 Greetings all here we go more on stimulus control What we want to think about here is that I mean this chapter really talks about antecedent control and things like that but functionally what this is is Looking at modifying things that happen before your behavior in order to change your behavior change the consequences for your behavior Put you in touch with new consequences. In other words, we're gonna play around with stimulus control, okay? So we can use stimulus control to help us deal with difficult situations There are all sorts of scenarios where something may be challenging for us And we're having difficulty performing a particular task or a learner is having a difficulty performing a particular task But we can use some sort of stimulus control to help them get through that because the behavior may already be happening Let's get there we get the performances here because that one works pretty well So to sports. I'm just not a sports guy. So we'll come back to it though, right? so performances if you think about the slide here you've got this microphone and If you just get up and give a talk in front of it, let's say a thousand people That's probably gonna be a bit unnerving, right? Especially if you haven't had a lot of practice with it Sorry, it's actually really early in the morning. I'm gonna have to drink a lot of coffee to keep excited here but so Again at performances if you're given a talk in front of it like I said a thousand people It's gonna be nerve-wracking and you may stumble a little bit You may fumble a little bit. In fact, you've heard me fumble quite a bit on these lectures And part of the reason that I fumble on the lectures isn't because I don't know the content It's because I have no stimulus control All right, what's my stimulus control when I'm given a lecture to the computer the machine, right? You know, I may have the slides, but that's not what's under control here And it seems to me that the discussion the interaction that I have with you guys as students Historically is what kind of cues me to say the next thing because believe it or not I'd I use your visual responses in the classroom like if you get that sort of flat-effect look That's just like I have no idea what you're saying Then if I see that on you know five or ten people then I'm gonna restate What I'm doing or what I'm saying. It's a little different when I'm doing it this way because you know I have no idea how you're reacting to this Of course, you can rewind it and I don't really have to restate stuff or rewind it's got an old term Anyway, but you can back up the file and you can play it again and you can hear what I've said So I don't really have to restate things Which kind of makes me you know fumble it along the way I have lost that stimulus control, but we can twist this around right so we can we can spin this whole thing and go the other direction let's say that I'm I Have practiced giving lectures in a small group since What I can do is when I transfer out to a large classroom or large setting or maybe I'm gonna They can be presenting with a large conference Maybe I can take something with me that is the same stimulus that I had when I give it in a small group setting So for example, maybe I've got the same set of slides. That's pretty straightforward Maybe I've got the same set of you know cue cards That's great or maybe I even have something as cheesy as a little rabbit's foot All right anything that I can use to connect my behavior back to that original performance, right? So can I use some stimulus out there? Can I you know, then that's the idea behind these lecture note there the power points and things Like I said, maybe it's the rabbit's foot if the rabbit's foot is always with me I can kind of use that to cue myself what to do. It's like all right when I get to this section I know that I need to hold the rabbit's foot this way and that will remind me to do vex Something like that and it sounds kind of goofy on the surface But that's really what it's all about is having the environment select for the proper response And if I already learned one response that response is obviously connected with something What what you want to do is try and bring that something with you to those new locations and the behavior is gonna be more likely to be Performed so let's think about this in a sport's perspective, right? How could we do this in sports? Right See this is one of those scenarios where I would have expected you to respond back to me and it would have cued me to Say something else. So so I will just move on ha ha ha ha a guy that goes through a He's doing some self-practice with golf and it's about goal-setting behavior and all that stuff Which we'll get into in a minute, but the idea is that he imagines himself to us open And it's like he's got the the one pot to go and you know to stay in the lead He's got to make this pot, you know, that's sort of goofy thing and it sounds kind of funny on the surface but and it kind of works right that but it It doesn't work for everybody in all settings. It takes actually practice to make that stuff work that That imagery type take procedure But when he then goes out and performs that task in the real world Under pressure so to speak he will have already practiced under the pressure. So that the stimulus control is already there He already knows what that feeling might be like when When he's got to make that putt to stay in the lead All right speeches performances. I just went through that one So the question ultimately becomes when you're trying to modify existing behavior Can I use some discriminative out the discriminative stimulus out there to help me and can I add a new discriminative stimulus to Pull out a response that maybe it hasn't been present so to speak but it could be like if the behavior is in your repertoire And it happens in one context, but not another so is there a way I can bring that one context to the new one Or the other way around right can I get rid of a stimulus that is selecting for a particular response and sometimes the answer is yes