Please read section 2.2.
After reading the section, think of all the terms and concepts used in all of sections (1.1, 1.2, 1.3, 1.4, 1.5, 2.1, 2.2) please respond to the following questions and try to use these terms and concepts as you respond to the following questions.
What did you like about the section? How does it relate to the sections you have covered so far? What are three things you will remember from these section? What if anything would you like me to be sure and go over in class when we meet?
Include a list of the terms and concepts you used in your post. (example - Terms: positive reinforcer, extinction, reinforcer, discriminative stimulus...)
I enjoyed furthering my understanding of different elements. Positive and Negative reinforcement were once again introduced in section 2.2. I thought it was a little unclear about condition and unconditioned stimulus. I think just a few more examples would help. I took it, as unconditioned stimulus is something that triggers some sort of response. And the response then is an unconditioned response. So it is mainly about pairing as well (UCS,UCR) (CS, CR). Also I could not clearly answer what reinforcers were more intrinsically valuable to you than to others because I figured anything that is rewarding is a good thing. It would be like having to pick vanilla ice cream over chocolate. Both are good, so I would really like either.
Terms; positive and negative reinforcement, conditioned stimulus, unconditioned stimulus, intrinsic.
While reading this chapter I really enjoyed when we were able to come up with our own examples. However, I get worried that I’m not getting the right answers and wishing I had some sort of key to tell me if I’m on the right track. However, I still like the interactive examples.
Again, this section broadened my knowledge of reinforcing processes. It dove more into depth on both negative reinforcers, which removes an unpleasant, or aversive, stimulus in order to increase the activity of a behavior, and positive reinforcers, which add a pleasing stimulus to also increase the behavior. Not only this, but we looked at again, how the context of a situation can effect the use of a reinforcer and which reinforce might work the best.
First, I will remember, and appreciate being given a clear cut definition of negative punishment and positive punishment. I feel that having a clear cut definition helps me to better understand the material. Secondly, I will recall the explantation of a reinforcer having either intrinsic and extrinsic value. I didn’t realize how culture could influence a person and change their belief on what is or is not reinforcing. Lastly, I recall the difference between unconditioned and conditioned stimulus as they are related to this topic and not only used when talking about pavlov’s dogs.
Terms used: positive reinforcer, negative reinforcer, reinforce, aversive, stimulus, intrinsic value, extrinsic value, unconditioned stimulus, conditioned stimulus.
First, I will remember, and appreciate being given a clear cut definition of negative punishment and positive punishment. I feel that having a clear cut definition helps me to better understand the material. Positive reinforcement is defined as the introduction of a desirable stimulus, contingent upon emitting a target behavior, with the goal of increasing the frequency of a response. During positive reinforcement, we are introducing a desirable stimulus. An example would be verbal praise like “good work”. Negative reinforcement, on the other hand, involves the removal of an aversive stimulus, contingent upon emitting a target behavior, with the goal of increasing the frequency of a response. Ex: Taking away a son’s cleaning duties. To increase the behavior of putting bike away. Another aspect one needs to take into account when using reinforcing procedures is the difference between primary and secondary reinforcers. Primary reinforcers, or unconditioned stimulus, is a stimulus that does not require pairing other stimuli to function as a reinforce. Primary reinforcers are biologically relevant to a person. These are survival things like food, sex, water, air. Secondary reinforcers, or conditioned reinforcers, are stimulus or situation that has acquired its function as a reinforce after pairing with a stimulus which functions as a reinforcer.
Secondly, I will recall the explanation of a reinforcer having either intrinsic and extrinsic value. Intrinsic values refer to values that the individual places on something. Extrinsic then refers to the value others place on something. An example of these different values can be used with money also. Intrinsic value of a dollar is the value on the paper. Extrinsic value of it is how many goods and services it can get you. I didn’t realize how culture could influence a person and change their belief on what is or is not reinforcing.
Lastly, I recall the difference between unconditioned and conditioned stimulus as they are related to this topic and not only used when talking about pavlov’s dogs. Responses and stimuli are referred to as unconditioned when they do not have to be learned.
It has been made clear that this class is basically all material that keeps building on the concepts that are the foundations for behavior modification. We are now learning about secondary and generalized reinforcers and punishers building upon the basic positive and negative reinforcement concepts we learned about in section 1. The only thing I would like more information on is knowing how to establish a reinforcer as secondary, generalized, or both.
Primary reinforcers are the things that we dont need to be conditioned to, we just see the stimulus and see it as a reinforcer. Secondary reinforcers however are stimuli that are conditioned to be a reinforcer. The golden arches at McDonalds are a secondary reinforcer for a hungry feeling.
Another important factor in this chapter was generalized secondary reinforcers. We would think of tickets to a UNI game as a reinforcer, unless that game has already passed, then it would no longer be a reinforcer.
Finally Intrinsic reinforcers are things important to an individual and extrinsic are important culturally. The UNI tickets would be intrinsic reinforcers to me since I go to UNI. The could be considered extrinsic as well if you look at it as a reinforcer for all persons in the state of Iowa since most Iowans would enjoy attending the sporting event as well, but someone from say Minnesota wouldnt find the tickets as reinforcing.
Terms: Positive/Negative reinforcement, Intrinsic/Extrinsic, Primary, Secondary, and Generalized reinforers, punisher.
After reading this chapter, I found myself liking the section where the chapter examines Skinner’s operant conditioning and Pavlov’s classical conditioning. I believe these are important when learning reinforcement.
2.2 relates to the sections we have covered by examining unconditioned response and unconditioned stimulus. These terms are used Pavlov’s classical conditioning by meat powder. Since the meat powder elicits a natural drooling response, it is used as a positive reinforcer. When the meat powder was paired with the sound of the bell though, it began to be a learned response, therefore making it conditioned.
One of the things I will remember from this section is the definition of context, and how it relates to reinforcement. Using foreign currency as an example really helped me understand the use of primary and secondary reinforcers. Also, I will remember intrinsic and extrinsic value. Intrinsic value is the value an individual places on something, and extrinsic value is the value placed on something by others. Using drug use as an example really helped me understand these terms more, because a drug may be useful to the user, and have high value, yet the drug may have low value from others because of the impact of drugs on society. I will also remember limited and broad value. Reinforcers of broad value may be more applicable than those with limited value.
If anything, I think it would be beneficial if you were to touch on the unconditioned responses, stimulus, and conditioned responses and stimulus. I think these terms can be confusing, and are easy to mix up.
Terms: Operant and classical conditioning, reinforcement, unconditioned response and stimulus, conditioned response, primary and secondary reinforcers, intrinsic and extrinsic value, limited and broad value
What I liked about section 2.2 is the examples used for the vocabulary and concepts for reinforcing behavior. This section relates to other sections in many different ways. When we want to emit a target behavior that is pleasant we want to increase the frequency of that particular behavior. To increase the frequency of a behavior, individuals are going to get positive or negative reinforcement. Positive is when adding something pleasant, negative represents taking away something unpleasant.
Something I will remember about this section is primary and secondary reinforcement, the primary means individuals basic needs for survival. Secondary reinforcement is what a particular individual or society is conditioned to respond in a particular antecedent. The easiest way to remember this is by thinking about the street signs and warning signs, as American we know what they represent and if you don’t emit the behavior of those signs we know the consequences, where as people in lets say a third world country wouldn’t know how to react because the pictures on the signs would be useless for them, there for we are conditioned to respond in a orderly manner.
Something I am unclear about is the intrinsic value because, when I think about this I think of something the individual has emotions toward, but others don’t care about it, I don’t know any examples except grandmas old mug, or stuff that doesn’t have any value but you don’t want to throw it away because you had memories with it.
Terms Used: positive reinforcement, negative reinforcement, primary reinforcement, secondary reinforcement, antecedent, emit, consequence, intrinsic value
What I liked most about this section was learning about the topic of positive and negative reinforcers. It’s important to know what to use in order to elicit the behavior you want. This section relates to previous sections because we’ve already talked about reinforcement and the correct usage of the words positive, negative, aversive, and pleasurable. Three things I’ll remember from this section are primary and secondary reinforcers and classical conditioning. Primary reinforcers are important because they are things that we know internally. An example is understanding that eating and drinking water will keep us alive. Secondary reinforcers are important because they help us to learn what things in the world are good for us and what are bad based on what the consequence is for emitting a certain behavior. An example of this is wearing sunglasses because they keep the sun out of our eyes. Classical conditioning is also important because it shows that anyone can be trained to do a certain behavior.
In class, I’d like you to discuss secondary reinforcers and also generalized secondary reinforcers.
Terms: primary/secondary reinforcement, positive, negative, aversive, pleasurable, classical conditioning, elicit, emit, behavior
The thing i liked about section 2.2 is how it continues to build off of old sections by talking about positive and negative reinforcers. We already talked about reinforcement and positive and negative, now this sections taking it one step further. One thing i so like is how once we learn something we don't just forget it because we keep building off of the basic terms that we've learned. Three things that i'll remember from this section are classical conditioning, the hierarchy of needs, and primary/secondary reinforcers. Primary reinforcers are reinforcers that are unconditioned whereas a secondary reinforcer we have to be conditioned to.
Terms Used: positive, negative, reinforment, classical conditioning, hierarch of needs
What I really liked about this section was how to the point it was and there was not too many examples so it made me have to think a little harder about what the boxes needed to have written in them. It even reviewed previous concepts and then built on them. It related to the concepts of positive and negative reinforcement and locating the target behavior, it talked about the two different kinds of conditioning that we very briefly went over in the begginging of class (operant and classical) and behavior mod is operantconditioning.
The three tings I will remember from this section are that 1)the reinforcer is either primary or secondary based on the needs of Maslow's Hierarchy and also dependent on the situation, 2)that reinforcers can be intrisically valued meaning that one particular person values it such as myself, or it can be extrensically, meaning that a culture values it and I wouldn't necessairly have to value it as an individual.3)Besides primary and secondary reinforcers there are also general reinforcers that are paired with other reinforcers which does have its' limitations.
The only concepts that were mildly challenging and might be benificial to go over are general reinforcement and limited and broad reinforcement.
Terms Used:Positive/negative/general/limited/ broad/primary/secondary-reinforcer, Operant/classical-conditioning, target behavior.
The first part of this section reiterated the ideas of positive and negative reinforcement. Reinforcement being something that increases the likelihood of a behavior repeating itself, positive reinforcement is when a desirable stimulus is added (added being the key word), and negative reinforcement is when an aversive stimulus is removed (removed being the key word). In the next section we put a name on all of these punishment and reinforcement terms for the first time I think, and that was operant conditioning
After this short review the section moved on to new material. Pavlov’s experiment will forever be the signature of classical conditioning, and that involves unconditioned and conditioned stimuli, unconditioned and conditioned responses. This was a good review because I always confuse these. Unconditioned stimuli are things that elicit automatic (unconditioned) responses, but not intentionally. It is a biological (automatic) stimulus. Conditioned stimuli are things that purposely cause a response. The stimuli and response are both intentional in this case.
Two other things I was able to review were primary and secondary reinforcers, and Maslows Hierarchy of Needs. Primary reinforces are things that are required to survive. Secondary reinforcers are things that are paired with a stimulus that make it reinforcing.
Something new in this section was the generalized reinforcer. This is put with other reinforcers and does its work in a more broad way, like money or credit cards. I did have trouble coming up with examples for this and for secondary reinforcers, and this is something I’d like to go over in class, just to make sure I have the concept down. Otherwise I feel like I had a good handle on the concepts in this chapter!
secondary aka conditioned reinforcer is something that is not reinforcing until paired with a stimulus that is reinforcing. (eg. Debit card- money)
I liked this section because I understood the majority of the material fairly quickly as compared to previous readings. (This might be because I have been taught some of these concepts before). It related to previous sections again by following similar format and giving what I find to be helpful examples when explaining the terms and concepts. Also it built off of what we have been covering in previous sections furthering our education on reinforcement and how there are different stimuli that will lead to different responses and eventually consequences.
I will remember the different stimuli that were introduced in this chapter. I have had previous learning experience with UCS, UCR, CS, and CR, but I am looking forward to being able to apply them to more realistic situations rather than simulated class discussions like I have previously encountered.
In class I would like to go over how to correctly identify the different types of reinforcers just to make sure I am able to identify them correctly. I am still somewhat hesitant when it comes to deciding whether or not something is secondary or generalized.
Terms: reinforcement, stimuli, consequence, UCS, UCR, CS, CR, reinforcers, secondary/generalized reinforcer.
I'm glad this section reviewed reinforcement. Although I believe I have a general understanding of it, I still find examples helpful. One thing that I think was unclear was intrinsic and extrinsic reinforcers. Do extrinsic reinforcers have to be aversive to the individual, or can the consequences elicit indifference? It was difficult for me to come up with examples, so I would appreciate if we could go over these in class. Another area I had difficulty with was the difference between broad and limited values. I would benefit from more examples.
This section helped me further distinguish positive reinforcement from negative reinforcement. (Positive reinforcement introduces a desirable stimulus whereas negative reinforcement involves the removal of an aversive stimulus). I was also able to practice writing specific target behaviors. Out of the new material, I will remember the difference between primary and secondary reinforcers, because primary reinforcers (also called unconditioned reinforcer) is biologically relevant.
Terms: intrinsic/extrinsic reinforcers, aversive, consequences, elicit, broad/limited vaules, positive/negative reinforcement, target behavior, primary/secondary reinforcers, unconditioned reinforcer
I appreciated that this section was far less repetitious than the previous sections because I felt like I was getting the hang of the material. I also like that the content in this chapter seems more challenging giving me something to really work towards understanding. I also liked the overview of Pavlov’s experiment because I feel like no matter how many times I hear it, I sometimes get confused!
Although the majority of the material in this section is new, I feel like it is building on material from the previous chapter/sections causing behavior modification to be much more complex than I anticipated. It also seems like we have been using some of these terms (primary/secondary reinforcers) without knowing the difference between the two.
I will remember the difference between intrinsic and extrinsic. To me, it is important to understand the difference between intrinsic and extrinsic values because everybody differs in their likes and dislikes. If I want to reinforce somebody for their behaviors which I find pleasurable, it is important to know what has intrinsic value to them. If I were to reinforce them with something that I find intrinsic, it may really be punishment to them.
I will also remember the concept of limited and broad values. Like knowing the difference between intrinsic and extrinsic values, knowing the difference between limited and broad values is also beneficial. If I were getting reinforced for something, I would much rather be reinforced with something of broad value rather than limited value. If I continually were to get reinforced with limited valued items, I may decide that the desired behavior is just not worth the reinforcer.
I will lastly remember that there are two different types of reinforcers, secondary and primary. For the sake of me trying to hammer these two concepts in my brain, I am going to explain them to the best of my ability (I find them a little difficult to grasp). Primary reinforcers require no conditioning and are basically essential innate needs such as food and social contact with others. Secondary reinforcers on the other hand need to be conditioned. For example, my dog (before she passed away this summer) knew the sound of our car doors when we pulled up out front. Whenever she heard one of them, you could immediately see her jump and put her front paws on the bay window because she knew we were home. So, what normally would not be reinforcing (hearing a car door) because reinforcing because she knew we were home.
Overall, I had a somewhat difficult time trying to come up with examples for some things throughout the chapter including: secondary reinforcers and examples of things with limited or broad values. I understand the concepts but lack the ability to come up with examples of my own!
Terms used: primary reinforcer, secondary reinforcer, intrinsic, extrinsic, pleasurable, reinforce, punishment, limited value, broad value
I found the end of this chapter more challenging than the others, which is a good thing. I had a harder time coming up with reinforcers that have a broad value, and I also had a hard time with coming up with examples of reinforcers that have an intrinsic value to me. After some reflection I would think that something that has a broad value must be something like a family heirloom. The extrinsic value of a pearl necklace is that it is worth money. The intrinsic value of the necklace is the personal value it has or the memorable value of it.
I think this chapter relates most to other chapters in that it better defines why things are reinforcing. Such as the intrinsic value of items. I would also like to cover the section about broad value because I am unsure of what these would be.
Terms: broad value, intrinsic, extrinsic
The section started off easy enough with a summary of past sections we've read. And I liked that the most important words associated with Positive Reinforcement and Negative Reinforcement were underlined and in bold (ex. introducing, desirable, removal, and aversive) because those are the words that are going to help me remember the difference between them. I also like the pyramid diagram of Maslow's Hierarchy of Needs because I seem to remember things better when they're in a picture.
The most confusing part of the reading and the parts I had to reread were the sections pertaining to Intrinsic v. Extrinsic Value and Limited v. Broad Value. In addition to knowing whether something is a primary or a secondary reinforcer, they can also have different values and I found those sections to be the most difficult part of the reading this week.
Terms: primary/secondary reinforcer, intrinsic/extrinsic value, limited/broad value, positive/negative reinforcement.
I enjoyed this chapter because it started to move at a faster pace. The exercises used in this chapter were very helpul, though difficult at time and they complimented the preceding vocabulary words well. I also appreciated the section on context and intrinsic vs. extrinsic value. This is one portion of the class that I have particulary enjoyed, finding the right reinforcers for the right person.
This section relates to the preceding in that it goes into detail about reinforcers. The chapter opened up with a review of positve and negative reinforcement, which was a review but this got us into the zone of learning more about reinforcers.
Most of this chapter will be pretty easy to remember. The difference between a conditioned and unconditioned responses and stimuli were one important part of this. Though I do wonder how many unconditioned responses there are, but we'll save that for a nature vs. nurture debate. To be conditioned, means to be learned. Receiving an 'F' on a paper is a conditioned response because some of us know the consequence of this. A two year old hasn't been conditioned to this however, and wouldn't know what it meant.
I have learned about intrinsic and extrinsic values before in previous classes, but it was interesting to see how they were used in Behavior Modification.
One aspect of this article that hasn't really sunk in yet is the part about generalized reinforcers, or limited and broad values. I understand the concept of them, but I had a hard time finding examples of each. This is one thing that wouldn't hurt to go over in class, or post one of your life-saving blogs about it.
Terms: intrinsic/extrinsic value, limited/broad value, generalized reinforcer, unconditioned/conditioned response, unconditioned/conditioned stimuli,reinforcement
This section cannot be just skimmed over. I tried to do so only to find myself going back and reading it carefully.
Things have gotten a little more detail now, and it will take some explaining from you in class to fully grasp these concepts. I am sure others will concur.
Section 2.2 dives right into reinforcement. It takes what has been covered and really opens it up to detail. I know about Pavlov's dogs and conditioned stimulus and response. There is also unconditioned stimulus and response. I have also gone over Maslow's hierarchy of needs a couple times in other classes.
I will remember the difference between intrinsic and extrinsic. Intrinsic being the value an individual places on something while extrinsic refers to the value other people place on something. I will try my best to remember what generalized reinforcers are. I am at this moment a little foggy about them as far as what examples are but I will get there.
Terms Used:
reinforcement
conditioned stimulus, conditioned response
unconditioned stimulus, unconditioned response
hierarchy of needs
intrinsic
extrinsic
generalized reinforcer
While reading 2.2 chapters I really liked about explaining of positive reinforcement and negative reinforcement. It is very organized so help me to clear the concept of positive reinforcement and negative reinforcement. Also, I liked the overview of the Pavlov’s classical conditioning. These things are relates to other sections especially about reinforcement.
One of the things I will remember from this section is the positive reinforcement and negative reinforcement. If I am confused to that definition I will have trouble to understand other definitions such as positive punishment, negative punishment. Also, I will remember conditioned and unconditioned stimuli. It is the important concept in the Pavlov’s classical conditioning. So I believe I should remember and clear that meaning. Lastly, I will remember intrinsic and extrinsic value. The example of these things are very helped me to understand.
I would like to go over in class about the Secondary reinforcer. I am unclear about that than primary reinforcer.
I forgot write the terms ^^;
Terms:reinforcement, positive reinforcement, negative reinforcement, positive punishment, negative punishment, conditioned and unconditioned stimuli, intrinsic and extrinsic value, secondary reinforcer, primary reinforcer.
The part that interested me the most in this section was on primary and secondary reinforcers. The text made it very clear for me what each of these are. Primary is unconditioned and secondary is conditioned. A great example given in the text is money. Money is a secondary reinforcer that gives us access to a primary reinforcer whenever we want like food. Money also fits under a generalized reinforcer in that it needs to be paired with something to make it reinforcing. I also enjoyed reading the section on intrinsic and extrinsic. I had prior knowledge of these two terms but the book elaborated more on them for me. I viewed intrinsic as what makes me feel good and extrinsic as a reward that makes me feel good. Most of the stuff in this section was just a recap for positive and negative reinforcement. The section on UCS UCR CS CR was all review for me from intro to psych.
terms: intrinsic, extrinsic, UCS, URC, CS, CR, secondary reinforcer, primary reinforcer, generalized reinforcer, reinforcing, positive and negative reinforcement.
I enjoyed this section even though it was again things we have already kind of talked about positive and negative reinforcement prior to this particular reading it brought in some new things like Unconditioned Stimulus and Conditioned stimulus.
The three things that I will most remember are
Intrinsic and Extrinsic being the difference of the value a person versus other people put on something. I will remember primary and secondary reinforcers. Also broad value and limited value which is a reinforcer may have a limited value which can easily have interest lost in it or a more broad value such as everytime I do a target behavior my parents put money into a car fund and when it gets to a certain point they buy me a car that I can continue to use rather than they give me a m and m which I can eat and then forget about and I may decide that the behavior is not worth all that.
One thing that I would like you to go over is Operant Conditioning and the UCS, CS, UCR, CR. I know it but it is always a little confusing for me and just to hear you go over it one time should prevent me from getting it backwards.
Terms:
Positive Reinforcement, Negative Reinforcement, Target Behavior, Conditioned Stimulus, Uncondiditoned Stimulus, Operance Conditioning, Intrinsic, Extrinsic, Limited reinforcement, broad reinforcement.
Well I definitely have to say that I can feel the content getting deeper, I can only hope that Samuel L. Jackson doesn't get eaten this time. There were a few times in the chapter that I found myself re-reading something a few times over, as a result of going back to it when faced with a reading I didn't quite understand.
Section 2.2 is all about the reinforcement aspect. Much of what is covered here has been touched on previously but to little detail. I have learned about some of the topics within this section in previous classes and feel that I have a fair grasp on those nuggets of knowledge. Things like Pavlov's conditioned and unconditioned stimuli and responses and the idea of Maslow's heirarchy. I'm still a bit shaky on the hierarchy but I am confident that I will understand it very quickly when discussed in class.
Things within this section that I will remember are the contrasts between intrinsic and extrinsic. Intrinsic is how valuable that we as individuals feel that something is. On the other side, extrinsic is how valuable someone else feels that the same object or idea is.
Terms Used:
Reinforcement
Conditioned Stimulus
Unconditioned Stimulus
Conditioned Response
Unconditioned Response
Maslow's Hierarchy of Needs
Intrinsic
Extrinsic
While reading through this section I liked that examples seemed to be coming to me easier than they have at times throughout this class. Positive and negative reinforcement have definitely found their way into my normal vocabulary, as well as target behavior. Overall, I just liked that things seemed to be making a lot of sense and not feeling AS repetitive.
This relates to things we've already covered in some obvious ways, including the extensive digging into positive and negative reinforcement. The other terms in this section also tie in with everything else we have covered, such as unconditioned stimulus and conditioned stimulus, which both tie in with response and behavior.
Three things I will remember from this chapter are: primary and secondary reinforcers, unconditioned and conditioned stimuli, and the difference between intrinsic and extrinsic value.
As far as go over in class, I wouldn't mind a quick covering of all the example portions of the chapter, just to make sure I was on the right path.
List of terms: primary and secondary reinforcers, unconditioned and conditioned stimuli, intrinsic and extrinsic value, positive and negative reinforcement, target behavior.
This chapter section was helpful because it began with another review of positive and negative reinforcement. The constant review elicits a teaching behavior which in turn makes me emit a learning behavior. The section also made a clear distinction between positive reinforcement, negative reinforcement, positive punishment, and negative punishment. Unfortunately, when I don't understand something, I tend emit a frustrating behavior and become more resistant to learning new material. This is an aversive behavior so that I'm not understanding the terminology better, I am experiencing positive punishment because I am adding knowledge to decrease frustrating behaviors.
This chapter began talking about new material as well such as conditioned and unconditioned stimuli. I have learned about Operant and Classical Conditioning in previous psychology classes, but in depth explanations and examples helped me understand it even more. These terms and the aspects involved in it such as unconditioned stimulus, unconditioned response, conditioned stimulus and conditioned response are better understood because of the chapter. Another thing I will remember are primary and secondary reinforcers. Primary reinforcers are those that do not require pairing other stimuli to function as a reinforcer. A secondary reinforcer is one that does need to be paired with another stimuli to function as a reinforcer. A third thing I'm going to remember from this section is the importance of context. This is an important aspect because context is what determines if a reinforcer is primary or secondary.
Things that I was confused about and would be helpful if they were gone over in class are generalized reinforcers and limited versus broad values.
Terms: reinforcer, primary and secondary, Operant and Classical conditioning, conditioned/unconditioned stimuli, conditioned/unconditioned response, emit, elicit, positive and negative reinforcement, and aversive.
I liked that I learned new terminology to represent activities in my daily life. This relates to the sections we have covered so far because correlating these terms to my life will help me remember the meanings better. I think it is interesting that a discriminative stimuli expects people to react a certain way, but that does not mean people will react as expected. Like we read in section 1.4, just because the stop sign implies STOP, does not mean everyone will stop. I also think that satiation is a very powerful, temporary, tool. I think about when I go out and drink to much on a Saturday night. The reason of over indulgence is due to the reinforcement of happiness. However, the day I do not feel good. because of my over indulgence I proclaim never wanting to drink again reducing my probability to drink for a few days not wanting to have a server hangover again. The example of commercials of establishing operations really connected in my head. Usually after watching a Taco Bell commercial, chances are I want to go to Taco Bell and order food because they made the food look very appealing. I may not be hungry, but knowing that it tastes delicious makes the food desirable thus increasing my probability of going to Taco Bell.
Terms: ABC, Discriminative Stimuli, reinforcement, probability, establishing operation.