Please read sections 2.1 and 2.2.
After reading the sections, think of all the terms and concepts used in all of the sections so far. Please respond to the following questions and try to use these terms and concepts as you respond to the following questions.
Which section did you like the most? Why? Which section did you like the least? Why? What do you think is the most useful piece of information from section 2.1? Why? Most useful from section 2.2? Why?
Prior to reading these sections, what did you think about behavior modification? Why? What are three things you will remember from what you read in the sections? Why? How has reading the sections changed what you originally thought about behavior modification? How so?
Finally indicate two topics or concepts that you would like me to cover in more depth in class.
Include a list of the terms and concepts you used in your post. (example - Terms: positive reinforcer, extinction, reinforcer, discriminative stimulus...)
Note: Keep in mind that you will be allowed to bring in the blog posts to class with you when you take exams. Be sure to use the terms and terminology in your posts.
I liked the section 2.2 the most from these two sections. I like this section because it introduced me to some new terms that help me understand the differences in specific reinforcers. I like this section because it helped me understand the terms secondary reinforcer and generalized reinforcer. Secondary reinforcers is a stimulus that as acquired its function as a reinforce after it has been paired with a stumulus which functions as a reinforcer, Generalized reinforce is a reinforce that has obtained the function by pairing with many other reinforcers. I didn’t know much about the difference until this section. The section or part I didn’t care for the most was the part in section 2.2 where they talked about Pavlov’s experiment. To be honest the reason I didn’t like this part is because I have learned this in almost all my classes with psychology, so it is pretty well formed into my mind, lol. I know how his experiment works and the components of what he discovered pretty well now.
I feel that the most important information I took away from section 2.1 is the that discriminative stimuli are very important. I feel this is important because these stimuli control and can influence our behaviors and whether they will happen or not. I feel that the most important piece of information from section 2.2 is that context matters. The context or place that you are in is a big determinate on whether your primary or secondary reinforcers will work and reinforce things or not. The three things that I will most remember from these sections are that discriminative stimulus are very important in that they affect the likelihood of a behavior happening. They are especially important in the form of signs, because my signs in society help to regulate our behaviors and whether we follow the signs or not. Another important piece of information I’ll remember is the importance of the Hierarchy of Needs and how they are primary reinforcers. A primary reinforce is important because it does not need to be paired with other stimuli, these happen pretty much biologically. The third thing that I’ll remember the most again, is the context in which the behavior occurs. The context is important in determining how reinforcing the reinforcers will be based on the properties of the context.
The two things I would maybe have you go over a bit more is is limited vs. broad value a little more and the importance of it.
Terms: Primary Reinforcer, Secondary Reinforcer, Generalized Reinforcer, Discriminative stimulus
The section I liked the most was section 2.2 because it had the most new information so therefore it wasn’t as redundant as maybe some other sections have been. It went into detail about things like intrinsic vs extrinsic value, where intrinsic is the value that something has personally to yourself, and extrinsic is the value that the object has to your culture or society. We also learned about limited vs broad value of a reinforcer, or subject. For instance, chewing gum would be an example of having a limited value because you can only chew for so long and that’s about all you can do with it. Something like money would have a Broad value because you can do and buy many things with it.
The things from section 2.1 were mostly redundant, but I was appreciative that some of the terms were much more detailed than they had been in previous sections. For instance, I think the terms elicit and emit finally clicked in my mind, probably just because there were a lot more sentence examples like “The stop sign elicited the
stopping behavior to which the driver emitted a stopping response.” Deprevation and satation were also introduced again and used in a way that was easy to understand. The text referred to deprevation as making a reinforce more reinforcing, and by referring to it as an establishing operation. This helped me to further understand the best ways to modify behavior.
The things I’ll probably remember most from these sections would be how to properly identify and use establishing operations, to remember and understand how the context of a situation plays an important role in how behaviors are perceived, and intrinsic vs extrinsic values.
some things that I would like to understand better would be generalized reinforcers and generalized secondary reinforcers.
Terms: generalized reinforcers, generalized secondary reinforcers, intrinsic values, extrinsic values, establishing operation, elicit, emit, broad value, limited value
I liked section 2.2 the best because it went over some of the material that we already learned, but it also went over some new terms and concepts. Some of the terms used that I thought were very useful were conditioned and unconditioned stimulus. The unconditioned stimulus would be anything that is not learned, it just happens in nature. The conditioned stimulus, on the other hand, is what is learned. The example of Pavlov's dog was used and is helpful to think about and understand how these terms are applied. The meat powder was the unconditioned stimulus because dogs naturally drool over food. The ringing of the bell producing drooling in the dog was the conditioned stimulus. It is conditioned because the dog learned what happened when the bell was rang (he got food).
There was not a section that I did not like. Section 2.2 has a lot of information so it is kind of hard to follow, but it is interesting and important.
I think the most useful piece of information in section 2.2 is all of the terms. I always have a difficult time remembering terms but with examples, it is much easier to apply them. Intrinsic and extrinsic value were used in this section. These definitions are somewhat easy for me to remember because we have talked about them in my other classes and the example that always went with it was money, as is the same with this section. Intrinsic value is the value that the individual puts on something and extrinsic value is the amount that others put on something. In the behavioral sense, intrinsic refers to the importance to the individual organism for its own sake, and extrinsic is important because they have been established as socially valuable.
The most useful piece of information about section 2.1 were the 4 reasons to change behaviors. 1. the behavior bothers the individual, 2. the behavior bothers others, 3. the behavior may lead to trouble, 4. the behavior may be illegal.
Three things that I will remember from these sections is that postive reinforcement involves using a pleasurable stimulus to elicit a behavior. Negative reinforcement involves removing an aversive stimulus to increase the behavior. Lastly, primary reinforcers serve our basic needs.
Two things that I would like to discuss more in depth in class are generalized reinforcer and a secondary reinforcer.
Terms used: gerneralized reinforcer, secondary reinforcer, primary reinforcer, positive reinforcement, negative reinforcement, elicit, intrinsic value, extrinsic value, uconditioned response, conditioned response.
I enjoyed reading section 2.2 the most because there were some new things learned and it also went over some of the terms we already covered. Section 2.1 was also a good review for some of the terms and I feel that some of the examples in 2.1 really helped me understand better emit and elicit. The examples of how a sign (discriminative stimulus) elicits the behavior and the person or thing emits the behavior helps me make more sense of the two terms. The most useful info I got in 2.2 was the idea of classical conditioning. We learned about this in Intro to Psych but it was a great review. As long as I know that the unconditioned stimulus is the meat or meat powder, the unconditioned response is salivating, the conditioned stimulus is the bell, and the conditional response is salivating when the bell is rang, I can use this example in any classical conditioning scenario. I somewhat get the primary, secondary and generalized reinforcers, but I would like to talk more about these in class. I use a system with my daughter on scoops of ice cream on the fridge (not real scoops, but cotton balls that represent scoops) She earns these scoops each time she is verbally praised for doing a behavior that she is supposed to do daily, like pick up her room at the end of the day. Once she earns 5 scoops, which is usually about once every 2 days, she gets a quarter. She sometimes saves these for a while and she sometimes uses one to go to the store and get 5- 5cent tootsie rolls. I am not sure but I think the scoops are generalized reinforcers, but I think the quarters are also. Primary reinforcers are things like food and water. I would like to talk more about these in class.
Terms Used: Discriminative Stimuli, emit, elicit, unconditioned response & stimulus, conditioned stimulus & response, primary & generalized reinforcer
What I found most interesting in this week’s reading is the different reasons why people change behaviors, or otherwise known as behavior modification. This is found in section 2.1. The different reasons are: 1. The behaviors bother us, in the individual; 2. The behaviors bother others; 3. The behaviors may lead to trouble; and 4. The behaviros are illegal. Rather than just reading these reasons and trying to understand them, I decided to make situations from a personal perspective to understand them further.
1. The behaviors bother us, the individual:
My example: While at softball practice, I tried to hit every ball that was pitched to me and if I missed one, I started over. This became a problem because my hands were getting sore to the point that I couldn’t hit at all, so I decided to change my expectations for myself.
2. The behaviors bother others:
My example: I like to sleep in late and my family wait for me to go to church. This makes them angry because we are always a few minutes late and we look foolish walking in late every week. I was being punished with the foolish feeling so I changed my behavior because I wanted to feel good about being on time and my family not being angry at me. On Sundays, I learned to emit an early wakening behavior by using negative reinforcement to get rid of the bad sleeping in behavior.
3. The behaviors may lead to trouble:
My example: I have been known to get very angry at small things that shouldn’t matter, which can only get worse in my future when I am marred and have children. Because of this, I decided to smile in these situations rather than get angry. I am reinforced because my boyfriend doesn’t get upset and we have a great happy day. Because of this positive reinforcement, I can now feel better about myself.
4. The behaviors are illegal:
My example: I am a lead foot when it comes to driving, so when I got a speeding ticket a couple years ago I learned to change my behavior by not driving so fast and going very little over the speed limit, even though it is EXTREMELY hard not to.
Doing these examples helps me learn a lot about the terms and topics we are learning about in class and in the readings. A couple things I would like to review more in class is the primary and secondary reinforcers, aka conditioned and unconditioned reinforcers.
Some terms I used are emit, reinforced, positive reinforcement, and negative reinforcement.
For the section that I enjoyed most, was section 2.1. I found it a good section to go into depth I just why people use behavior modification and their reasons for doing so. This section also gave a good recap of some previous terminology. The section I liked least was 2.2 due to I really did know the majority of those things so it made it a little bit boring. Though it was still worth while reading. The most important thing from 2.1 I believe is the 4 basic reasons for modifying behavior. For 2.2 is learning and understanding unconditioned stimulus, and condition stimulus; unconditioned response, and condition response.
Pier to reading these sections, I understood what behavioral modification was, but I really hadn't focused on the why. Coming with examples was easy but I didn't realize the actual full reasons. I will remember the 4 reasons for behavioral modification, B. F. Skinner's saying that it's better to use reinforcement rather then punishment, and primary/secondary reinforcement.
Terms: behavioral modification, unconditioned stimulus, and condition stimulus, unconditioned response, and condition response, reinforcement, punishment, primary and secondary reinforcer
So far I have really enjoyed reading section 1.3 and 2.1 and 2.2. I like these the most because I found them the most useful in understanding behavior modification and how it works.
I probably found reading section 1.1 and 1.4 the most aversive. 1.1 was introductory which is needed, but contained information I had alread aquired. 1.4 was useful for reviewing but it was just that.
Section 2.1 was incredbily useful. Though it was a bit of review of terms, they were the more difficult terms we have covered, and it did a good job of relating terms like Discriminative Stimuli to atecedent, establishing operations to consequence and reinforcment and linking satiation and deprevation to establishing operation.Plus I loved the idea of DRO(differential reinforcement of Others, adn that we can use reinforcement for behaviors we would usually punish, in order to modify the behavior. Of course the reasons in which we would want to change behavior were useful as well!
In section 2.2 I found all the ways in which you can utilize different terms to say the same thing. UCS(unconditioned response) or reinforcers that are natural, biologically relevant can be called primary reinforcers. and Conditioned responses can be secondary reinforcers. I found the ideas of intistic/extrinsic value to be useful too, because it helps to understand when and why behavior modification might need to take place. Also, the effects reinforcers have may last a little while (limited value) or may be usefull beyond when it was emitted, (broad value). This is very important to understand because it may change what reinforcers you use.
Prior to reading section 2.1 and 2.2 I was more concerened with behavior modification and how I could learn to elicit behaviors I want to see in myself and other. Now I see how hard it can be, how many different meaning it can take on.
The three things that really stood out to me through the readings that will be easy to remember are the four reasons to modify behavior, the idea of limited and broad value of reinforcers and differential reinforcement of others! The four reasons are important because I was very selfish in my thinking of why to learn behavior modification. I now understand it is important in helping others and well as society as a whole at times. The limited and broad value I will remember because it brought to light that reinforcers take on different meanings and values and may effect their effectiveness when being used. And I love the idea of DRO because I'm a lot like Skinner in want to use reinforcement more than punishment (this will probably be covered in my topical blog). I believe i specified how section 2.1 and 2.2 changed my thoughts of behavior by explaining why I will remember those three ideas.
2 topics/concepts to go over in more depth would be....can't think of much!
Terms:elicit,emit, reinforcement, Satiation, deprevation, establish operation, discriminative stimuli, differential reinforcement of others, unconditioned response, primary reinforment, conditioned response, secondary reinforcers, limited value, broad value.
I liked section 2.1 the most, because the information was easier to understand and was a little bit of a review of some things we had already learned about and I actually understand it easily. Section 2.2 I had to re-read a few things to understand them, so that was my least favorite section and it as a lot of extra information to take in.
The most useful information from section 2.1 was how it explains the 4 reasons for changing behaviors, because they could really be applied to almost any situation or behavior in my own life and it gives good reasons why a behavior should be changed. I applied my own spin to it to explain a behavior that many college kids might have faced or are still struggling with.
1. The behaviors bother us (the individual) -drinking too much leads to no good for me.
2. The behaviors bother others—concern with friends, family, roommates
3. The behaviors may lead to trouble – fights with people in life, effect school and work
4. The behaviors are illegal –legal trouble: OWI, public intoxication
In the section it states,” Reinforcement occurs when an antecedent, behavior, and consequence occur to increase the likelihood of the behavior occurring in the future.”
In the example I gave, punishment would occur, because it is a behavior we would like to see decreased.
Right off the bat in section 2.1, the 1st thing that was the most useful for me was this section under positive reinforcement,” Positive reinforcement is the introduction of a desirable stimulus, contingent upon emitting a target behavior, with the goal of increasing the frequency of a response.” Because I had earlier confused target behavior as a goal, the definition given helped me draw the line between emitting (produce/make) a target behavior and where the word goal can be used, because a target behavior is not a goal, a goal is what comes with the target behavior. Like eating healthier is the target behavior and the goal is to lose weight and make better food choices.
Every time I read another section for this class I realize there is so much more complex information in each chapter and everything goes hand in hand in understanding behavior modification, once you have learned and understood terms and the material it is easier to make connections on things that work and don’t and what goes where and how it works. Reading each section changes the way I originally thought about behavior modification, just because it gets more interesting and in depth with the information as we move along.
3 things I will remember: the 4 reasons why behavior is changed, because it is easy to apply to any antecedent (setting), the examples of the of ABC’s because I already knew the information and how to figure out the sequence, and how the difference of positive and negative reinforcement, the examples make it way easy to understand how to use them correctly.
I would like to go over a few more examples using reinforcement vs. punishment and do we really need sex to survive or do we need to reproduce? :)
TERMS: positive reinforcement, target behavior, emitting, consequence, goal, antecedents, negative reinforcement
The section that I liked the most was section 2.2. I enjoyed section 2.2 the most because I felt that it explained reinforcement well by describing the different types of reinforcement as well as the value placed on reinforcement. The section that I liked that least was section 2.1 because I felt that it was a lot of repeating information from previous sections. However, covering previous sections allows me to remember important concepts and will be helpful for the upcoming test. The most useful piece of information from section 2.1 was informing the reader about the four reasons to change behavior which are: when the behavior bothers us, when the behavior bothers others, when the behavior may lead to trouble, and when the behavior is illegal. I felt that this was the most important information because it made me realize the importance of behavior modification. For example, behavior modification can address behaviors using reinforcement so individuals can feel good about themselves, make them become more pleasant to be around, keep themselves out of trouble, keep an individual out of legal trouble. Behavior modification when used correctly is beneficial to the individual emitting the behavior as well as the people who are affected by the behavior. The most useful information from section 2.2 was describing the different types of reinforcement. The reading stated that positive reinforcement was when there’s an added desirable stimulus, and negative reinforcement is when there’s a removal of an aversive stimulus. The section went on to introduce primary and secondary reinforcers as well. Primary reinforcers are biological and don’t require any pairing with another stimulus (food, water, sex, etc.). Secondary reinforcers act as a reinforcer after they are paired with a stimulus (attention, access to outside etc.). The reading also introduced generalized reinforcer, which is a conditioned reinforcer that functions by pairing itself with many other reinforcers (money).
Prior to reading these sections I believed that behavior modification simply involved reinforcement and punishment. After reading the sections I now understand that those are vague consequences of behavior that can be broken down even more. For example, there is positive and negative reinforcement/punishment. Also reinforcement has sub divisions including: primary, secondary, and generalized. Three things that I will remember after reading the sections are that certain reinforcers can have a limited value if they wear off quickly, some reinforcers are useful beyond immediate value (broad value), and reinforcers depend highly on context.
Behaviors we can address with reinforcement are:
1. Behaviors that make us feel better about ourselves
2. Behaviors that make us more pleasant to be around
3. Behaviors that keep us out of trouble
4. Behaviors that are legal
Some other important information from section 2.1:
Behavior modification = uses behavior change techniques to improve behavior, such as altering an individuals behaviors & reactions to stimuli through positive and negative reinforcement of adaptive behavior and reduction of maladaptive behavior through positive and negative punishment.
-You should always use reinforcement when possible..reinforce incompatible behaviors instead of pubishment.
-Behavior modification involves a target behavior
- ABC's are a huge part of beh. modification
*Antecedent =occur before beh., signals or triggers a beh. (discriminant stimulus)
*Behavior
*Consequence (Establishing operations -alter the strenth/value of consequence) example = Satiation and deprivation
I can not pick which one I liked that most. This is because 2.1 was like the chapter where I was able to recall and remember all the great terms that I have been learning. But by chapter 2.1 not being new it elicited me to continue reading and finding new terms in 2.2. I was being positively reinforced.
For me I would say that I found the four reasons to change behavior and the classes to be most useful. This is because I did not properly get it right away and this was a way for me to be reinforced to understand the second time around. I understand deprivation much better now as well.
In 2.2 I would say the most useful information would be primary and secondary reinforcers. I was able to see what the difference was. To me it seems as if the main pleasurble attributes were primary and the next or secondary pleasurable attributes things that were needed but not as important. I did get a little confused when it came to generlized reinforcer but I'll ask about that in class. Also I learned much from intrinsic and extrinsic value. It showed me that is determine what is intrinsic while others choose what is extrinsic.
Prior to reading I was thinking that b mod was getting comfortable with me and I was able to for the most part understand all of it. But now that the chapters are getting to be pleasurable I am feeling aversive about all the new lingo. This is because it takes me longer time to understand things then most people.
Three things that I will remember is that food water air and sex are all primary. Second people emmit aversive behaviors because they are illegal.Third we are able to turn punishment into reinforcement. All you have to do is change a couple of actions and or behaviors around and you have got it.
I still think that b mod language is pretty intense!!! It will be untill about middle way through the semester.
I would like you to talk about generalize reinforcer, limited vs broad value and establishing operations within the ABC's of b mod.
Terms used--- Lots :)
pleasurable, aversive
positive reinforcement seconday and primary reinforcers emmit punishment
I’d have to say that 2.2 was the best section of the two, although it is tough. The terms brought up in 2.2 are definitely going to help me be more specific in describing behaviors, stimuli, and reinforcers. And I had never heard of primary/secondary reinforcers and the generalized versions of both. Then my head exploded.
2.1 was a close second to 2.2, though, because it finally answered “Why do behavior mod anyhow?”. That was a good one. I’ll definitely remember the four reasons for modifying behaviors. I had never thought to approach them as behavioral classes before. I also really liked to mapped-out diagrams for elicit/emit and establishing operation. I understood the concepts, but it’s always nice to have a mental picture so I don’t have to memorize order from nothing.
As implied by the previous paragraph, I wasn’t too clear on why modify behaviors. I knew, of course, that annoying, illegal, and troublesome behaviors should be modified, but I probably would have left out one or added some more if I just tried to brainstorm all possible reasons. I guess behavior mod can happen whether or not be attempt to reinforce or punish certain behaviors. It’s pretty well ingrained into everything we do. So for the three things I’ll remember best, I’m going to have to say firstly the difference between primary and secondary reinforcers. Once, that is, I fully grasp the concept to where I can use them without messing up. The second thing I’ll remember is the 4 main reasons for doing behavior mod and the different behaviors that make them up. Mostly because I do well with lists. Thirdly, I’ll remember (or try to) generalized reinforcers. Though I’m not sure I entirely know how to classify something as a generalized reinforcer.
Topics to discuss in class: generalized reinforcers and the differences between primary and secondary reinforcers, please :)
Terms: primary/secondary reinforcers, generalized reinforcers, elicit, behavior, behavior class, punish.
The section I liked the most was section 2.1 because I found it easier to read and enjoyed the material more. By default, this means that I liked section 2.2 the least because we only had to read 2 sections:) also, the material was much harder for me to understand because there were some new terms that I have never heard of.
The most useful information in section 2.1 was the explanation of establishing operations. I used to have a hard time fully understanding what this term meant, but when you stated "establishing operations work by altering the value or strength of the consequence regardless if it is aversive or pleasing" it made me understand the term much more clearly. I also think some very useful information in this section was the further explanation of satiation and deprivation. At first I didn't realize that these two terms were establishing operations, in that they alter the effectiveness of the consequence. The example of eating hamburgers made these terms much more clear, like when you said "satiation is defined as being full, like when you can't eat anymore" (too much of a good thing).
To be honest the only thing I fully understood from section 2.2 was the explanation of positive reinforcement and negative reinforcement. Although I already knew what these general terms were about, it helped when you said a positive reinforcer was introducing a desirable stimulus and that negative reinforcement was the removal of an aversive stimulus. Going along with section 2.2, I already knew about conditioned and unconditioned stimuli because it has been ingrained in me with almost every psych class I've taken:) I also thought that the terms intrinsic and extrinsic were interesting, but I don't feel comfortable using them in everyday situations. I understand that intrinsic refers to the value of the individual places on something and that extrinsic refers to the values other place on something, but I don't quite understand on how to relate that to behavior.
I say this every time for what have these sections changed about my thoughts on bmod, but I'll say it again; I never knew it was so complex! Three things that I'll remember are: the four reasons to change behaviors (it bothers us, bothers others, may lead to trouble, and is illegal), establishing operations, and positive reinforcement.
Here are some things I'd like to cover more in depth: secondary reinforcer, general reinforcer, intrinsic and extrinsic.
Terms: intrinsic, extrinsic, positive and negative reinforcement, conditioned and unconditioned stimuli, establishing operations, satiation, deprivation.
The section that I liked the most is 2.1. I liked it because I felt it was very informative towards behavior modification. I felt that it went more in death about the material and that it is really starting to build on what we have already learned and getting into the details about behavior modification. There really isn’t a section that I didn’t like, beside 1.3 still just because I felt it didn’t have as much information as the other sections that we have read before that and after.
The most useful information from section 2.1 is the four reasons for why people change their behavior. They four reasons are 1. The behavior bothers us, the individual; 2. The behavior bothers others; 3. The behavior may lead to trouble; 4. The behaviors are illegal. I felt that this was actually the most useful information from both the sections because it is why people change their own behavior OR someone else’s behavior, because of those four reason (maybe others but basically those four).
The most useful information from section 2.2 is about the primary reinforcers. This is as defined in the sections as a stimulus that does not require pairing other stimuli to function as a reinforcer. They are biologically relevant. I think it is useful because it saying that there are certain things that just happen by nature rather than someone modifying the behavior. It just happens! I think it shows that behavior modification isn’t just us changing a behavior.
Prior to reading this section I knew the basic understanding of behavior modification; it was really the applying the information and really getting into the detail about it, and I think prior to reading this I didn’t know them. After reading it I am starting to really understand it in better detail and using the terms.
There were several things that I’ll remember from reading these two sections. The first is in section 2.1 about going back to the ABCs. In this section it goes more into detail about the ABCs such as using the terms and placing them were they would go going by this model. A discriminative stimulus is an antecedent, and antecedent ELICIT behaviors, and we EMIT behaviors. So elicit is an antecedent, emit would be the behavior. The C component would be establishing operations which are defined in this section as it works by altering the value or strength of the consequence whether it is pleasing or aversive. This was of applying the concepts really helped me understand it, especially elicit and emit behavior. Another thing that I thought were interesting and I will remember is about deprivation and satiation. These are examples of establishing operations. They alter the effectiveness of the consequences. A third thing that was interesting is (although learned in a lot of other psychology classes) is the conditioned and unconditioned stimulus about the dog and drooling. I like the development of the story.
The two topics that I would like to go over in class more are primary and secondary reinforcers.
Terms: four reason to change behavior/primary reinforcers/stimulus/Antecedent/discriminative stimulus/elicit/emit/establishing operations/aversive/deprivation/satiation/conditioned
/unconditioned/secondary reinforcers
I would say that I liked both sections because they both had really important information in them that furthers our knowledge in understanding behavior modification as a whole. I think the most useful piece of information in section 2.1 is the part about the 4 reasons for changing behaviors. The four examples, the behaviors bother us, the behaviors bother others, the behaviors may lead to trouble, and the behaviors are illegal, give us insight into why and how behavior modification as whole can be used.
I thought section 2.2 as a whole was very important. This section went into further detail about positive and negative reinforcement, operant conditioning, classical conditioning, unconditioned responses/stimuli, conditioned responses/stimuli, primary reinforcers, secondary reinforcers, generalized reinforcers, context, and intinsic/extrinsic reinforcers. By learning all of the terms mentioned in section 2.2 it gives us a more in depth understanding into behavior modification and how it can be used effectively.
Prior to reading these sections, I felt that I only had a superficial understanding about the subject of behavior modification. By reading sections 2.1 and 2.2, I have increased my knowledge about the class.
Three things I will remember are the 4 reasons for changing behavior, that Skinner was associated with operant conditioning and Pavlov was associated with classical conditioning because I would always get those two people mixed up, and that reinforcers have both intrinsic and extrinsic value, meaning that certain things can have a different reinforcing value to one person than to another depending on what the reinforcer is used for.
Can you cover the subject of reinforcers as a whole more, going more indepth with all the types of reinforcers, and talk more about the 4 reasons for changing behavior.
TERMS: 4 reasons for changing behavior, positive and negative reinforcement, operant conditioning, classical conditioning, unconditioned responses/stimuli, conditioned responses/stimuli, primary reinforcers, secondary reinforcers, generalized reinforcers, context, and intinsic/extrinsic reinforcers.
I really liked both of these sections, they were really interesting to read and I learned a lot from both of them. I think both sections really expanded on the behavioral topics we’ve been discussing in the prior sections. Both sections also did a nice job of doing enough review of the old material to make the new material more relevant and easier to understand.
I really have a problem of any of the new sections. They both had really good information that supported the terms we have learned in the class so far. If there’s one thing I would have changed about the sections, it would be the overuse of the old material. I know that that it was helpful to have the old material and I wouldn’t really take it out of the section but I think the old material was stressed too much over the new material. But, that’s just a very small thing I noticed.
I think the most useful information out of section 2.1 was the 4 reasons to change behavior. I thought it was very interesting to look at reasons other than what you might think is a reason to change behavior. Like the section says your behavior affects others so maybe people want you to change your behavior for their sake. It’s very useful info because it categorizes our behaviors and tells us why would need to change them.
The most useful information from 2.2 was learning about primary and secondary reinforcers. I learned the difference between the two, primary reinforcement being the food or whatever is used to be reinforced and secondary is the stimulus that leads to the primary reinforcer. I thought it was interesting to find out that secondary reinforcement can be unintentional like the example used about the cat knowing about his food because it heard the can opener going.
Prior to reading these sections I had a good starting point about what behavioral language is all about. Now after reading the new sections, we’re taking those terms to a new level. Before reading the sections I just thought behavior modification was about reinforcement and punishment. Now I’m understanding all of the other roles like target behaviors, behavioral classes, extinction, satiation, etc and how they all are used to help shape behaviors.
Three things I will remember from these sections are the 4 reasons to change behavior (bothers the individual, bothers others, behaviors lead to trouble, behaviors are illegal.), satiation vs. deprivation, and intrinsic vs. extrinsic value. The 4 reasons are helpful to me because they help me classify why I should change a behavior, satiation vs. deprivation helped me understand how deprivation is used to reinforce a behavior, and intrinsic vs. extrinsic taught me how things are valued between two people( intrinsic-how we value something, extrinsic- how it is valued by someone else.
Two topics I would like covered more in class are generalized reinforcer, and discriminative stimulus.
The section that I liked the most was section 2.2 because it focused on reinforcement and explained reinforcement very well and went over the different types. The one I did not like (by default) was 2.1 because I felt it was a little repetitive of things we have gone over previously.
I still actually enjoyed both sections because I think the emit/elicit example that was provided in 2.1 was extremely helpful. I think I finally grasp the concept now. I think the most useful information from 2.1 was the four reasons people change behaviors . It made me think of all the reasons I ever change a behavior and I was able to put any of those reasons into those four categories.
Before taking this class and before reading these sections I thought behavior modification consisted of only reinforcement and punishment. I realize that it encompasses a lot more than just those two terms. Things I will remember from reading these sections is the new terms introduced in section 2.2. The Heirarchy of needs is something I will also remember becacause I remember mentioning Maslows hierarchy of needs in a previous blog of mine when explaining reinforcement in the workplace. I would like you to go over the differences between reinforcer, secondary reinforcer and generalized secondary reinforcer. They are getting confusing. I think that generalized secondary reinforcer is for example getting money for getting good grades, but the other two are confusing. I would also like some more examples of a reinforcer that has an extrinsic value and one that has an intrinsic value.
Terms used: behavior, punishment, reinforcement, elicit, emit, secondary reinforcer, generalized secondary reinforce, Heirarchy of needs, extrinsic, intrisic
I liked section 2.2 the most because the conditioned v. unconditioned stimuli is interesting to me because of the studies done with Pavlov's dog. The section I liked the least was probably Maslow's Hierarchy of Needs just because I think that by now it is common knowledge that physiological needs are the most important and self actualization is at the top.
The most useful information from section 2.1 would be that a discriminative stimulus is an antecedent and establishing operations work on the C component and can either be pleasing or aversive.
The most useful section from 2.2 would be the three reinforcers. primary-(unconditioned
reinforcer, a stimulus that does not require pairing other stimuli to function as a reinforcer. secondary(conditioned reinforcer) stimulus or situation that has acquired its function as a reinforcer after pairing with a stimulus which functions as a reinforcer. generalized-conditioned reinforcer that has obtained the reinforcing function by pairing with many other reinforcers (such as money, a generalized secondary reinforcer).
Prior to reading these sections I had a general understanding and I have learned a lot more in dept information as well.
Three things I will remember:
1.Skinner is associated with operant conditioning while
Pavlov is associated with classical conditioning.
2.Primary reinforcers serve our basics needs and are
considered to unconditioned. They are biologically relevant.
3.Discriminative stimuli are antecedents in that they tell us what behaviors will be reinforced or punished.
go over: limited v broad value and Intrinsic v Extrinsic Value
discriminative stimulus, antecedent, establishing operation, pleasing, aversive, operant conditioning, classical conditioning, reinforcing
After reading sections 2.1 and 2.2, I can't pick which one I liked the best. They both have their advantages to the reader. I liked that 2.1 reviewed alot of the information we went over in section 1 Additionally, none of the content felt repetitive. I thought it was very useful becuase it reviewed previous contents in further detail which made myself and i'm sure nearly every reader more comfortable with the information. Just like the section said, " mathematics and behaviorism is alike because they both seem redundant at times. I really liked section 2.2 because there was new information that tied into everything we have talked about. Also, the examples and the slight humor in the content was enjoyable. For example, when the book was talking about eating at a restuarant and the food (primary reinforcer) already consumed could not properly be payed for, and could not be returned.
In section 2.1 I thought that the most useful information was the relation between the ABC's of behavior in place of elicit, emit and establishing operations. I think that this correlation made the last three terms more comprehensable. In section 2.2 I thought primary and secondary reinforcers were very useful considering you can relate nearly all of them in your day to day life. I still never knew how complex behavior modification was. Also, the fact that you can direct your own behavior and learn to modify it is intriguing. I will remember the difference between classical and operant conditioning. I always confusedthe two. Also, that B.F Skinner studied operant conditoning which involovs reinforcers and punishers. Whereas Ivan Pavlov studied Classical conditioning that involves stimuli that elicit behaviors.
I would like to review the terms intrinsic and extrinsic further in class discussion.
After reading sections 2.1 and 2.2 I found section 2.2 the most interesting! I like how section 2.2 really dissected the concept of reinforcment. I never knew how many different types of reinforcement existed, but after reading this section I feel like I have a better feel for reinforcement. Positive reinfocement is the introduction of a desirable stimulus, negative reinforcement is the removal of aversive stimulus. There were also primary reinforcers which we need to survive and we biologically seek to obtain. Secondary reinforcers function as reinforcers because they were previously paired with a reinforcer (Ice cream truck music). and finally generalized reinforcers which are reinforcing because they are used to acquire other reinforcers (an example would be money).
I felt like section 2.1 was a little repetative and therefore I didn't like it as much as section 2.2 although it did contain very useful information. I found the information regarding the ABC's and how they relate to discriminative stimulus as the antecedent and the establishing operations as the consequence. That really helped me to understand discriminative stimulus and establishing operations more clearly.
Before I read these sections I wasn't sure I had a good grip on all that reinforcement consisted of...after reading these sections I have a lot better idea of how reinforcers work. Three things that I will remember are, all the different types of reinforcers, the fact that context matters when talking about stimulus; some stimulus lose their reinforcing qualities when the context is changed. I will also remember that there are 4 main reasons why we may wish to change a behavior of our own or in another person (it bothers yourself, it bothers others, it is problematic, or it is illegal behavior). I now understand the complex nature of behavior modification and that the information builds on itself. Also something that seems as simple as reinforcement can be broken down into so many different parts.
Terms: Reinforcement (positive, negative, primary, secondary, generalized), discriminative stimulus, antecedent, consequence, establishing operations, 4 reasons to change behavior, aversive and desirable
In the assigned reading section, my favorite part was the discussion of why someone would change a behavior. The 4 reasons are pretty logical, but I've never thought of them as stimuli for change. The 4 reasons are as follows: They bother others, they bother us, they may lead to problems, and they are illegal. It’s a good place to start if you find yourself needing to address a behavior with a friend or loved one. This section is found in 2.1.
In section 2.2, I liked the discussion of unconditioned and conditioned Reponses. I was thinking about one of the reasons people tend to become overweight. An unconditioned response to being hungry is to eat until we're not hungry anymore. Our stomach tells us when to eat and when to stop. But if you grew up in a house where your parents made you clean your plate, you might eat more than your stomach is telling you. I call the result a food coma. Our natural body only wants so much food, but mom wants you to eat how much she determines is enough. Telling the child, "No TV till you've cleaned your plate" creates an unconditioned response. The child then eats everything on their plate whenever they have one, regardless of whether they need that much, leading to becoming overweight.
I also like the section about intrinsic and extrinsic value. It reminded me of why empathy is important in life and at my job as a counselor. No matter how little extrinsic value society puts into my client substance using behavior, the behavior creates reinforcement in my client's eyes because it relieves some sort of pain. The intrinsic value placed on substance use by the client makes the reinforcement of relief of pain more powerful than reinforcement of freedom in society. In order to address the undesirable behavior, I have to acknowledge that the client isn't seeing things the same way as the rest of us.
Some things I would like to discuss more in class include primary and secondary reinforcers.
Terms: reinforce, intrinsic and extrinsic value, conditioned and unconditioned responses, stimuli
the section that i liked the most was both 2.1 and 2.2. they are both very interesting to me because of my interest in behavior and the use of reinforcement and punishment. im going to be a teacher so continuing to understand this topic better should allow me to become a better teacher in the future, when trying to decide how to handle students. it was hard to pick out one particular thing from both sections as i found them equally important to me however the thing that stood out was about How we use reinforcement to deal with the main reasons to modify a behavior. a goal for a teacher is to teach, if your able to get your point across in punishment and make it a learning experience that the child will remember i feel that you have done your job right. understand these 4 points would enable me to do this better. i have been interested in this subject area since reading about it early on in our class. so prior to reading this section i feel like i had a good idea of the general concept of these ideas. by reading these two sections i feel like i am filling in more detail so that im able to truly understand most of the idea's and concepts. reading this has not changed any of my idea's however has made them stronger and has added more supporting detail so i can understand it better.
The section I liked the most of section 2.2 because it really dived into the details of reinforcement. Even though it took me a few times read, it really was helpful. Sadly section 2.1 felt very redundant, so it was a struggle to read.
In section 2.2 when reading about positive and negative reinforcement I thought of a way to remember the description of each. A positive reinforcement involves adding a pleasing stimulus, to me seems like a blend of positive in mathematics (to add a number) and positive attitude (pleasant/happy/good). A negative reinforcement involves removal of an aversive stimulus, the trick i remember is that it is a double negative. The removal (subtraction/negative) of an aversive (negative) stimulus is used to increase behavior (positive). That is why as of now, reinforcement is a better form of behavior modification because technically either negative or positive reinforcement results in a positive outcome, increased behavior.
To remember the difference between unconditioned and conditioned response and stimuli I thought was going to be confusing. But after a few minutes thinking about situations in my life, I can compare the definitions to athletics. I think of the conditioning used in sports practice. To learn a new play, to improve speed etc, the team must practice (condition,) a response needs to be learned. Therefor an unconditioned stimuli and response does not need to be practice.
When I read about primary reinforces, I immediately thought of a mother. A mother natural instinct is to provide for her children, so I can understand why the primary reinforcer is considered unconditioned. It is a natural feeling to serve the basic needs for the situation to flourish properly.
Terms: Positive reinforcement, negative reinforcement, response, stimuli, unconditioned, conditioned, primary reinforcer.
I liked section 2.2 the most, because one of the reasons I took this class was to learn more about reinforcement, which I used to think was only for softies who don't want to discipline their kids. But hey, if it works (and it does), and as an added benefit it's not aversive, why the heck not?
While the reinforcement section was the one I liked the most, I also thought it was a little repetitive to read about reinforcement in both sections. The information is all very interesting, but having similar info in two sections in a row was a little repetitive for me.
The most useful piece of information in the first section is probably the discriminative stimulus, which will be relevant later in the class when we discuss altering the antecedents as a way to modify behavior. The most useful piece of information in the second section is the part about positive reinforcement, since it will be the most useful and versatile form of reinforcement (since it will apply to differential reinforcement later on as well).
Two topics I would like to discuss more in class are selecting a type of reinforcer and the ethics of negative reinforcement.
Terms: reinforcement, discriminative stimulus, altering the antecedents, positive reinforcement, differential reinforcement, negative reinforcement