Reading Activity week #3 (due Tuesday)

Section 1.3 was titled, “The Language of Behavior”. The first of three things that I will remember from the chapter is translating the sentences that were originally in behavioral terms. Translating elicits a positive consequence of learning the terminology. The next thing I will remember is using the terms in sentences. Emitting the behavior of practicing will help us remember the terms. The third thing I will remember is the fable that we translated, this time, into behavioral terms.
The thing I really liked about this chapter is the examples were pretty clear. It was a good way to explain the terms and how we could use them. Especially for the fable, we had an example to look at if we were confused at all.
The thing I disliked about the chapter was the explanation of self reinforcement. It was kind of hard to understand in B.F Skinner’s words, so even when I tried to decipher it, I don’t think I was correct.

Section 1.4 was about the terms used often. Although there were many terms, the one I found most interesting was the satiation (and deprivation) concepts. It is interesting that things you feel everyday are manipulated by scientists to see the outcomes. For example, in life, you may eat too much, or not eat enough and therefore feel satiated or deprived. This is a common feeling, but the outcome is reinforcement to either increase or decrease the behavior.

Terms that I think will be easy to incorporate into verbal and written communication are, of course, punishment and reinforcement. Mainly because those are the ones we have had most practice with so far. The terms I think will be somewhat difficult are the establishing operation, and operant behavior. These terms were kind of confusing to me. It was difficult to think of examples for these. To become more skilled at using these words I should practice using them and trying to relate and be aware of behaviors I do everyday.

1.3
After being elicited by the teacher to read this chapter I emitted the behavior of reading this chapter and now I will remember what the chapter was about. The three thing s I will remember the most are how to speak in behavioral terms, the difference between elicit and emit and establishing operations. I will remember all of these because I believe in class I will be positively reinforced when I speak up and can respond to the questions posed by my instructor. I really enjoyed learning about extinction bursts because I watched a TV show on YouTube that demonstrated this behavior and I was reinforced by understanding what was going on. I did not like having to translate the fairy tale into behavioral terms mostly because I didn't understand on of the lines and therefor was punished with frustration.

1.4
I found discriminate stimulus most interesting because I didn't realize that this could also be modifying my behavior. I think that most of the terms with the exception of one will be easy to incorporate into my language with supple studying. The only term I have trouble with is operant behavior only because I am having some trouble really grasping the concept. I think that if I practice the concepts in regular conversation dealing with behavior modification that will help facilitate my learning.

One of the three things I will remember from section 1.3 is how precise the language of behavior has to be. I will remember how to describe things in behavioral speak. Another thing I will remember is some of the new vocabulary words. I now know the difference between emit and elicit. The distinguished differences between the two are finally clear to me now after reading this chapter. Emitting the behavior of defining and practicing these new terms will be reinforcing later on and hopefully behavioral speak will become easier for me to execute as well. The final thing I will remember is the fable that was translated for us. It was different than anything I have read before and I found it to be very helpful.

One thing I really liked in this chapter was the fable translation example. I still was really unsure of how to properly use many of the terms and the fable was a good example for me to go by. However, one thing I disliked in this chapter was when I myself had to translate the last story. I found it to be very punishing. I did not understand how to properly translate the material and in the end was in a very unpleasant mood because of it.

After reading section 1.4, I have decided that my favorite term is satiation. I did not know what it meant before reading the chapter and after reading about it, I just think it’s a really neat term. It is an interesting concept that too much reinforcement can in the end do the opposite of what it was meant to and become punishment.

The terms that will be easiest for me to incorporate into verbal and written communication about behavior will be punishment, reinforcement, elicit, emit, and target behavior. The terms that will be more difficult for me to incorporate will be establishing operation, operant behavior, and discriminative stimuli. These will be most difficult for me because I am still trying to fully understand their definitions. I am having difficulty forming sentences using these terms. In order to better understand these terms, it will be very important for me to use them as much as possible. Listening to others use terms in class will be helpful and I will work on using behavioral speak as often as possible.

1.3- The first thing I will remember from this chapter first of all is how hard it is to emit behavior speak. Also, how aversive of a reaction I give from trying this. I know that I will have to practice, but I really have never had my mind challenged like this. Hopefully I don't struggle too much and soon I will master eliciting this "behavior speak". The second thing that I will remember from this chapter are the fables that we were to read. This were fun to read but really challenging to try and translate into behavioral speak. The third thing I will really remember is learning about extinction. It was interesting to learn that if someone could not emit a response from an activity that they are doing, this may become aversive to them and they will experience extinction.
The one thing I really liked in this chapter was the fill in the blanks. This was very aversive to me but really helped me learn behavioral speak.
The one thing that I disliked in this chapter is the quotes of Skinner. They were so hard to read that it was making my head hurt. Although, still very interesting and I am looking forward to being able to read them with no problems.

1,4- For this section I found "Target Behavior" the most interesting of terms. I liked this term because it seems to me that we talk of all the behaviors leading up to a specific outcome, but we fail to neglect the actual behavior itself that we are trying to emit.
There are three different terms that I think will be able to use quite easily. These are emit, aversive and elicit. The terms that I think will be really hard to use are terms such as discriminate stimulus and discriminative stimuli. I think that these will be hard to use just because they are so long. Also, satiation. These words just confuse the heck out of me.
I really believe that the only way to learn these terms and to become fluent in behavioral speak is to speak this with another person. Just like going to another country and picking up their language because you speak it all of the time, it would be smart to speak with another person, or possibly another member of the class. Also, practicing everyday wouldn't hurt either.

Section 1.3
1)
1. I will emit a behavior of remembering that just because a behavior looks similar topographically, it can elicit various consequences due to the functional differences of the behavior. I will emit a remembering behavior because I know what topographical maps look like, but I also know how different the real landscape looks from aerial view.
2. I will also emit a behavior to remember that the language of behavior is very exact. The usage of behavioral terms is very important because, like most other words, if the correct word is not used in a sentence, the sentence could elicit a very different behavior.
3. I will emit a behavior of remembering that learning how to speak behaviorally is like learning to speak a foreign language. I will emit a behavior of using the terms we learn correctly because I know that is how to learn the language and commit it to memory faster.
What was one thing that you really liked that was in the chapter? Why?

2) One thing in the chapter that I really liked was having to emit a behavior of writing sentences that used the terms discussed in the chapter. It is helpful to apply the concepts that you learn to better commit them to memory.
What was one thing that you disliked that was in the chapter? Why?

3) One thing I disliked in the chapter was the amount of sentences/exercises we had to emit a behavior of writing, because I think it got repetitive.

Section 1.4
1) I found the concept of deprivation to be the most interesting because if a reinforcer is chosen that doesn’t have a large effect on the organism being manipulated, the effectiveness of the reinforcer is low and the target behavior is less likely to be performed. For example, if a person’s hunger was satiated at lunch, food as a reinforcer would not be as effective as when the person has been deprived of food for many hours.

2) I think deprivation and satiation will be the easiest terms from the chapter to incorporate into my verbal and written communication concerning behavior. Deprivation is a concept that is important to consider when conducting experiments in which a person is trying to get an organism to perform a target behavior. Satiation is also a concept that is important to consider when conducting or reading about experiments, because if an organism is satiated by the reinforcer, the reinforcer will be less effective in increasing or decreasing the frequency of the target behavior.

3)I think the term discriminative stimulus will be difficult to incorporate into my verbal and written communication about behavior, because we are exposed to discriminative stimuli on a daily basis and don’t realize it. How often does a person really think about stopping at a stop sign or a red light, hitting the turn signal when approaching the intended turn in direction, answering questions on an exam, or even attending class on the day of the exam, for that matter. It seems like we do many things out of habit, due to excessive exposure to certain stimuli, and we perform the target behavior on ‘autopilot’ for many daily behaviors. We know the consequences of choosing to disobey the rules of the road, to not answer questions on an exam, or to not show up for the exam. We have already been manipulated to perform the target behavior established by the various people in authority over us, because we have learned that we do not find the consequences pleasurable. I had to think harder about an example for discriminative stimulus than the other terms because I realized these are the stimuli we are exposed to often, and already know how to emit behavior that avoids the consequences of not performing the target behavior.

4)After answering the previous question, I think it will be easier to acknowledge discriminative stimuli examples because I spent so much time explaining why it would be a difficult term to incorporate. In the future I will probably acknowledge mundane tasks and events more often, because I have just realized a few discriminative stimuli that I have behaved on ‘autopilot’ for almost daily the last four years, such as stopping at stop signs and red lights. I am a safe driver I promise, but I think because the consequences for not obeying the rules of the road (not performing the target behavior) have been hammered into my brain for so long, and I acknowledge that the consequence for not performing the target behavior is more of a punishment (removing money from bank account for tickets or vehicular damage), than slowing down and stopping for a few seconds. I think in the future I will think about discriminative stimuli as I go about my daily tasks, and this will help me to incorporate it into my behavioral communication. In fact, I have already discussed the term more in the last fifteen minutes of my life answering this question and the previous question than I ever have :).

1.3
It was very reinforcing to read these sections of chapter one because the chapters manipulated my mind to learn a lot. This chapter manipulated me to think about all of the behavioral terms used in behavior modification. I learned terms such as satiation, elicit, emit, aversive, establishing operation, and many more. Positive reinforcement of this assignment was learning the material that I can use in Behavior Modification as well as other aspects of life. It taught me to speak like a behaviorist. I will also remember how to convert every day sentences or stories into behavioral terms. It was very reinforcing to be able to convert the story into behavioral terms. This was something I really liked about the section. I will also remember that behavioral terms are so specific that they may elicit different interpretations from other people. One thing I disliked about the chapter and was more of a punishment is that it was difficult to determine what B.F. Skinner meant in his passage. It wasn’t reinforcing to sit there and try to figure out what he meant even though we had no idea what it could be. B.F. Skinner elicited many responses in the interpretation of his sentence I believe.

1.4
The concept I found most interesting was the discriminate stimulus because it seemed fairly simple to understand. A discriminate stimulus is the stimulus which sets the occasion for a response to occur. It also tells you what to do. The example I used was the TV. My TV sets the occasion for me to turn it on and watch my favorite show, Reba. I don’t know if I used this completely correctly, but this is what I got out of it. I found this most interesting because there are endless examples of this. A term I would be able to use in written or communication about behavior is target behavior. I’m kind of interested in going into marketing of some sort so target behavior is a very good term to know. Even though this term kind of confused me a little bit, I think it will be a good term to know in the marketing career. I also liked the term satiation. This can be incorporated into many aspects of behavior because we sometimes all do things too many times, which makes those things less appealing and more aversive. For example: many of us eat too much and then think of that reinforcement as a punishment instead. I always think of the little boy on Matilda who ate the principle’s cake. He was then punished by having to eat the entire cake. A term I would find more difficult to incorporate into this is establishing operation. I found this to be a little bit confusing to use. It is just hard to think of it in the context of everyday world when the main example used is the lab rat. I understand the term, but it is just hard for me to think of other examples. Practicing all of these terms in class and in other contexts will help me to learn these terms and be able to speak them properly.

In Section 1.3, the terms that will be easiest for me to remember are elicit, emit, and aversive. I think these terms are easiest to remember because they are simple concepts and we had to emit the behavior of using the terms in our own sentences. By doing so, we understand the terms, so we do not have to receive punishment or negative consequences of looking like we don’t know what we are talking about in class. My favorite part of the chapter was putting the terms into sentences. When the directions elicit a writing behavior, and I emit that behavior, not only am I learning the terms better by putting them into my own words, but I am also physically emitting behaviors and putting into effect exactly what I am writing about. I really disliked re-writing the fable because it was very difficult for me, and I am still not sure that I did it right.

In Section 1.4, I found that deprivation was the term that would stick with me the best. I think this is due to the fact that deprivation is a word commonly used in society, so I was already somewhat familiar with the term. As college students, I’m sure we have all, at one point or another, experienced being deprived of sleep, and when you actually experience something you are talking about, it really helps to remember it, in my opinion. Along with the word deprivation, I also will find it easy to incorporate the words reinforcement and target behavior into my everyday vocabulary. On the other hand, I think it will be much harder to incorporate terms such as operant behavior or establishing operation into my vocabulary. I think this is largely because I had more trouble actually deciphering the true meaning of these words. In order to put these tougher words into my vocabulary, I think the best approach would be to look into more examples of how other people use these words, so I have a better idea of what situations work best for the terms.

1.3--First off, reading this chapter elicits a positive consequence because you are learning new things, and how to grasp certain concepts in behavior speech. One thing that I will definitely remember from this chapter is coming up with our own definition of the behavioral word, and using our own example. I will remember this because I emitted a writing behavior as I was coming up with examples. Also, sometimes I had an aversive experience because I had a hard time emitting examples that worked. Also, by filling out the examples, I should not receive a punishment when going to class, since I did finish the assignment. One other think I will remember from this chapter will be the fables that we had to translate into behavior terms. I feel that I received a positive consequence because it really made me think hard to try to figure out how to translate the fable. The last thing I will remember from this chapter will be translating the fable at the end. I will remember this because it was an aversive punishment. Emitting the translating behavior was not very reinforcing, because I thought it was hard, yet in the end it was a reinforcer because I think I learned something, which was cool!
One thing I really enjoyed from this chapter would be all of the examples or activities that we emitted. In the beginning it was very aversive, but as I got the hang out of it I thought it was better, and not as much as a punishment as I previously assumed.
One this I did not really enjoy about this chapter would be the translating part at the end. It was aversive and almost a punishment. I was not sure if I was doing it right. The most aversive part was understanding the example, but not knowing how to translate the 2nd one.
1.4--The term I thought was the most interesting in this chapter would be Satiation. I am not sure why, it I think it was because I actually understood what it meant, which did not cause me to feel frustrated, or aversive. Also, many of the examples were related to food, and I know exactly how it is to emit an eating behavior, and then feel satiation. The two words that I believe will be easy for me to incorporate into my everyday life would for sure be elicit, and emit. That was the easiest for me to come up with examples about, such as, “the smell of popcorn elicited a feeling a hunger,” and “the boy was emitted with an eating behavior.” The other two words that I think will be easily incorporated in my everyday life would be deprivation and satiation. I have always heard of the word deprivation, and now I can incorporate that when I use behavior speech. Unfortunately I think many of the words are somewhat difficult (but it’s only the beginning right?). The ones that I find the most aversive are discriminate stimulus and discriminate stimuli. Both of these were confusing to me, and hard for me to understand, which made me have an aversive behavior since I was frustrated. I think just doing some more examples would help out a lot. It was someone difficult when a lot of examples do not apply to me, like the lab rats. I think that practice does make perfect, and just doing examples will always help. Another thing that may help is emitting talking behavior with a partner in the class. I think speaking in behavioral talk with a partner would be good, so you can have help, as well as hear how they use the words in sentences.

1.3
I will emit a remembering behavior about the relationship and difference of the words emit and elicit. To emit basically means to do. Elicit means to try to get a person to do something.
I will also emit a remembering behavior about the difference between reinforcer, reinforcement and reinforce. Reinforce is the verb. Reinforcement is the process and reinforcer is a noun.
Thirdly, the remembering behavior that I will emit will be involving establishing operation which means to mean a reinforcer, more reinforcing.
One thing that elicited a liking behavior from me is the example used for establishing operation. Starving the rat in order to cause to the reinforcer (food) to become more reinforcing helped me understand the concept.
The part of the section in which I found to elicit dislike from me was the Aesop fable and emitting behavior speak to rewrite it. I have yet to emit an understanding behavior of behavior speak.
1.4
The word I like and understand from this section is “target behavior” which means the behavior that one is trying to alter. The reason I like it, is because the term is self-explanatory. Some words we’ve come across are going to just take repetition to understand and be able to use regularly.
The words that will be easiest to incorporate into oral and written communication are emit which means to do, elicit which means trying to get someone to do something, and establishing operation which means to make a reinforcer more reinforcing.
The term that will probably be the most difficult to use daily is operant behavior, which is defined as the network of factors and events involved in
the behavior of human and non-human animals. It’s just not a term that I’ve been familiar with. I’ve learned about operant conditioning and I know what behavior is. Just putting the two words together confused me a little.
The best way to become more comfortable with the terms and usage is to listen to classmates and the instructors examples and keep working at using them myself.

1.3
One of the things I will remember about this chapter is the importance of understanding the different between emit and elicit. Because there were so many examples in the text it elicited a remember response and therefore I was able to emit the correct usage of the words. This was positive reinforcement because I self-reinforced myself by saying “good job” once I understood it. The second thing I will remember is how to use the given vocabulary in everyday sentences. The reason I did this is because I got positive reinforcement which was getting credit for doing the work sheets. Because I elicited a learning behavior I was able to emit examples of the vocabulary words. Lastly, emitted a learning behavior so I could fully understand that learning how to speak behaviorally is not only hard, but also like learning a different language. I really liked having several definitions of the vocabulary words, so this worked as a positive reinforcement because I continued to read and became more knowledgeable. One thing I dislikes was the confusion between terms. This emitted a stress response because it was hard to differentiate the words.

1.4
I liked the term “response” because its definition is very simple but the term itself can be anything. For example, someone will respond to punishment differently than the next person. I think the variability is what interests me most. I think “response”, “reinforcement” and “punishment” will be easy to incorporate into verbal and written communication. The reason is because I have heard these words before so I am familiar with them. I also believe, with time, “emit” and “elicit” will be easier to incorporate. Some words I find difficult would be “discriminative stimulus” and “establishing operation”. It is hard for me to fully grasp the definitions of both of these words. I also struggle with coming up with my own definitions and that why I believe it is hard to remember them. And without remembering them, it will be hard to include them in my communication. One thing I can do to facilitate learning the terms is making up my own definition and keeping it simple. Also, practicing them in everyday sentences will help be familiarize myself with them. It will be challenging at first, but knowing the consequence of learning and understanding the terms will be encouraging!

1.3 Three things I will remember from this chapter is, the words elicit and emit, and what they mean, and the word extinction. What I took from the word elicit is that it makes a behavior occur and emit is what you do when that behavior occurs. I will remember this because of the good example he gave about stopping at a stop sign. Extinction is when you take away a previous reinforce away for a reinforced behavior. I will remember this because Otto talked about it in class when he described how they get the dolphin to jump through a hoop.
One thing I disliked in the chapter was the story about the man being bitten and we had to translate the story in psychological terms. I just think the story was really weird so it was hard to translate.
1.4 I think words that are the easiest to translate into everyday language are reinforcement, punishment, target behavior operant behavior, elicit and emit. I think these terms you can find in every situation that trigger a behavior and are very direct to what their meaning means. I think deprivation is the most interesting to me because you can use it for so many things. You can use it as reinforcement or a punishment. With deprivation you can take something that you wouldn’t look at as reinforcement, like food or water, and make it one. I think reinforcement and punishment will be able to incorporate into everyday language because a lot of people already know what they mean. I think terms like elicit and emit will be more difficult because they aren’t common words. I think a way to help learn and use them is to use a very precise, easy sentence like Otto’s examples. I also think satiation will be another difficult one to use. I think it won’t be as hard to remember because I think of when I worked at Olive Garden. I use to love eating there until I worked there. I was around it all the time and now I hate it.

1.3: In this chapter I was reinforced to learn better the difference between reinforcement, reinforce and reinforcing vs punishment, punisher and punishing; Then I learn about the new concepts “establishing Operation” and “Extinction”. I will remember these concepts because I have emitted a response of learning and I pay attention to the examples.
In this chapter I understood the new concepts, so now in my life I can see several operant behaviors and detect any target behavior that I want observe.

1.4: I find interesting know the difference between “emitted” and “elicited” because I didn´t know the meaning, and now seems easy distinguish.
I think the terms “target behavior”, “response”, “emitted” and “elicited” will be easy for me to incorporate in my verbal and written communication. The terms that might find difficult are: “establishing operation” and “satiation”, because I don´t know exactly when to use them. Maybe because it`s hard for me to understand the idea of this two concepts, I have to read more examples about this two concepts.

**1.3- I emitted the learning behavior from this section of Chapter 1, by understanding the three terms of reinforcement, punishment and aversive. I am reinforced to learn these terms to better my knowledge on behavior modification. The terms of reinforcement and punishment emitted my learning behavior because I have seen these terms before many times. Aversive is when something is very unpleasant and the behavior is undesirable.

Mr. Maclin elicited the class to learn these terms by giving examples that emitted our listening behavior to reinforce our understanding of these terms. Also, I thought these terms were the easiest of the new terminology to comprehend. The one thing that reinforced me to want to keep reading this section was the examples of the terminology. The examples really helped me understand the difficult definitions. As a result of me being reinforced to read this chapter, I answered and knew questions during class. The only thing that was aversive in this section of the chapter was the many examples we had to make up on our own. I had a very hard time with completely understanding all the terminology to its full definition.

All in all the class today really helped me gain a better knowledge of this section of chapter 1 and I was reinforced to keep reading and learning more on behavior modification terminology.

**1-4- In this section of the chapter I really liked the concept of deprivation. I felt like this term was very interesting because even though many may feel like this concept is very aversive, I think that with animals and maybe some humans it could be a very useful way of training and manipulating their behavior for the good. An example of this would be like withholding a child’s dessert to make them want the dessert even more to reinforce them to do a certain behavior and the child would enjoy it even more because they couldn’t have it.

The terms from this chapter that I feel would be the easiest to throw into my day to day vocabulary would be the terms elicit and emit. Elicit is easiest to remember because it is the behavior that someone else is trying to make another person behave. Emit is when the individual is doing a behavior in response to an elicit manipulation. These terms and definition are used in my everyday life when someone wants me to do a certain behavior and I emit to that with a certain behavior response.

The term that I found that would be the most difficult to use would be establishing operation because I had a very hard time coming up with my own examples and fully understanding the definition to use the term correctly. The only way I feel like I will be able to use these terms and understand them more often would be the examples and responding in class and asking questions. This section was very hard to understand and to use the terminology correctly in my own words and examples.

Section 1.3

1.) Three things I will retain after reading section
1.3 is how to emit the behavior of practicing the language of behavior. After emitting the behavior of practicing behavioral speak in class, my level of knowledge will have a desirable consequence. I will also remember how to properly use elicit and emit. Practicing the language of behavior in class elicited many examples to refer back to. The last thing I will remember is that depending on the antecedent the consequence to a behavior could be aversive or desirable. I will emit the behavior of remembering from the homework that was reinforced to be completed in order to avoid an aversive consequence in class.

2.) The examples elicited in the chapter were easy to understand. They will emit the behavior of reviewing them in order to create a desirable learning environment in class.

3.) I found the beginning of the chapter to be rather aversive. I felt reinforced to reread it, to avoid an unpleasant consequence in class. After emitting the persistent behavior I felt more comfortable as an outcome.

Section 1.4

1.)The concept of discriminate stimulus was a term that elicited my attention by reinforcing that it could be used to modify my behavior. This was interesting to me because by using this stimulus, my behavior could be modified as a consequence. The easiest terms to incorporate into my everyday vocabulary will be aversive and desirable. I will have trouble emitting the behavior of incorporating punishment and reinforcement in my everyday language as a consequence of not practicing more. I could facilitate my learning from eliciting behaviors in class that reinforce me to participate.

Section 1.3
The three things that stood out for me the most in this section is the translation of behavior modification to English , the emit and elict terms, and translating our own sentences into behavior mod. I think these stood out the most because this is a very important section in using behavior modification in my own life and being able to translate it is a very key use with the many terms that are thrown into it as well. I really liked the fact of myself writing out the sentences and knowing I make mistakes and even already trying to fix them. I disliked how in some parts of the writings the directions were a little unclea, but I think I’ll get used to how they give us a chance of freedom.
Section 1.4
I found that the most interesting concept to incorporate into the language is the elicit and emit behaviors most interesting because you are able to change your own behavior and possibly change your own in the everyday world. It also is the one that seems to be happening the most frequent to relate to my life. I think a few of the words that will be easier to incorporate into the language are words that you can relate most to one’s life and own behaviors on a daily basis such as emit, elicit, response, reinforcement, punishment, and target behavior. The words that I don’t believe would be used quite as much would be extinction, deprivation, establishing operation, and satiation for example just because the uses of them would not be used as much so it may be more of a challenge to put them in sentence form. I think the easiest way to learn these behaviors the quickest is to relate them to everything one does and always ask questions.

1.3
I emitted the behavior of reading this chapter and in return I was reinforced by learning the information. I learned the difference between emit and elicit. Emit is something you do, and elicit is to make a behavior occur. During the chapter I emitted the behavior of filling in the boxes of examples, and to reinforce that I got the answers correct in class when called upon about emitted and elicit. In this chapter I also learned about establishing operations and how they are used to help reinforce a reinforcer. The third and final thing I took away from this chapter would be the term extinction. Extinction refers to a period of time that something is not reinforced. I had a pleasant response to the examples for elicit and emit in this chapter, because I am still a bit confused about the situations in which to use these terms, but the chapter did help. I had an aversive response to the many example boxes that almost because repetitive after awhile. I could say that I became satiated with all these examples as reinforcers.
1.4
I emitted a very similar behavior as stated above, by reading this chapter and being reinforced by learning the information at hand and being able to use that information in class. The concept I learned in this chapter that I found to be the most interesting would be the term satiated. I’m not sure why, but I seem to find this term easy to use, and kind of fun, still not sure why. The terms I find easy to emit into my daily behavior would have to be reinforcement, response, behavior, punishment, aversive, pleasant. Pretty much all the really simple concepts, but I also had trouble with a couple. I had trouble knowing the difference between emit and elicit, and using them in the right context. I’m still not for sure if I am. I think order to emit the behavior of learning these terms I need to cover many situations where I can correctly use these terms, thus reinforcing myself by learning them in the correct way, and being able to partake in class discussions because of this.

1.3
While attempting to emit this writing in behavior speak will help reinforce it in my mind, I did not see it as fun. One thing that will be reinforced by emitting this assignment is that learning the language of behavior is like learning a different language. The assignment elicited an anxious response when attempting to reinforce these terms into everyday language. When the assignment elicited us to emit a writing example, it was reinforced into our vocabulary. I will also remember the difference between reinforcement/punishment, reinforce/punish, and reinforcer/punisher. While we already were reinforced in the previous chapter about these, emitting extra practice further increased the reinforcement. I think emitting practices in class was more reinforcing than the chapter. Emitting the class activities provided feedback from Dr. MacLin instead of guessing if we were correct.

I liked some of the redundancy of this chapter. It helped us get used to writing and speaking in behavioral speak even more. I disliked guessing what the author meant in the first exercise. I was completely wrong and would have liked if after the exercise there was some direction/feedback.

1.4
I thought that deprivation was an interesting term. I think it is cool that it can affect how reinforcing the reinforcer is. Along with that, an establishing operation is interesting, although a little confusing at first. If you can turn an okay reinforcer into something even more reinforcing, I think that it is useful and interesting to think about.

I think that elicit and emit are terms that are easy to incorporate because it is basically the ABC’s. Everything can be turned into behavior speak, even if it isn’t easy. I also think that punishment and reinforcement and their forms are easy to turn into regular speak because like the previous, it is in almost everything. Response of course is easy to incorporate since it just means behavior, and operant behavior goes along with this. I think target behavior is also easy since it is the specific behavior.

I think that using discriminative stimulus will be difficult because it isn’t something we are used to. I also think that establishing operation will be difficult because it was a tad confusing and that it is hard to think of things that are establishing operations. While I understand deprivation, I also thought that was hard to write three different types in the exercises. I think that just practicing them even more and doing them in class like we did today will help make these easier to use more often. I think it will become way easier once the terms become clearer and clearer and we see examples of them used in everyday speak

Section 1.3:
The teacher assigned this assignment and it elicited some unhappiness with me. I knew this would not be an easy assignment and I emitted some angry behavior when I realized that this was not going to be an easy task. One thing I will definitely emit a memory behavior about is the emitting and eliciting behaviors. I will clearly remember emit means to actually take part in the behavior and elicit means to make a behavior happen. Reading this repeatedly is like an establishing operation because it is making the words easier to remember. The easier it is to remember, the more I will want to emit more recollection behaviors. I will also emit a memory behavior about reinforcement and punishment. There are three ways to use these words (reinforcer, reinforce, reinforcement, punisher, punish, punishment). Another thing I will remember is how hard and confusing talking like a behaviorist is. I have a really hard time not emitting an over thinking behavior which will create an aversive environment for learning. I always think a positive punishment could be negative reinforcement and negative punishment could be a positive reinforcement. One thing I really emitted joy over was the “elicit and emit” concept. I think I understand that a little better than the other stuff, so that knowledge naturally elicits me emitting interest. This assignment is something I will emit distaste with. It is very difficult for me to write like this and my grade will probably be a punisher.
Section 1.4:
Satiation is probably the term I found the most interesting. I have experienced this in multiple situations where I have been reinforced with a stimulus and I no longer desire that stimulus. The reinforcement no longer works after I have become satiated to a certain stimulus. One of the terms I would be able to use every day, outside of satiation, would be reinforcement, punishment, and deprivation. Deprivation will not be too difficult for me because I have heard this term in everyday life. It elicits a response from my past experiences. The repetitive nature of the chapter will elicit a favorable memory response with reinforcement and punishment. Establishing operation and discriminative stimuli will be pretty hard for me to incorporate into regular life. These terms are really hard for me to understand, so emitting it into everyday language will not be easy. Once I hear these terms more often, read them and work them into my everyday thought, it will be easier for me to understand and use more fluently.

1.3
This chapter was helpful in using positive reinforcement by questioning our vocabulary and having us emit a response to those questions was one thing that will stick out to me because it was very helpful. One thing that will also stick in my mind will be the difference of reinforcement, reinforcer, and reinforce- and vice versa for punishment. Knowing these terms will avoid aversive consequences in the future, thus positively reinforcing my behavior of learning. The third thing that will stick with me will be the emitting behavioral talk through fables we did, the reason for this is because it was just interesting to see the terms in real use.
One thing that I really enjoyed in this chapter was using the behavior of improvisation to better understand the use of our terms, doing this negatively reinforced our learning by taking away our anxities of these terms.
One thing that was aversive in this chapter section was the use of the fables and emitting the information in the terms of behavior modification. True this was something that was very memorable to me and helpful, yet aversive.
1.4
One term that I found the most rewarding in this chapter section was establishing operation. An establishing operation is something that makes the reinforcement more reinforcing to the person or non-human animals. The reason I find this the most interesting was because during class it was the most discussed and debated topic in class today.
The terms that I believe will be the easiest to incorporate into emitting posts would be: emitting, both reinforcement and both punishment. These will be the easieest because any behavior can be "emitted" and any behavior is followed by a consequence that is either "reinforcement" or "punishment".
I think a term that will be hard to incorporate into your everyday speaking would be elicit because it doesn't roll off the tongue or fit into sentences well which can be frustrating and positively punish you into lowering the frequency of your use of the word. I think the only thing you can really do to use these terms and not be afraid of them is to use them frequently and just get used to using them.

1.3
1. I will remember the idea of extinction for how something apparently aversive can be a reinforce as it elicits a positive or desired response. In a period of extinction, one may emit a desire to have the thing which is now extinct. For example, if I am deprived of food for a longer than usual period of time-that is I am experiencing a form of extinction-I may emit a walking behavior to a local grocery store or restaurant where I would then emit money to pay for food which would reinforce my actions as I would receive food as a reward for receiving my desired outcome. Aesop’s Fable of the crow made this point stick out to me most. The emitting of the work from Aesop’s Fables, elicited a positive response as I found the work to be more enjoyable. Thus, I was reinforced by comprehending the idea of extinction.
2. I will remember the actual practice of speaking and writing in the language of behavior. Through the emitting of information in the text, I elicited a reading behavior, which helped me to emit the knowledge I thus learned in the form of behavior speak, which was reinforced by my understanding and participation in the class discussion and further activities related to behavior speak.
3. I found the idea of phrasing “the turning of the door knob” as “manipulating” the door knob to be especially interesting. I enjoyed the page that had sentences already in behavior speak and required us to translate them back to lay man terms. It helped me to understand better how to inversely phrase things in behavior speak.  to say that I opened the package and received a present could be phrased differently based on what I learned in this chapter. Ex. : the manipulation of the wrapping on the elicited package emitted a present that reinforced my opening of future packages.

One thing that I really liked about the chapter was the writing project about the dog at the end of the section. I found it interesting and fun and it helped me to better understand the chapter by leaving me with one final thought. It also challenged me as I had to think more about how to practice the new concepts presented and phrases I learned. The eliciting of the information in the story about the dog, emitted a response from me, that was reinforced by the understanding and learning that came as a reward of reading and comprehending the desired work.

I really disliked how the chapter began. I had a bit of a difficult time getting into this reading and I found myself procrastinating severely on this assignment. For some reason, I found fewer points of interest in the introduction to this chapter. Perhaps it is because it used bigger words and seemed more “standard” or “traditional” textbook like. This may just be in comparison with the first two sections of this chapter that were fun and simple to comprehend. I don’t like that is started with longer paragraph format without a writing activity or story to break the ice. I really enjoy the writing activities-they can be a pain when I’m in a hurry, but they help with my comprehension and benefit my learning. They keep me honest. I wish there were more relational stories and activities in the beginning of this section of the chapter. By emitting larger words and paragraphs in a more complex manor, I emitted an initial dislike for the beginning of this specific course material. That response was aversive as it resulted in my procrastination and lack of desire to complete the reading as it deprived me of more enjoyable activities. This period lead to an extinction from my homework which ended as I realized that I would be rewarded if I found another way to understand and complete the work. This reinforcement would be an improved grade.

1.4
I liked the term target behavior. I actually liked the concept in general. It was short, sweet, and simple. I think that it’s important to know the target behavior as it is the apparent reason behind all of the general actions. This term is important because, in many ways, though it is simple, it is the base of all of the concepts and terms that follow (why do anything if not to reach a targeted behavior).

I think that many of the terms will be easy to incorporate into my verbal and written communications about behavior as I will have to not only use the terms for this class, but also for further education. There were a few terms that I already use like deprivation, extinction, reinforcement, and manipulation that will be especially easy. Thanks to this chapter I will use elicit and emit more freely and easily. Also, reinforcement, punishment, self-reinforcement, and target behavior have become fairly simple.

The term operant or operant conditioning is one that I still struggle to understand and I hope that we continue to go over it in class. I struggled with fully grasping that concept. I also struggled with the idea of discriminate stimuli as it strongly related with the operant response idea. I struggled mostly with the end of the chapter. Perhaps that is in all honest because we didn’t cover it as much in our class discussion today. Most of my learning is done in lecture and activity format. NOT READING. Perhaps that is a contributing factor to my lower level of understanding in this category. I also think that they are not as common of concepts/terms as the ones that came to me more simply. The above terms I listed as easier seem to have more overlap in my personal vocabulary and perhaps other subjects. I have learned them in the past. Operant response, discriminate stimuli, and establishing operation were slightly newer and more difficult for me to grasp.

The more I use and practice these terms the easier it will become. It will also help me more to practice them in the class section. It will also do me good to pay better attention in future classes than I did today. My focus was not working at its best today. Perhaps it was the long weekend. I’m sure it will approve along with the week and my knowledge of these terms. Practice makes perfect.

1.3 Because Dr. MacLin elicited my sense of responsibility by assigning the reading, I emitted the behavior of reading. I had a pleasurable response to certain sections of the chapter and therefore will emit the behavior of remembering them. These sections were the correct use of emit and elicit, translation of regular language into behavioral language, and establishing operations. To emit means to do an action. To elicit means to force a behavior to be done. Establishing operations are procedures that make reinforcers more reinforcing, such as starving a rat in order to make the reinforcer of food more effective. These terms and behaviors elicit a behavior of remembering in me because the behavior of learning a new language is pleasurable to me. This involves all stimuli associated with learning a new language, meaning vocabulary. I find the behavior of learning a new language pleasurable and therefore reinforcing said behavior will be easy for me to do. I found the Aesop's Fable section to be aversive. I was not able to reinforce the behavior of translating in that situation.
1.4 I found the term deprivation to be the most interesting because even though I had heard of that word before, I had never heard of it used in terms of behavior. I think the terms emit and elicit will be easy to incorporate into language about behavior because they can basically be used in any situation where the ABC's are applicable. Elicit means to cause a behavior to be done and emit means to do a behavior. I think the term operant behavior will be difficult to incorporate because I'm not completely sure how to use the term "operant behavior" since it is so vague. An operant behavior is any behavior that will have a consequence. Like I said, vague. I think I would be able to facilitate learning this term by trying to use it in my behavior speak more often until I'm used to using.

1.3
There was quite a bit of information to take away from section 1.3, but the three things that stuck with me. The first learning the behavior of speaking in behavioral speak. I will most likely remember this the most because I found it to be very aversive in the begininng as I emitted my reading behavior on section 1.3. I found the tip that said if I was finding it frustrating, I was leaning the material and if I was bored, I had already learned the material. It is something that I am still continuing to learn. The second thing I will take away is the continued practice of using reinforcement and punishment. Emitting the behavior of practicing brings about a positive consequence in a better understanding the terms. Third, I will take away the difference between elicit and emit. Now that I have leaned the difference, I find it aversive if I hear them being misused. I emit the same kind of punishment as when people misuse the terms 'borowed' and 'lend.'
The part of this section I really enjoyed was again learning the correct way to use emit and elicit. Feeling confident in emitting the correct behavioral speech gives me reinforcement.
The part of this section I did not enjoy, well at least in the beginning, was translating the stories and fables into behavioral speak. At first I thought it was some type of punishment, haha, needless to say I found it aversive.

1.4
There were so many terms to learn it is hard to choose just one, but as I emitted my reading behavior on seciton 1.4 I enjoyed the term, 'Target Behavior.' The reason I think I enjoyed this term over some of the others is that it was easier to grasp and in return it reinforced my reading behavior I was emitting.
Some of the terms that elicted an easier abilitly of incorporating them are: Target Behavior, Response, Emit, Elicit, Satiation, and Deprivation. I will be more likely to emit these terms in my everyday written and verbal communication about behavior because they are more concrete terms that are easier to grasp. Also, reinforcement and punishment will be easier to emitt as well because I have had more practice with these terms.
Operant Behavior and Establishing Operation will most likely be the terms I have the hardest time incorporating into my everyday written and oral communication about behavior. The reason being is that I did not emitt a behavior of attending class this week so I haven't been exposed to some of the examples to better my learning behavior. I wasn't able to grasp these terms as easily as the prior mentioned.
I believe I will be able to emitt a better understanding of these terms as the semester goes along. Along with a continued practice of all terms as the continue to build on the knowledge we've already learned.

Section 1.3
After emitting a reading behavior of this section I learned a lot. One thing that I will remember is how to speak in beahvior sentences. I will also remember the differences between Elicit and Emit, because the assignment elicitated me to emit a learning behavior from practicing using these two words. I will also remember Establising Operation and Extinction after emiting the story into behavioral speak. This is something that I like about this section was the stories we were elicitated to emit into behavioral speak. It made the assignment more interesting while practicing how to emit behavioral sentences. One thing that I disliked about this assignment was how aversive it is to use behavioral speak. I still find myself struggling to use the vocab when speaking behavioraly.
Section 1.4
After emiting a reading behavior of this section the term that I found most interesting was establishing operation, which is something that causes the reinforcement to become more appealing. I found this interesting because I never thought of making a reinforcement more reinforcingm, but by doing so you can increase the lkelyness of of controlling the target behavior that you want to change. The easeir terms that I will be able to incorporate into my everyday life would be Target behavior, Deprivation, Satation, Emit and Elicit. The harder terms for me to incorporate into my everyday life are Operate behavior and Discriminative stimulus. These terms are most difficult for me because I don't feel like I understand them well enough, which makes them difficult to use correctly, however, I think that the best way to to learn these terms would be to keep practicing by putting them into behavioral senctences.