that, so let's put that aside for a minute because I can come back and talk about that in a sec. But here we go. The other thing that I really liked about the implications in this article is that a reinforcer must reinforce outside of that particular three-term contingency that you're working with. So if you've got one contingency going on, then a reinforcer, if the stimulus in that particular contingency is a reinforcer, then that reinforcer will reinforce behavior that has happened that has happened in the absence of the S.D. Excuse me. Why? Because the reinforcer, if it only strengthens behavior in the presence of a particular stimulus, then that stimulus by definition can't be an S.D. It would be a motivating operation and wow, this is where it starts to get weird. Side step. We always just say that behavior increases. It's a reinforcer. If I give you food to an organism that's been food-deprived, it will be a reinforcer. We always just say that because it's easy, right? But we always forget the bigger piece of reinforcement. It's a probability. When you deliver a reinforcer, it increases the probability of responding in a certain context. You have to wait to see the future. You have to wait for the future to happen before you find out if a particular stimulus was reinforcing. We make a lot of guesses. We do the same thing with S.D.s. We make a lot of guesses. So in our practice, in our real world and in life, I think we tend to think of anything that happens right before a behavior reliably as an S.D. for that behavior. The problem is that a lot of times it's not. That's what Jack talks about here. He's got some really good examples of it. The one example I want to go over is the shock termination. This is the same example I believe in Cooper at least it was years ago. I don't know if it still is. The reason it's in Cooper is because it's in this article. It's a really easy example to understand. Hold on. Ladies and gentlemen, when your garage is right next to your studio, you have your access to all sorts of cool stuff. And for those of you that don't know what this is, turn around this way so you don't see all the scary bits. It should be an all-point chamber. Do we need to plug it in? I guess not. We do. We do. All right. Behavior analysis is sold. Wow. It's dusty. All right. So see these the little cutter goes in here. Check focus. There we go. So the cutter goes in there. Hey, cutter. So you put the rat or whatever in there and there's a light in there. It actually all works. I'm not going to plug it in because that's not the point of the example. The point of the example is Jack Michael talks about termination of shock. So for those of you that wonder where the shock happens in the opera chamber, it's those little metal bars down the bottom. They're electrified. You saw the wires on the other side. They're green and red because Christmassy. I don't know if I like this anymore. All right. So in the example that Jack gives, so we talk about, so the shock happens, right? So the idea is that the shock is happening. You can terminate that or delay it or whatever by providing a response in the lever. There's a lever in here. So this one. Okay. So there's a light that would be on and we'll come back to that light in a second. So the shock will go off and then the organism can terminate the shock and or delay it by pressing the lever. This one. Then so the shock goes away. So you would think that, okay, the shock going away is a negative reinforcer. So the shock happening is probably the SD for the response. Why would you be wrong? Think about it. The shock happening is not the discriminative stimulus because you're not going to provide the lever press outside. You've learned to provide the lever press only in the presence of the shock. You're not going to do the lever press without the shock. Like it's not because there's not going to be a reinforcer because there's nothing to create for your work as it did. You're not escaping or getting away from anything or avoiding anything. So shock in this case is not the discriminative stimulus because the response doesn't happen in its absence. So but it seems like it. Why? Because the shock came right before the behavior of lever press. So anyway, so Jack goes on to talk about a few other things. But it's really, really important. That's the wrong article. But it's really, really important for you to know that you need to be cautious if you're describing something as a discriminative stimulus because you need evidence that the thing was actually a discriminative stimulus. All right. And that's what I got. Sorry for the bastardization of Jack Michael in such a short video. But ladies and gentlemen, this is actually an offer chamber. We might do a video on it. And it actually works. So the lever should I plug it in first? He heard it. Hold on. Oh, they're gooey. Oh, no, the cumbly. There was pellets in there. I actually had real pellets from back in the day. Oh, they're crumbling up. You can't see them. But there's pellets. There you go. That's the powdery. Oh, poop tray. It's a poop tray. That's the talk of to get the food. Brilliant. So if you really want to know, folks, so this thing's the hopper. Sorry. This is the magazine hoppers down there where the food goes. Poop tray. We've already covered that. This is electrify this thing. If I had this turned on, I could actually lecture for you so you could understand. Maybe we'll actually come back and do a little quick video on that. So all right, we'll do that later. So there you go. See you.