Reading Activity Week #4 (due Tuesday)

1.) The first concept I will retain from emitting the behavior of reading section 1.5 is how important it is to be specific and precise when it comes to describing behaviors. The example of John being distracted in class due to a particular student eliciting naughty behavior explained the importance of being specific when describing behavior. The student’s aversive behavior was inappropriate at times, but reinforced at other times. John’s focus emitted distraction from these aversive behaviors he decided to distinguish them by determining the difference between appropriate and not appropriate. The second concept I will retain from section 1.5 is the importance of emitting a distinction between behaviors and target behaviors. Target behaviors elicit a specific description that anyone would be able elicit recognition. This is important because it makes it easier for everyone to understand which behaviors will be followed with a consequence and which ones will be positively reinforced. The third concept I will remember is that many behaviors are topographically similar, but require specific instruction to be elicited, especially when working with young kids. Many behaviors they demonstrate can either have desirable or aversive consequences. It just depends on the situation and the target behavior.

2.) One thing that emitted a desirable read for me in this section was the examples that were given after the reinforced terms. I found these to be helpful in emitting the behavior of behavioral speak throughout this exercise.

3.) One thing I found less desirable was the lack of words from previous chapters. This reinforced me to reread older chapters in order to avoid an aversive consequence of misusing behavioral speak in class.

1.) The first concept I will retain from emitting the behavior of reading section 2.1 is the reasons individuals decide to elicit a change in their behavior. The reasons are; the behaviors bother us (the individual), the behaviors bother others, the behaviors may lead to trouble, the behaviors are illegal. Certain behaviors may elicit an aversive consequence that is reinforced by law enforcement, teachers, parents, etc. Due to these aversive outcomes, most individuals elicit a change in their behavior by self reinforcement or are reinforced to emit themselves to receive help for their behavior. This is an important concept to remember because it is reinforced in many psychology classes and careers, such as substance abuse counselors. The second concept I thought was important from section 2.1 was B.F. Skinner’s theory that reinforcement should be elicited whenever possible. Punishment is typically viewed as being an aversive consequence. When an individual is distinguishing a certain behavior, it is typically aversive and elicit a behavior of acting out. This is an important concept because many individuals elicit punishment as a consequence to aversive behavior. I believe reinforcement can act as a desirable form of behavior modification. The third thing I will remember from section 2.1 is the reinforcement of the ABC’s. The examples of behaviors can almost always be reinforced by the ABC’s. The more advanced the readings become they are still elicited through the antecedent, behavior and consequence.

2.) One topic that emitted a desirable consequence after reading this section were the examples of behavior elicited in real world examples. The reasons for modifying behavior in order to avoid aversive consequences involving law enforcement were very clear to understand and likely to help other understand why there are many areas of reinforcement.

3.) One topic that was less desirable in this section was how lengthy and wordy the reading was. Although in order to avoid an aversive consequence, I emitted a patient behavior to avoid becoming frustrated as an aversive consequence.

Section 1.5
I will remember topographical classes of behavior because this term is very observable in everyday life which is desirable to me. I will also remember functional classes of behavior because the definition is very straight forward which elicits a desirable response from me. I will remember target behavior because the term elicits an aversive response from me and this section also elicited me to emit a writing behavior several times.

I really liked the term topographical classes of behavior because the idea that one’s behavior is not all that it seems is desirable to me.

The term target behavior elicited an aversive response from me because one has to be very specific with this term. I feel that there is no end to how specific the target behavior could get therefore creating lengthy and unnecessary details which is undesirable to me.

Section 2.1
One thing that I will remember from the chapter is that one does not learn anything from punishment but rather learns to act out the behavior at a different place or time. I will remember this because the idea that one should be reinforced instead of punished is desirable. Another thing I will remember is that behaviors can be reworded so that a reinforcement procedure is used instead of a punishment procedure. I will remember this because the idea of making a procedure focus on the positive is attractive to me. I will also remember that the discriminative stimulus is an antecedent because it sets the stage for a behavior. I will remember this because it ties two terms together which is desirable to me.

One thing that elicited a desirable response from me was the exercises that asked for examples of our own behavior. This elicited a desirable response from me because by emitting the behavior of giving examples I was able to tie the course content to my own life.

One thing that elicited an aversive response from me was that there were not any exercises that corresponded to establishing operations. This elicited an aversive response from me because I didn’t feel like I got adequate practice using the term.

1.5--There are many things that I think I will remember from emitting a reading behavior for this section.
1. One concept I will remember is the topographical examples. These examples are things that are emitted in everyday life, and some act as reinforcers. It was almost kind of hard to emit a thinking behavior while trying to come up with examples for the topographical section, because many things I don’t even realize in my everyday life, like different waves or smiling. Many of the topographical functions depend of the antecedent.
2. The second thing I will remember is the target behavior section. I thought it was good to emit a thinking behavior while trying to come up with examples. Sometimes thinking too hard elicited an aversive response, since all the examples needed to be so specific, and I wasn’t sure I was doing it right, but it was good to emit a practice behavior.
3. A third thing I will remember from this section would be a new term that we have not discussed yet, baseline. The baseline is a “starting point from which the success or failure of the behavioral intervention is measured.” The term baseline relates to target behavior.

One thing that I really liked about this section was emitting a practice behavior, and that there are examples that you can look off of. Starting to actually understand what I was doing elicited a positive valence, as well as positive reinforcement. Also, there were not AS MANY practice problems, which was nice as well. Sometimes I think there are too many, which sometimes takes up too much time which elicits an aversive response for me.

One thing that elicited an aversive response for me would be the lack of examples on inter observer agreement. I feel that I know that it is, but emitting a practicing behavior would definitely help.

2.1—After emitting a behavior of reading section 2.1 I think I remembered many things.
1. One thing that I will remember is the 4 reasons to change behavior. 1. The behaviors may bother us (ourselves) 2. The behavior may bother other people 3. The behaviors may lead to trouble for us and 4. The behaviors may be illegal. I thought these were interesting, and they really relate to everyday life, which makes me remember them more.
2. Another thing I will remember from emitted a reading behavior would be that discriminative stimulus is the antecedent. I was a little confused on the concept discriminative stimulus, but the example used helped me, and it was changed from an aversive to pleasurable response.
3. The third thing I will remember from section 1.2 is doing the example that emitted us to change our behaviors we wanted in increase, and turn them into desirable behaviors that could be reinforced. I thought that activity was helpful because it showed me how differential reinforcement of other works (DRO), and it got me to emit a new learning behavior.

-One that that elicited a pleasant response from me was reviewing things we have already emitted. Even though I understand the ABC’s, going over them one more time is always a positive thing considering many students learn things and then just forget them after a few days.

-One thing that was aversive to me in this section would be that I did not fully understand establishing operations. I think that if I could have emitted a practicing behavior that related to establishing operations I may have elicited a more pleasurable response, and possibly been able to relate it to real life.

1.5
After emitting a reading behavior, I found that reading the section on target behaviors to elicit the most pleasurable response. When speaking behaviorally, at least when I first started the class, I assumed that I was being specific enough when discussing target behaviors; but a person can always get more specific. For example, I could say that I would like to reinforce the behavior of completing my homework. Sure finishing my homework is a good thing, but is staying up until five in the morning to prepare for my 9:30 am class? That is punishment in itself. So clearly I would need to restate that the target behavior I would like to reinforce is that of emitting a homework finishing behavior, as soon as time allows.

I also found the section on Inter-observer Agreement to be quite interesting as well and was an establishing operation for the section on target behavior. The inter-observer agreement needs to be high if they are looking to form a baseline on the behavior being monitored, or to make sure that the correct behavior is being reinforced. If one observer does not reinforce the target behavior because he does not have a clear understanding of what the target behavior is, it could cause extinction, either altogether, or just when that observer is watching, which can cause the data to be skewed.

I will also remember what a topographical behavior class is, which is incredibly important in clearly defining the target behavior. Behaviors may look similar, but may not function in the same way. For example, whistling looks the same regardless of the reason you are emitting the behavior, but can have different purposes. I usually whistle because I have a tune stuck in my head. Many people may whistle because they are trying to get a person’s attention, cheer on their favorite team, or let a female know they find her attractive; all the same behavior, but all with very different consequences and antecedents.

What I especially enjoyed from the chapter was John as the example. It followed him throughout the explanation of target behavior and really reinforced the reason you need to be specific when looking to reinforce or punish. It also put behavior modification into a real-world situation and helped to connect purpose to the class.

There was not one thing that I really did not like about the chapter, I would just like for the discussion on topographical and functional behavior to be discussed and explained more in class. I feel as though more examples and more discussion on the topic can help build and reinforce the knowledge elicited by reading the chapter in this book.

2.1
I found the section on why we change behaviors quite interesting because it describes the four reasons, broadly, why we would want to change a behavior. I myself took this class because I thought it would be fun to manipulate and possibly alter a person’s behavior to benefit myself, but I have learned that I can change my own behaviors as well. Overall it was just very interesting to read the different ways behavior modification is applied today and the examples that go along with it.

I will also remember that using a reinforcement procedure is much more reinforcing than using a punishment procedure (B.F. Skinner). Until taking this class, I would not figure this to necessarily be completely true. When you think about altering a child’s behavior, many parents use a punishment procedure. Rather than reinforcing and rewarding a child for holding your hand when crossing the road, they get yelled at if they get too close without a parent near. One example from this section that really stood out in my mind was when it was said that if the behavior is punished in one antecedent, they may stop under those conditions but still appear in a different one. This is clear when I think back to high school. My mom always told me not to procrastinate and would negatively punish me by taking away my television privileges if I did. Now that I am in college, I find myself emitting a procrastinating behavior often.

I also will not forget the differential reinforcement of other (DRO), changing a behavior that would usually be punished into one that would be reinforced. I always find that reinforcement is always a better idea, just because it is the nicer thing to do. B.F. Skinner proved through science that it is also the more effective approach to changing the target behavior.

I really liked how the diagram showed that the consequence and antecedents affect each other. When reading the first chapter of this book I did not really see the connection, but after further examples and explanations from this chapter, it is very clear to me. I did not especially enjoy the section on satiation and deprivation because it was very clear to me from the first chapter what each was and how they affect behavior, so in this chapter it was just repetitious.

I will remember the term Target Behavior since I have been continuously positively reinforced to use this in terms of how often the term comes up and the addition of questions being asked in class about the term. i will also remember the difference between Topography and functional behaviors since I am being reinforced to learn these terms for class the next day where the addition of being called on to answer questions makes me want to read the chapter. In this chapter I really enjoyed the use of the antecedents that helped to explain the different terms that were being introduced. This helps me get a visual picture in my head of what said term is and then I can store it better and then be able to recall that term using the visual clues from the text. I wish in the chapter that there had been more boxes to fill out. After being positively reinforced by the addition of points to my overall score I have been filling out the boxes in the text and because the frequency of that target behavior has increased so has my learning of the material since I do do the work.

I will remember that reinforcement is better than punishment most times because it was present in such a way with the boxes asking about my own behaviors that I now wish to try it on myself. I will remember the four reasons to change a behavior because of the examples that were provided elicited me to emit a remembering behavior because they were easy to understand. Finally I will remember the four reasons for using reinforcement over punishment because the reading elicited me to want to emit a behavior or trying the techniques out on myself. I really liked how the chapter related to my own target behaviors and the one's I wished to modify within myself. I disliked the repeat of the ABC's because re-reading this after I have already being studying it elicited me to emit a behavior of not reading carefully the rest of the chapter.

1.5

One thing that will elicit me to emit a remembering behavior from the section is the Functional vs Topographical discussion. If certain behaviors look similar doesnt mean they emit the same meaning. Another thing I'll emit a remembering behavior about is the part on context. The antecent is very important in emitting a behavior or one may elicit undesirable consequences. The third item that will elicit a remembering behavior is the part that talks about how there are four possible outcomes when you try to emit a reinforcing behavior.
The part of the chapter I emitted a liking behavior to the most is the examples given for the functional vs topographical concept. For me, it emitted a clear picture painting behavior.
The part I didnt like as much is the Inter-observer agreement section. This part elicited a slightly confused behavior from me. Of course, the problem probably is that I am emitting a "thinking too hard" behavior when it's more simple than it looks.

2.1

One part that will elicit a remembering behavior from me is the naturally occurring punishment section. It is easy to read and relatively self-explanatory so it shouldnt be difficult to emit a remembering behavior. Another section that should be easily remembered is the part about restating behaviors that I'd like to decrease into a desirable behavior. This is a good concept because it turns behaviors we would normally elicit a punishing response into emitting reinforcing responce for incompatible behaviors. Thirdly, a section that will elicit a remembering behavior from me is the part which does a review of the importance of antecedents. For example, in the context of the home, cursing at your mother would elicit the punishing response of getting your mouth washed out with soap, thus (hopefully) decreasing the frequency of emitting a cursing behavior towards your mother.
The part of the chapter which elicited a liking behavior from me is that part that discusses deprivation and satiation. The example used with the pigeon and grain made the concept easy to grasp.
The part of the chapter which elicited a disliking behavior from me is the part that goes into behaviors that bother us about ourselves, others or might lead to trouble. That section elicited me to feel unsure of what I was doing.

Section 1.5
I will emit a greater remembering response to three things in this section, the first of these being the difference between a functional behavior and a topographical behavior. The functionality of a behavior is its purpose. When we see a behavior though, the way they look is what is topographical. The second thing I will emit a remembering response to is to be specific about behaviors. We must target certain behaviors in order to be clearer about what we want to modify. The third thing that elicits a remembering response from me is the concept of intervention. Interventions are consequences that are administered before a particular response is emitted.
I really liked the different chances to find the target behavior out of generalized things. Being able to emit a writing response helped to better understand that it is important to be specific about what behaviors you want to modify. I disliked the functionality vs. topographic aspect simply because it’s a little confusing to me.
Section 2.1
There are at least three things that elicit a remembering behavior in this section. First, is why we change behaviors. We change them for one of four reasons: the behaviors bother us, the behaviors bother others, the behaviors are illegal, or they may lead to trouble. This seems pretty straight forward, but I will emit a remembering response to these because they naturally occur. The second thing I will remember is Skinner’s belief on how a behavior should be taught. He says that if you want to teach a new behavior, it is best to use reinforcements. Using punishment will only make a person emit the behavior in a different environment. I will emit a remembering response to this frankly because I think it’s an interesting concept which elicits the response from me. The third thing I will emit a remembering response to is that the antecedent is something that triggers a response. A consequence to a response can cause the antecedent to trigger a different response in the future.
Like I mentioned before, I enjoyed the thing that B.F Skinner said about reinforcement and punishment. I don’t know why, but for some reason it elicits response from me that wants me to do an experiment on it. But I disliked the mentioning of the fact that a commercial can be a establishing operation, simply because I hate the fact that they elicit me to spend more money than I have.

1.5
1. I will remember topographical because it's interesting how we do the same behaviors but they are elicited differently in other places. Another thing I will remember is functional, because there are so many ways to do the same behavior and get different responses. The third thing I'll remember is target behaviors because it specifies a certain task and focuses on reinforcing or punishing the behavior.
2. I enjoyed learning about how important context is. It's interesting to see how the context can change the behaviors.
3. I disliked trying to define target behavior in three different ways. It is a specific behavior that I found kind of difficult in explaining, besides the fact that it punishes or reinforces a specific behavior.

2.1
1. I will remember from this chapter that we wrote down things that we personally want to increase. Writing these down helped to elicit the behavior to keep doing them. Same goes for writing down things that we want to decrease. Another thing I will remember from this chapter is how we can have the same behavior in situations, but change the antecedent and consequence with punishment and reinforcement and it's completely different.
2. I really enjoyed listing the terms that we learned from chapter one. It reinforced me that I'm actually learning and that it made me want to keep reading.
3. I disliked that they used coca-cola as an example of establishing operation because it is my addiction and it elicits me to want to drink it everytime I see it.

The first thing that I’ll remember from section 1.5 is that behavior can be separated by either topography or functional classes. Topography classes are behaviors that may look different but have a similar meaning. The book used the example of a wave. Functional classes are behaviors that look similar but have a different outcome. The example for this was opening a door – the behaviors to do it don’t necessarily look the same, but they serve the same purpose. My own example of topographical behavior would be something like a smile. There are many ways to smile, but they all look like a smile. However, smiling doesn’t just mean you’re happy to see someone; it can mean many things and serve many purposes. My example for functional behavior would be driving – it may look very different from one person the next, but they are all driving for a similar purpose, to get somewhere. Honestly, I’ll remember this one because it’s incredibly hard to come with examples for it!!
The second thing I’ll remember is target behavior. Part of the reason is because we’ve talked about it before. It’s basically the behavior you want to change through reinforcement or punishment. However, I did learn some new things. I learned that the behavior has to be defined very specifically. This is for two reasons. One is so the people observing it know exactly what they’re looking for. The other is so the person changing the behavior knows what they’re changing (if it’s self-directed change). An example would be losing weight. In order to change the behavior, we need to define what exact behavior we’re changing to lose weight. So I could say something like, “The target behavior is to eat 4-6 oz. of meat, a cup of veggies, and a cup of rice or some kind of carbs every night for dinner. No other food is to be consumed (with or after this meal). If this is done, I will reinforce myself with a shrinking waistline.” That is highly specific and it’s very easy to see if it’s being done.
The third thing I’ll remember from this section is inter-rater observation. We talked about this a little in my research methods class. From my understanding, inter-rater observation is when 2 or more observers to a behavior agree on when the target behavior is being followed (if it’s good inter-rater observation). The reason this is important is so that the target behavior is reinforced constantly. If it’s not, it could lead to extinction or even to supersuitious behavior. I will remember this because it makes sense and because it helps me remember what extinction and supersuitious behavior is.
One thing I liked about this section is that I feel it explained things a little more clearly. I wasn’t confused with any of the terms. Obviously I liked this because I find it aversive to be confused. One thing I didn’t like is that there weren’t more examples of topography and functional classes. Because I felt it was difficult to come up with my own examples, it would have helped to have more examples to think about. The definitions weren’t confusing, though, so that’s good.
The first thing I’ll remember from section 2.1 is that you can change almost any behavior that you want to decrease (punish) into a behavior that you want to increase (reinforce), and that increases the chances that you’ll actually change the behavior. I’ll go with a weight losing example again. I could phrase it as, “I need to decrease the number of unhealthy food I eat.” However, this doesn’t sound as good as saying, “I need to increase the number of healthy things I consume.” I’m really saying the same thing, but when said in a reinforcing way, it’s easier to do. I’ll remember this because that’s the way I think of things. I try not to focus on the negative, but on the positive. Now I know there’s behavior speak for it.
The second thing I’ll remember is that discriminative stimulus is another way of saying antecedent. I really hadn’t noticed that before, so now that it’s linked in my mind, it’s easier to figure out what the discriminative stimulus is. For example, A (antecedent) could be my alarm going off. B (behavior) would be my waking up. C (consequence) would be turning off the alarm. The discriminative stimulus is the alarm. I don’t have to wake up. If I’m sleeping deeply enough (like my husband does), I won’t wake up. I could also set the volume low so that it’s not so annoying. The reason I’ll remember it is because it’s linked with antecedent, and it helps me with both words.
The third thing I’ll remember is that animals are usually reduced 10% of their free feeding rate in experiments including deprivation. I think I’ll remember this because: a. I’ve read it so much, and b. it’s a totally random fact that I’ll probably never really need. Of course I’ll remember that then! However, it is interesting that they’re reduced 10%. It makes me wonder how they came up with that. Is that when deprivation works best? Would 5% be just as effective? Too bad deprivation would make me eat everything in sight; I’d like to be 10% lighter.
One thing I really liked from this section is that it was pretty much a review. It was nice to go back over some of the terms and link them with others to really cement it in my head. One thing I didn’t like was that it was kindof long. Since we had already gone over the stuff, I think that some of the explanations weren’t as needed and that could’ve cut down on the amount of pages to read.

**1.5- After emitting a reading behavior in the last section in chapter 1, I will remember the three terms of topographical, target behaviors, and functional classes. The reason why I will remember these specific terms is because Dr. Maclin elicits to understand the terms in everyday life, and I emit the behavior of reading the section to understand the terms. I really found this section to be very interesting how my everyday behaviors can be classified into topographical or functional classes. Topographical behaviors emit a “look similar” behavior and have different consequences from that specific class. Functional classes seemed to be something that I could relate to, because everyday actions could have the same outcome, but different ways to emit the behavior. The third term that I will easily remember is target behaviors, because it gives the precise behavior in detail, and the outcome is also precise. The target behavior eliminates any misclassifying.

The one thing that I really enjoyed about this section was that by emitting a reading behavior for 2 hours, I learned and understood many new terms, and I really could relate to my everyday behaviors. The one thing that I found very aversive from this section of the chapter was emitting the “adding to the blank boxes” behavior. I felt like I needed more examples to fully comprehend each term. 



**2.1- I emitted the reading behavior to the start of chapter 2. The three things that I will remember from this chapter so far would be behaviors that bother us, behaviors that bother others, and behaviors that could lead to trouble. I never really took the time to realize that many of my actions could be in all three categories. The behaviors that bother us, would have to do with the things that personally will affect that individual. The behaviors that would both others could also be something that could affect you personally, but generally it would affect the people around you. Also, emitting a behavior that could lead to trouble, could be anything from lying when you were little, thinking that it was acceptable, to continue to lie until an adult.

The one thing that I really found pleasurable about the beginning of chapter two was thinking about the behaviors that I personal emit in everyday life that I would like to increase or decrease. I found myself wanting to decrease many behaviors I had been emitting. What I found aversive in section 2.1 was having to use behavior speak in everyday life, because people thought something was wrong with me!

Terms used- aversive, emit, elicit, functional, topographical, target behaviors, consequence, pleasurable

In section 1.5 we learned a few new terms. We learned the term functional which means what they do or accomplish. Another new term we learned was topographical which means the way a behavior looks. Behavioral class is something that looks slightly different but means the same thing. Another term we learned is the baseline which means it’s the starting point from which the success or failure of a behavior.
I remember picking a target behavior we want to change and how we can use positive and negative reinforcement. I also remember reading that positive reinforcement is a better way and a more successful way to change a target behavior. Another thing I read is the importance to define a target behavior so it’s fair for everyone and what you expect is understood.
One thing I really liked in the chapter is how they talked about the importance of defining a target behavior and enforcing that target behavior whether it’s with punishment or reinforcement. This chapter was important to me because I have a four year old daughter at home and it’s really important to me that her dad and I are on the same page when it comes to changing a targeted behavior.
One thing I really disliked from this chapter or that I didn’t quite understand was when the book talked about was behavior class. I understood the examples of waving, but I didn’t understand a lot of other behavior that might emulate the same thing.
2.1 In this chapter we covered naturally occurring punishments and the behavior they elicit and the emitted behavior that occurs. We talked about targeted behaviors you want to increase are decrease with reinforcement. We had to give exact behaviors and reinforcement we wanted to do to change a behavior we hate. We also looked at how changing targeted behavior can help us change our behavior that we don’t like about ourselves, behavior others don’t like, or modify behaviors other do that we not like.
One thing I didn’t like about this chapter is I felt like all the boxes were very similar so it felt like I was writing the same thing over and over. I think this chapter helped with a lot of questions that I had in previous chapters. I liked how it went in depth with things.

I will emit a behavior of remembering topographical classes. Before reading this, I had never thought about how one behavior can have so many different meanings. Another thing I will emit a behavior of remembering is reading about disruptive behaviors. These behaviors are easy to remember and point out because they are distracting to our everyday routines. The third thing I will remember is that you need to be specific when talking about or trying to choose a target behavior. If you punish or reinforce the wrong target behavior, you could elicit an unwanted response from that behavior. In this chapter, I liked being able to apply target behaviors to my own life and see what things I specifically wanted to change, and I think this made it easier to understand. What I disliked about this chapter was the chart about the four outcomes of target behavior. For some reason this section confused me and I found this aversive.

I will emit a behavior of remembering the four reasons to change a behavior. I think these will be easy to remember because they are quite obvious, but I had not previously thought about them in this way. Another thing I will remember from this chapter is that discrimulative stimuli act as the antecedent in our ABCs of behavior. Since discrimulative stimuli can increase or decrease the frequency of a behavior occurring, it only makes sense that this would fit in with the antecedent. Another thing I will remember from this chapter is the concept of naturally occurring punishment. I had not thought about this term until I read about it, and now I am more aware of what it is and means. In this chapter, I enjoyed having to think of the terms we had learned so far. Although it may not have been that difficult, it reinforced the behavioral terms and as I thought of them I also would remember what they meant. One thing I disliked about this chapter was the long length. Since we had already gone over some of the information, I felt it was repetitive at times, but on a positive note, also more reinforcing.

1.) After being elicited by you to emit a reading behavior of section 1.5 I will remember a few important things. First, it is always important to be as descriptive as possible about target behaviors. Second, making sure that the context of the target behavior is appropriate. Third, being able to know the difference between topographical and functional. These three will stay with me because the third one has been ingrained from in class and out of class sources, and the first and second ones I will remember because the chapter covered them extensively and are easily understood concepts.
2.) I liked being able to apply the section to my own life through the boxes and by emitting a writing behavior I caused myself to be able to remember it better than just making up behaviors to change.
3.) The thing I liked the least was the amount of boxes to fill out. I understand this textbook is a work along and it is for the best to do but it seems like punishment to do this many boxes and homework inside the reading

1.) The section 2.1 was a much better read and it will be much easier to remember three things from the reading. First, there are four basic reasons why we would want to punish or reinforce someone’s behaviors. Second, not all behaviors that are punished or reinforced are caused by people but could be naturally occurring. Third and lastly, punishment doesn’t help learn a new behavior, so it is argued that reinforcement is always a better option. I will remember these three parts of behavior modification because the first one allows me to greater understand the why about behavior modification and the other two are great for expanding my overall knowledge and since this is my goal of this class it will be easy to remember.
2.) I really liked the goofy little examples of different behaviors being emitted and why we would want to change them. It helps reinforce me to remember things better when I can think of the term connected to a cartoon or particular thing like the examples.
3.) I didn’t like the idea of punishment simply have us unlearn something and having that behavior become “empty” so to speak. As if a glass that had been full of water was emptied and nothing would ever be put into the glass to replace the water. The glass or the idea of the behavior is still there but nothing would become of it.

1.5
The three things I will remember from this chapter are:
1) Functional vs. Topographical. I realized that it is really easy to possibly mistake a behavior that someone is emitting as aversive when they really don't mean for it to be. This is so because many different actions you make could look the same as something else you do, but have a completely different function for you at the time. This is memorable for me because it made me realize that I need to watch what I am doing sometimes because I may be emitting a behavior that seems rude to some people when I really mean it in a completely different context.
2) Disruptive behaviors. This chapter pointed out that a certain behavior may be disruptive in a certain context, but can be desirable in a different context. It all depends on what the situation is at the time and possibly who the people you are with are. I will remember this because it made clearer to me that some situations aren't always disruptive and really are acceptable at the time when I may not feel that they are.
3)Making your target behavior as clear as possible is very important. When you are stating your target behavior, you need to make it so that someone who has no idea what is going on will have a response of knowing exactly what you are trying to accomplish. This one is something that I will remember because it is something that I wasn't necessarily thinking about when doing my assignments and why trying to practice my behavior talk.

One thing that I really liked about the chapter was how much emphasis it put on target behavior. I think that a lot of the time we think that it is such a simple concept, which it is, but we really need to realize that it takes more detail than we think sometimes to really help someone understand what you are trying to reinforce/punish with your target behavior. I like this because it opens your eyes time and time again to this because you are constantly learning more about it as you read.

One thing that I disliked about the chapter was easiness of the practice questions. They helped, but I feel as if the past sections have challenged us a little more which then leads to a consequence of learning more and retaining the information longer.

2.1
Three things I will remember from this chapter are:
1) Reinforcement and punishment can both come from the same behavior depending on the antecedent. If you yell at a football game, you will elicit nothing but cheers from fellow fans. But if you emitted the same behavior of yelling at the library, you will not receive the same kind of response from your fellow schoolmates. This is something I will remember because it is pretty simple to understand.
2) The 4 reasons to change behavior. These four reasons are because they bother us, they bother others, they may lead to problems, or they are illegal. These are reasons that make sense to me when I sit down and think about why I change certain aversive behavior in my life.
3) It is better to reinforce than to punish. This is a concept learned in this class that will honestly be the easiest for me to remember because it is pretty clear that reinforcing someone with something they like will elicit a better response from them when compared to punishing them with something they do not like. They both have their own benefits depending on the situation but I think that reinforcement is something that works better as a whole.

One thing that I really liked about this chapter was the practice that was given that the beiginning to review on what we have previously learned. I'm not sure if this is something that will happen at the beginning of every new section, but I really like it because it helped me go back a little bit and refresh my mind on previous terminology.

One thing that I disliked was the amount of information covered. As stated in previous blogs of mine, I do understand that there is a lot of material to cover over the semester and that it is hard to keep all of the lessons short. It was just especially hard for this chapter because I felt like we were learning a lot of important and difficult things, so trying to understand all of it at once was challenging.

1.5
I will remember topographical classes of behavior because the definition emits a strong memory for me. It is desirable because I just have to think about how something looks and I will know what topographical behavior means. I will also remember that when describing a target behavior I will always be able to get more specific. MacLin elicited students to keep getting more specific which helped in emitting a memory behavior. The antecedent for this behavior was in the classroom. It was nice to practice this behavior because that will emit a strong memory behavior in the future. Another item I will remember is why it is important to emit a definition of target behaviors. Aversive behavior will continue to happen if one tries to solve unwanted behavior without first defining the behavior. This information elicits me to emit a defining behavior.
I really enjoyed the topographical classes of behavior. The definition was pleasurable because it made a lot of sense to me and was very easy to remember.
One part I found aversive was the inter-observer agreement. A confused behavior was emitted after reading it because I didn’t really know if it was an actual specific term or just a general idea. I didn’t see a definition for it which elicited confusion.
2.1
One thing I will remember from the chapter is that behavior does not respond to punishment. When one is punished, they will just find a way around the punishment and do the behavior somewhere else where they will not receive a punishment. Reinforcement is the desired behavior. Another item I will remember is the four reasons behavior should be changed. They all are really logical and elicited me to emit a thinking behavior about if there is anything else that could fall under that category. After some thinking, I could not come up with any other reasons to change behavior. The last item that stuck with me is naturally occurring punishment. It emitted a pleasurable response because I understood the definition really well. I just need to know if someone gets punished for doing something naturally, it is natural punishment.
I enjoyed realizing people do not respond to punishment and reinforcing behavior is the way to modify others’ behaviors. I will be able to apply this to my everyday life in the future and maybe even today. One part of the chapter that elicited aversive feelings was the In the context of… portion. I found it a little confusing as to what we were supposed to do.

1.5:
Three things that I will remember after emitting the behavior of reading section 1.5 are…
-Disruptive behaviors because I found it easy to emit the behavior of thinking of examples for disruptive behavior.
-Target behavior because it focuses on manipulating a certain act to happen using punishment or reinforcement.
-Topographical because I found it fascinating how people could emit the same behaviors, but they can be elicited differently.
I enjoyed the part about the behavioral classes and how the act of emitting different waves can mean different things for different people depending on where they are.

One thing that I disliked is that there were only a few examples and I wish that there had been more.

2.1:
Three things that I will remember after emitting the behavior of reading section 2 are…
-The naturally occurring punishment because I found that easy to understand with the example of being cold when going outside without a jacket when it’s 10 degrees outside.
-The four reasons why you would want to change your behavior. (bothers others, bothers yourself, illegal, or it may lead to trouble) I feel like those are good reasons to change your behavior using punishment or reinforcement.
-Elicit vs emit because these are the two behavioral terms that I find easiest to insert into a sentence or paragraph.

One thing that I really liked in section 2 was reviewing all the things that we had already learned in previous sections because I felt positively reinforced when I remembered what they meant.

One thing that I disliked in section 2 was having to come up with example s of behaviors I do that bother others. Only because it made me think that I might want to change those behaviors

Section 1.5 elicited a learning behavior for me. I emitted the behavior of learning many concepts. One concept that stood out in particular is that things can be topographically similar. This means that a certain behavior looks similar on the surface but can have many different functions. An example of this is a shouting behavior. When one emits a shouting behavior, it can mean many different things. One can be shouting to get someone’s attention, or he/she could be shouting because he/she is excited about something. Shouting is a behavior that has many different functions. Another concept I learned is that a behavior can be functionally similar to other behaviors. For example, there are many ways to get to class. One can walk, ride a bike, drive a car, etc. Although those behaviors appear different, they are still functionally similar because they all serve the function of getting to class. Another thing I learned from this section is that a certain behavior can be appropriate in one context and disruptive in another. For example, a target behavior of crying may be appropriate at a funeral. The same target behavior (crying) may be disruptive at a sporting event. The context, or the antecedent, determines whether or not a target behavior is appropriate. I will easily be able to remember these concepts because they are simple and obvious. I was also reinforced to read this chapter which elicited a learning behavior in me.
I really appreciated the fact that the section helped reinforce our learning by making us practice identifying target behaviors. I now know that a target behavior needs to be clearly defined or confusion may take place. The text thoroughly explained each concept and made it easy for me to understand.
One thing I disliked from this section was how it was so redundant and repeated information from prior sections. I am ready to move on and learn about more concepts!

One thing section 2.1 taught me is that there are four reasons why we need behavior modification. We need to change certain behaviors because they may bother others and bother ourselves, or they may be illegal or may get us into trouble. Another thing I learned is that when a punished behavior is changed into one that is reinforced, it is called differential reinforcement of other. An example of DRO is instead of drinking alcohol, one may decide to go on a run instead. Because drinking alcohol can lead to aversive consequences, one may want to engage in a healthier behavior. I also learned about discriminative stimuli. A discriminative stimulus is an antecedent that sets up an occasion for a specific target behavior. For example, desks in a classroom set the occasion for students to sit down. I will remember these concepts because the exercises reinforced a learning behavior.
I really liked how some of the exercises wanted us to describe behaviors we would like to change about ourselves. Those exercises were discriminative stimuli that set up the occasion for us to self- reflect. It made me think about all of the negative behaviors I emit in my life.
There wasn’t anything I disliked about the chapter because it was very informative and caused me to learn a lot about behavior modification.

Three things I have learned and will remember from section 1.5:
1.) In the paragraphs about target behaviors, it really stressed the importance of being precise and specific - which is exactly what someone needs to hit a target in real life. So, when I though about it in that sense, it was much easier to relate to and understand. After making these connects, I feel like this will be a concept I will remember for future reference. It was also nice to see a real-life example about how being specific is very important.

2.) Context behaviors was another subject in which I will remember. Many of us emit behaviors in certain contexts that we necessarily wouldn't emit in other ones. And by context, it doesn't always have to be referring to the place, it can also mean the people, the sounds, the smells... Basically anything you can sense as a human being. Anyway, I realized that in most of the examples listed in section 1.5, everyone who witnesses the said behavior is going to have their own opinion and idea about it. Like the examples for a student getting up and leaving the classroom. I can think of several reasons that would have popped into my head. Therefore, we must be aware of our surroundings, be specific, and pick on context clues - for some info, for some help. I think this could be a fun topic to discuss in class!

3.) Finally, the intervention. Immediately when I read this, I thought of the A&E television show called "Intervention". It focuses on one or sometimes two individuals who have some sort of addiction to drugs or alcohol. In the end, this individual is forced to face their family and friends to receive an intervention. They are given a choice between a rehab center, or the streets. Regardless of their choice, they will see consequences. However, most individuals on this show choose the rehab because the possible consequences are a much more reinforcing than the ones from living on the streets. Throughout this entire intervention process, the family and friends also shows a target behavior. Usually they give a specific time line: when they want them to leave for rehab, how long they must stay, when they can come back, and where they can live once they return. Overall, this is a memorable topic, since I was addicted to the show "Intervention" for quite some time... :)

When you think about it, it's weird how a simple gesture, such as waving your hand, can mean two completely different things in other cultures and nations around the world. Behavioral classes. I guess I never had thought about it in that way - how certain behaviors will have different reinforcers or punishers depending on the context. I really liked thinking up examples and certain instances for this one. It's fun to think of what some of our simple behaviors might mean to someone else!

One thing i disliked was the graph showing the behavior on one side and the reinforcement on the other. Dislike might be the wrong word for it, however, I was just confused when I came to that part. It took me a few times to reread through it and understand it.

Three things I will remember from section 2.1:
1.) Where discriminative stimuli fit in to the ABC's. Now that we are getting further into the material, it is much easier to tie our vocabulary together. According to the text, the discriminative stimuli incorporate themselves into the antecedent. Now that I'm starting to see the connections, I will be much more likely to incorporate more terms that we have learned into newer information.

2.) In the subject of the procedure of reinforcement, I find it very beneficial and important. Before reading this, I never really viewed it as a procedure, but it sure is! Once we have stated the behavior, it leads to several other things, such as a possible target behavior, and after that will come reinforcers. However, we are looking for the correct target behavior in the correct context. I will remember this information when it comes time to talk about context and behaviors.

3.) Finally, I will definitely remember differential reinforcement of other (DRO) because we've all been there - dangle some sort of reward/reinforcer in someone's face so that they won't be punished or give anyone a reason to punish them.

One thing I liked about this section is that it reviewed a lot of concepts that we've covered in the past few weeks. It's always nice to get a refresher - and it helps that the text tied the old in with the new.

And since I couldn't really find anything I disliked about the chapter, I will agree with my fellow classmates that it was maybe a bit long. But regardless, it was still really nice for a review. It helped me see and build connections.

1.5
This section will elicit a memory of three new ideas.
1. My mind has been manipulated into eliciting a memory of the idea of functional behaviors, or what a specific behavior is able to do/accomplish. It is a way that a person can emit a self evaluation to figure out multiple meanings behind one action. It is essentially the idea that every action/behavior could have been emitted for multiple reasons. The same action can elicit multiple reasons for occurring. I will elicit my personal memory of this concept because of the examples that we wrote on the lines that followed the text.
2. The first term introduced in this section of chapter 1 will also cause me to elicit a memory response for the concept of topographical levels. The idea that behaviors can be interpreted or defined based on what behavior is emitted on the surface. It’s the idea that some things may appear to emit an action that looks similar, yet the purpose of that action or the “function”, in reality, is different. I will elicit the memory of topography because I can relate it to the concept of a topographical map and the idea that topography represents the way things look.
3. The book’s emitting of the term behavioral class will also elicit a learned memory. I learned that behaviors can be sorted into various classes based on things like their function or topography. The example emitted by the book was a wave. Waves may appear basically the same topographically, thus they are categorized in a behavioral class together based on the topography they elicit. However, they may emit different functions. Thus, they can be categorized based on their functional. The eliciting of the wave example will help me to emit the behavior of remembering the idea of classifying behaviors topographically and functionally.

I really like the behaviors as they helped me elicit a memory of the text through my own personal examples and physically writing the concepts. I specifically liked the activity that had us emit a writing behavior of the target behavior of all specific things, such as washing dishes. That helped me to think about how specific and to the point the target behaviors really need to be.-especially in terms of the elicited example of John, the teacher in Maryland. I also like the summaries elicited at the end of each section. They help me organize my thoughts.

I found the writing exercise to be a little redundant which emitted a behavior of procrastination and annoyance. I dislike the verbatim nature of the writing activities-specifically of the idea of target behavior. While I realize that I stated that the focus on the idea of target behavior helped me, it helped me in the first writing section. I didn’t feel that it was necessary to elicit that many sections to write about the specifics. I think that the concept was too simple to require that much attention.

2.1
1. The general concept of discriminative stimuli will be the concept that I elicit a memory for more than any other. This is because it was more difficult for me to grasp initially. I will emit the act or behavior of remembering that the discriminative stimuli are essentially the antecedent. It basically sets the stage for the behavior that will specifically be reinforced or punished. In other words, I will elicit the memory of the idea that the discriminative stimuli are responsible for the increase of decrease of the frequency at which any given, specific behavior occurs-it is what helps to regulate behavior.
2. I will elicit the memory of the four reasons for a change in behavior. I will emit this behavior because the examples were easy to related to and (in the case of the reason-illegal), humorous. I liked the joke of saying that it didn’t even seem necessary to give an example. The writing activities that followed the text of the four reasons were very relatable. The ability to relate made it feel like it was pertinent and I emitted a great effort in remembering the knowledge. I especially liked the reason that it “bothered us”. That was a simple, no-brainer idea, but it really elicited an idea that helped to put everything into perspective.
3. I will also elicit the memory of reinforcement and punishment in terms of natural occurrence. I emitted the learning behavior of realizing that reinforcement is much more effective than punishment. The section about Skinner help to inforce the concept that new behavior is better learned through reinforcement. Punishment may help decrease an already occurring action, but reinforcement helps to teach new behaviors. He also presented the idea that punishment may simply display undesired behaviors. This concept with elicit a longer lasting memory because I can apply it to my life more easily than some of the other concepts presented.

I liked writing the examples about things that personally both myself and how I would change them. It helped me elicit a memory of the text through my own personal examples and physically writing the concepts. I really liked how I was able to elicit a plan for better myself while completely the assigned work for this chapter.

In terms of eliciting a felling of dislike toward a part of this chapter, I don’t feel that anything caused me to emit disdain. I really liked this section and I found it helpful. The only part that I found aversive was the section that had us restate the behaviors we wanted to decrease and then manipulated them into a way of reinforcement. I found it helpful, but I didn’t like having to flip back through the pages and elicit a new response for a previously answered question.

Terms used: manipulated, eliciting, functional behaviors, behavior, action, emitted, elicit, response, topographical, behavioral classes, functions, target behavior, discriminative stimuli, antecedent, reinforced, punished, concepts, and aversive.

The reading assignment elicited me to emit the behavior of reading section 1.5. After emitting this pleasurable behavior, I was positively reinforced by learning new information. I will now emit the behavior of retaining the information I learned. The first topic I will remember from this chapter is topographical behavior. This is behavior that looks similar on the surface. Hand gestures, such as waves, are examples of this. Waves look similar on the outside however; they can be used for different purposes. The second thing I learned in this chapter is functional behavior. Functional behavior is behavior that looks the same but serves a different purpose. For instance, waving could be used in class to ask a question or maybe waving goodbye to someone. The last thing I will remember is how to emit the behavior of writing a target behavior. For example, if I wanted to drink more water in a day my target behavior would be: I plan to drink 8 glasses of water every day by 9pm. One thing I really liked about the chapter was the examples they used. There was nothing I didn’t like about the chapter. I thought it was very descriptive and had valid information. The examples used were also very helpful.
The reading assignment also elicited me to emit the behavior of reading chapter 2.0. After emitting this behavior, I learned a lot of information. I will now emit the behavior of retaining the information I read. The first thing I learned about this chapter was why people decide to change their behavior. People chose to discontinue certain behaviors because of the following reasons: they bother us, they bother others, lead to trouble, or the behavior is illegal. Another piece of information the chapter elicited me to emit the behavior of learning is how to change behaviors you want to decrease into a desirable behavior you want to increase. This means, instead of saying you want to stop doing something aversive, change it into something instead that is pleasurable. The final thing I learned in this chapter is establishing operations. They alter the consequence by making it either increase or decrease in strength. One thing I really liked about the chapter was it had a lot of information. One thing I didn’t like about the chapter was that there were so many little bubbles to fill out. I felt that they got a little repetitive and some of them were unnecessary.