Reading Activity Week #5 (due Tuesday)

Section 2.2

I will remember a secondary reinforcer’s reinforcing qualities rely on societal, cultural, or experiential contexts because it elicits of a thinking behavior from me of my dog chewing up money. Finding money is reinforcing to me but my dog just thinks it’s a chew toy. I will also remember that primary reinforcers are things that do not have to be conditioned to be reinforcers because they are simple things we need in order to survive. Another thing I will remember is that generalized reinforcers are used to acquire other reinforcers. I will remember this because it was really difficult for me to emit the behavior of giving other examples of generalized reinforcers other than money or token economies.

The concept of intrinsic and extrinsic value was pleasurable to me because it makes behavioral modification seem more based on the individual instead of a cold, scientific procedure which is reinforcing for me.

The concept of generalized reinforcers was aversive to me because I had difficulty emitting the behavior of giving examples for this concept.

Section 2.3

I will remember that intensity of punishment affects the effectiveness of a punishment procedure because this relates directly to a punishment procedure I received freshman year. I parked in the wrong area a lot. I received parking tickets that were not very expensive and did not affect my driving record at all so it was not an effective punishment for me. I will also remember that punishment has to be immediate to be most effective. I will remember this because this idea elicited a questioning behavior from me. I emitted the behavior of wondering if it is effective to punish someone for murder twenty years after he or she committed the murder. Another thing I will remember is that one does not necessarily have to punish a behavior but rather just disrupt it. I will remember this because it is a way to stop a behavior without introducing negative emotions and maintaining control over the situation which is a desirable alternative to punishment.

The idea of disrupting an operant behavior rather than punishing was pleasurable to me because I do not enjoy punishing animals or people. I rather use a different method and disrupting an operant behavior gives me another option which is pleasurable and therefore reinforcing.

The idea of extreme aversive punishment was aversive to me because I do not agree with one side or the other yet. Most extreme aversive punishment is used in situations in which the undesirable behavior elicits very strong emotions from the victims or the victims’ families. I find punishment that is administered from an emotional less, controlled state to be more level headed or appropriate but in the same breath I think that punishment that indulges certain emotion such as vengeance is more desirable and therefore more reinforcing for the general public.

Section 2.2 talked about the different forms of reinforcement. I remember how diverse this both reinforcement and punishment are. Both can be administered either negatively or positively. Being elicited to emit the behavior of stating both a positive reinforcement and a negative reinforcement for a target behavior when very beneficial to my learning. I will remember the difference between conditioned stimuli and unconditioned stimuli. These terms are important to distinguish from one another because only a conditioned response is the product of behavior modification. Thirdly, I will remember what a secondary behavior is. Growing up, whenever my family gathered around the table would elicit drooling from my dog. In this case the secondary behavior would be gathering around the table.

One thing I really liked about this chapter was learning how to label certain consequences as either intrinsic or extrinsic. I have noticed many times throughout this semester that sometimes when something is aversive to somebody it could be pleasant to me.

Something I disliked about this chapter was having to come up with so many examples. I would rather use the same examples throughout the whole thing and just come up with different consequences of rein forcers based on the different contexts.

Section 2.3 discussed forms of punishment. I will remember that sometime aversive behaviors elicit the need for immediate attention and need to be extinguished quickly because they are either dangerous to the individual emitting the behavior or other people around them. I will remember that there are cultural differences seen in punishment, therefore sometimes you cannot use the same punishment on a European that you can on an American. Thirdly, I will remember that sometimes reinforcement is not an adequate replacement for punishment. Society cannot function without some form of punishment.

Something I really like about this chapter was that it involved more critical thinking. I didn’t have to come up with multiple examples of one aspect of punishment. This chapter elicited me to give my opinion on certain topics.

Something I did not like was how repetitive the chapter was at the beginning. I felt like it got off to a slow start but eventually I was intrigued by the newer information.

After emitting the behavior of reading section 2.2 I will emit the behavior of remembering the difference between positive and negative reinforcement, primary and secondary reinforcers, and conditioned and unconditioned stimulus. I think positive reinforcement is always the easiest to remember, but sometimes I think it can be tricky to differentiate between negative reinforcement and punishment. However, I think the way the two terms were described in the chapter was perfect. Both terms have the same desired consequence, increasing a behavior, but positive involves adding something and negative involves removing an aversive stimulus. These two terms were explained in such a basic way that I realized it wasn't very complicated at all to tell them apart.

At least for me, primary and secondary reinforcers were not so much of a review as positive and negative reinforcement was. So it was kind of like I was being introduced to them for the first time; I think the last time I talked about them was in an intro class. I think the use of Maslow's Hierarchy of Needs helped to elicit a remembering behavior in me in regards to these terms. I will also remember the difference between unconditioned and conditioned stimulus. I like how the text describes conditioned as learned behavior. And then unconditioned is natural, you don't have to learn them.

One thing I really liked that was in section 2.2 was how well primary and secondary reinforcers were explained. I liked the visual of the hierarchy of needs; it easily elicited a remembering behavior from me because it helped put specific reinforcers in perspective (which reinforcers were needed for basic drives and which ones weren't). One thing about this section that elicited an aversive reaction from me was the redundancy of Pavlov's experiment. I know that mentioning Pavlov and his dogs was necessary for this section, but I think I'm just tired of hearing that story being explained in every class. But for the most part I really enjoyed this section.

After emitting the behavior of reading section 2.3 I will remember that positive punishment involves the addition of something aversive while negative punishment involves subtracting something that was desirable, and that both do so to decrease the frequency of a behavior. I think using the words adding and subtracting alongside positive and negative helped me understand both terms. I will also remember that in order to be effective at stopping an undesirable behavior, punishment should be introduced immediately following that behavior. I think the example that involved shaking the beer will be very helpful in remembering this information. I will remember that frequency of punishment matters. I can relate to the example of misting the cat. My cat used to emit the behavior of jumping up on the counter, which would elicit a misting behavior using a water bottle from me and the undesirable behavior would stop, but then I started getting tired of abruptly stopping what I was doing to emit a misting behavior towards her so I quit doing it every time. Now she'll emit the behavior of jumping on the counter again because she knows more than likely there won't be an aversive consequence.

I really enjoyed all of the current, real life examples given in this chapter. I liked being able to easily relate them to what we are doing. I especially liked the example of waterboarding, and how technically it is considered negative reinforcement rather than punishment. I really didn't dislike anything in this chapter, it was actually my favorite chapter so far.

2.2
Three things I emitted the behavior of learning in section three are:
1. The difference between positive reinforcement and negative reinforcement. Positive reinforcement increases the target behavior by adding an pleasant stimulus. Negative reinforcement increases a target behavior by removing an aversive stimulus. It is important to know the difference between the two when referring to reinforcement
2. The difference between a primary reinforcer and a secondary reinforcer. The primary reinforcer is something that doesn’t have to be conditioned to be reinforced, such as feeling hungry and getting something to eat. A secondary reinforcer is something that has gained reinforcement by pairing it with something.
3. The limited versus broad value was the final important topic I emitted into my memory. The limited value reinforcer is something that doesn’t last or is “limited”. The broad value reinforcer is something that has different uses other than the immediate one you get by obtaining it.
One thing I found to be pleasant about this chapter would be reinforcing what I already knew about reinforcement and the different kinds of reinforcers. I found this to be pleasant because it was a review as well as gaining new terms and knowledge.
The one thing I disliked about the chapter would be being confused with the difference between primary and secondary reinforcement. I didn’t think there was enough examples of the difference between the two, thus making me emit a confused emotion.
2.3
Three things I emitted into my memory and found to be important in this section were:
1. The difference between positive and negative punishment. Positive punishment decreases a target behavior by adding an aversive stimulus. A negative punishment decreases a target behavior by removing a pleasant stimulus. I’ve heard of these terms previously and I know I’ll continue to need to know them in order to do well in the class.
2. I learned that when punishment and reinforcement compare, that reinforcement usually works better, but punishment is most often used. This comes in handy when I need to emit the behavior of deciding what to use when wanting to elicit a change in someone’s behavior.
3. The final thing I learned about the chapter is that in order to use punishment you must enforce the punishment directly following the target behavior or else the thing being punished will not know what it is being punished for, and continue to do the behavior. This will come in handy when I actually emit the behavior of punishing something/someone.
The thing that I found pleasant about this chapter would be its length, and lack of terminology. There was an overwhelming amount of terminology in the reinforcement section, so it was a relief to not have to emit the behavior of retaining even more.
The thing that I disliked about the section would have to be the section on extreme punishment. I thought it was kind of silly to include that just because most people might elicit an aversive response to hearing about extreme punishment.

Section 2.2
After emitting a reading behavior of section 2.2, there are many things that I will remember. There were a lot of different concepts in this section, so there are many things to remember. 1)). The first thing I will remember is positive and negative reinforcement. Positive reinforcement is receiving a desired stimulus for emitting a certain target behavior. For example, a child might have got an A on his first spelling test, and then his parents took him out for ice cream. Getting ice cream would be the consequence, for getting an A (target behavior). Negative reinforcement on the other hand is removing an aversive stimulus, in hopes to increase a certain behavior. I think that negative reinforcement was a more aversive concept and I really have to think about what type of examples to use. I will remember these things because of all the good examples that were used to explain the difference between the two.
Another thing I will remember after emitting a reading behavior would be Maslows Hierarchy of Needs (primary and secondary reinforcers). I will also really remember this because of the examples used, and because of all the practice that needed to be emitting while reading. Also, I have learned about this concept in other psychology classes as well. Primary reinforcers are more biologically relevant, where as secondary reinforcers are conditioned and is a stimulus that is obtained after being put with a stimulus that functions as a reinforcer.
A third thing I will remember from this section would be intrinsic vs. extrinsic values. In intrinsic has to do with the value that a certain individual puts on something, while extrinsic is the value others put on something. A good example of intrinsic value that was used in the section would be drugs. Most people in society don’t put much intrinsic value on drugs, like cocaine, but a cocaine addict would put high intrinsic value on cocaine. It just depends on the person, some values a reinforced differently by different people. I will remember this because there are many examples that are easily related to the world.
2)). One thing that was desirable for me while emitting a reading behavior for this section would be all of the examples. It was good to see the examples used while reading, and it was also nice to think of your own examples. Having to emit a thinking behavior reinforced me to learn the vocab words even more than just reading examples that were already given (which was also very helpful as well!)
3)). One thing that was aversive for while emitting a reading behavior would be secondary vs. generalized reinforcers. I do realize they are related but I feel like I do not fully understand the concept and the difference between the two of them. I think more practice would definitely help with understanding this. It was aversive having to come up with examples that were specifically generalized reinforcers.

Section 2.3
1)). The first thing I will remember from emitting a reading behavior of this section would be the difference between positive and negative punishment. Positive punishment is an addition of something aversive because of emitting an aversive behavior, in hopes to decrease a certain behavior. A negative punishment is removing a stimulus because of emitting an undesired behavior, in hopes of decreasing the behavior. (Something funny, I looked up positive and negative punishment online to see other definitions, and I thought it was funny how one person said there is no such thing as positive punishment, maybe they should take a Bmod class  )
Another thing I will remember from this section would be the part about “extreme negative reinforcement.” I thought emitting a reading behavior about this really helped me see extreme negative punishment. I have discussed water boarding in other classes, and have seen stuff about this while emitting a behavior of watching tv. I will emit a behavior of remembering by because it talked about the APA and how they have strict guidelines. The third thing I will remember from emitting a reading behavior would be the part on the frequency of punishment. I thought this really related to real life, because I think there are many situations where a punishment it elicited, yet it does not stop people from emitting the behavior again. For example, many college kids get MIP’s or APAULAS (underage drinking tickets), yet they still drink underage. I will remember this because it can relate to many people, including me.

2)). One thing that I really enjoyed after emitting a reading behavior was all the examples that needed to be emitting while reading the section. Also, they were not just the normal examples they were also opinions questions as well, which were nice because they are usually just normal examples. Emitting this behavior let us say our opinions about certain topics that were elicited.

3)). There was nothing I really disliked about this section. The only thing that I possibly disliked was that there was so much information on punishment, where it kind of got overwhelming because there was so much information. Sometimes with all of the information I emit a behavior of day dreaming and forget what I just read.

2.2) The three things that this chapter elicited me to emit a remembering and note taking behavior would be positive vs. negative punishment because it was interesting and it elicited to want to remember, secondary reinforced because it was difficult which elicits me to emit a reviewing behavior so I can get the topic down, and finally generalized reinforcer because I wasn't aware of this and I am positively reinforced when learning something new and interesting.
I really enjoyed all the examples in the text because for me it is easier to emit a target learning behavior if I can visualize the construct.
I dislike the review of positive and negative reinforcement because I have been over many time and it then elicits me to emit a behavior of not paying close attention to the rest of the chapter.

2.3)The three things that I will emit a remembering behavior for is that reinforcement is always the better choice because this statement agrees with my way of thinking, another is the debate about the capital punishment because this also agrees with me way of thinking which makes me emit a behavior of paying more attention and forming my own theories. Finally I will remember The effectiveness of punishment because it was well covered.
I really enjoyed the chapter trying to elicit a response from me on my own ideas about punishment and reinforcement and how it elicited me to emit a behavior of sharing my ideas on the paper.
I disliked not the chapter per say but how, as the chapter discuses, people believe that punishment is better. I dislike how we live in a society that values instant gratification over correct behavioral modification techniques.

The first thing that I’ll remember from section 2.2 is that unconditioned behavior is a behavior that is emitted automatically. It’s like when your stomach rumbles because you smell McDonalds (or any food, if you’re really hungry). Likewise, a conditioned response is a behavior that’s emitted because it’s associated with reinforcement. An example would be smiling when I hear a certain tone on my phone. When I hear that tone, I know my husband’s calling. I’ve been conditioned to his reinforcement when he calls. I will remember this because I’ve heard it in tons of classes, but also because I can easily think of examples.
The second thing I’ll remember is primary reinforcers are pretty much the same thing as an unconditioned stimulus. The same can be said for secondary reinforcers – that they are the same thing as conditioned responses, that is. Primary reinforcers are those things that you don’t have to learn – stomach rumbling when there’s food, sleeping when you’re tired, etc. Secondary reinforcers are things that you learn to do. For example, when I turn on the sound of ocean waves, I get sleepy. I’ve become conditioned to sleeping with that particular noise. I will remember this because it links the two things in my mind. Honestly, remembering primary and secondary reinforcers wouldn’t work so well if I didn’t link them to conditioned and unconditioned responses. I already know the responses, so remembering the reinforcers is easier.
The third thing I’ll remember from the section is the intrinsic and extrinsic stuff. I’ll remember it because I learned all about it in motivation and emotion. I will remember that intrinsic is doing things that motivate you on the inside. For example, exercising makes me feel good and relieves stress. I emit the exercising behavior because of the intrinsic value-the way I feel afterwards. I definitely do not exercise because someone makes me, which would be an extrinsic value. However, I do obey the speed limit for an extrinsic reason – I don’t want a big ticket. If it wasn’t for the fact that my speeding behavior would be positively punished, I would go much faster than I do, especially when I’m running late.
One thing that I liked about the section was that there were lots of different sections within the section. It helps me to sort through stuff when it’s broken up, instead of just separated by an indent. One thing I disliked about the section was that it discussed Maslow. Personally, I don’t have much use for Maslow and his hierarchy, and I think positive psychology is way too optimistic about people. I understand why we discuss him, but it’s annoying to me.
The first thing that I’ll remember from section 2.3 is the ethical issues. I know that we have to be careful that what we’re doing is ethical research (especially since some of the studies haven’t been), but sometimes I wonder whose definitions we’re using. I mean, some people may think water boarding is NOT cruel and unusual punishment, but obviously a lot of people do. Is there a right answer? And how do we find it out? I definitely don’t advocate for torture or any kind of punishment that will leave lasting effects (physical, emotional, or psychological), but when are we being too careful? I’ll remember it because I think it raises some important questions that aren’t always discussed.
The second thing I’ll remember is that punishment is emphasized in this section as being sort of “last resort only.” There is a section that deals with some behaviors that must be punished immediately, but the tone of the section overall seems to be one of “punishment is bad, do not use.” I’ll remember this because while I agree to a certain extent, I also feel that people as a whole and parents in particular have become afraid of using punishment. I would offer spanking as an example. I would never spank my kid all the time or for every little thing. However, I believe there are times that spanking can be appropriate. If my kid was trying to run out into the street, a quick smack on the behind would instantly decrease that behavior, because he wouldn’t want that aversive behavior done to him again. Also, when a child is little, reinforcement only goes so far. Kids can’t reason like adults, so why do we expect them to?
The third thing I’ll remember is the section on disrupting the operant behavior. I’ll remember this because it was new and because the examples were really good. One of the examples was how you might be telling a story and the phone rings. This is neither punishment nor reinforcement, but it does stop you in the middle of your story. I think this is beneficial to know because it can be applied when we want to neither punish nor reinforce current behavior, but just want to change it.
One thing that I liked about this section was that I was given space to share my own feelings regarding the topics. I have definite opinions on most everything and I like to share them if people want to hear them. Also, getting the chance to share feelings may lead to me thinking of things in ways I hadn’t before. One thing I disliked about this section was that, like I mentioned before, it seemed to view punishment as something done as rarely as possible. I prefer reinforcement over punishment, but punishment has its place and shouldn’t be minimized. Punishment is highly effective and that’s probably one of the reasons it’s been used for thousands of years.

In chapter 2.2...

1) The first thing that I will retain from emitting a behavior of reading the chapter is the unconditioned stimulus, unconditioned response, conditioned stimulus and the conditioned response. These are all things I was taught in my intro to psychology class, but sometimes it is hard to retain information, or it may even be easy to forget it based off of how the teacher elicits a teaching behavior. I will, however, retain this information based off of the examples I was given of Pavlov's dog.
The second thing that I will remember is the primary reinforcer. I really like how it is simply put that primary reinforcers are basically biologically relevant. It was even easier to learn since this was paired with Maslow's hierarchy of needs.

The third thing from this chapter that I will retain is that context matters. For example, when talking about a primary reinforcer, or even a secondary or generalized reinforcer, it is important to remember that whichever context it is put in matters if it will work or not. I will remember this because it helps me better understand what I can or cannot specify as a certain reinforcer. This concept is heavily being reinforced in class lately, so it is good to understand it.

2) The one thing that I really liked in this chapter, and love in all chapters are the boxes that are given to use to exercise and practice what we are learning. This makes us emit a target behavior of getting what we are learning right, so therefore we are reinforced to write our answers out in order to receive credit for the assignment, which is the consequence. I like this because I can critique in class what I missed and got incorrect. It is a great learning tool.

3) The one thing that I found aversive in the chapter was learning about generalized secondary reinforcers. Until class, I was very confused about this, but it really was put into perspective when we were told that a generalized reinforcer typically leads to a primary reinforcer. I disliked this because it was very difficult for me to understand.

In 2.3...

1) To start off with, I would have to say I finally will remember positive and negative punishment. I know that we have gone over positive and negative punishment, but I enjoyed it in this chapter because I finally get it right. Positive punishment is the addition of something aversive to decrease a specific behavior and its frequency after someone has emitted a behavior that is undesirable, and negative punishment is the removal of something good or pleasing to decrease a behavior and its frequency after someone has emitted an undesirable behavior. I will remember this because the examples given finally made things click for me.

The second thing that I will remember is reading about the behavior of extreme negative reinforcement. Besides emitting the behavior of cringing while reading about this, I really liked learning that in order to do this; we put trust into psychologists for guidance on how to do this right. Its common sense to think that of course a psychologist would have an impact on these techniques, but this chapter really put it in perspective for me. I will remember this mainly because it was such an extreme example.

The third thing that I will remember from this is reading about abruptness of punishment. I thought it was neat that in order to stop someone from emitting a behavior that we do not favor, it would be good to elicit a response of modifying the environment in order to stop this behavior and reach our target behavior of the person acting correctly. I will remember this especially because I have a little brother who likes to throw things. If we put him in an environment where he can't pick hard or sharp things up, then he is less likely to emit this behavior.

2) What I liked about this chapter is the example boxes. This really helps me learn and therefore I think they are a great tool to use.

3) What I disliked about this chapter was learning about immediacy of punishment. It's not that I do not agree that a parent should use negative or positive punishment right away in order to reach a target behavior, I am skeptical as to whether emitting this punishing behavior right away is a good idea due to the fact that the parent has not had time to think and the punishment may be irrational since the parent is eliciting a feeling of possible anger. Therefore the child may not be reinforced.

One thing I will remember from this chapter is what a secondary reinforcer is. I knew what a reinforcer was, but I had never thought about how a secondary reinforcer actually worked. Going over examples of secondary reinforcers in class also helped me better understand the concept. Another thing I will remember from this chapter is how important context is when using reinforcement or punishment. Different situations may elicit different responses, which will in turn depend on the type of reinforcement of punishment to use. Another thing I will remember from this chapter is the difference between positive reinforcement and negative reinforcement. By having to give examples of each, I better understood the difference between the two, and how in the past I may have used them incorrectly. One thing I liked about this chapter was the use of all the examples. Being able to read what the concept was, and then read through examples helped me fully understand what that concept really meant. One thing I disliked about this chapter was trying to think of examples for a generalized secondary reinforce. I did not fully understand this term, so thinking of examples was rather aversive for me.

After reading Section 2.3, one thing I will remember is immediacy of punishment. This makes sense to me because I think it is more effective to punish an aversive reaction right after it occurs. Another thing I will remember from this chapter is that the frequency of a punishment matters, as well. In order for a punishment to be effective, it has to be consistent every single time the aversive behavior occurs. If not, the aversive behavior will more than likely reoccur at some point. Another thing I will remember from this chapter is the difference between positive punishment and negative punishment. Just as in the previous section, having to state examples of each term helped me better understand the difference between the two. One thing I liked about this chapter is how well it related to real life. I feel that I could apply everything I learned in this chapter to something in my life, and be able to understand it. There is nothing that I disliked about this chapter because I felt it was easier to understand than most of the other chapters.

2.2:
Three things that I will emit the behavior of remembering are intrinsic value, extrinsic value, and secondary reinforcers. I will remember what a secondary reinforcer is because we spent much of our class time discussing it. I will remember intrinsic and extrinsic values because the roots of the words ellicit their meaning and make it easy for me to remember. I really liked the section about intrinsic and extrinsic value, mostly because it was easy for me to understand. I also liked it because it showed that society places values on things that sometimes don’t agree with our personal values. I disliked the section about generalized secondary reinforcers. I found this hard to understand and fully grasp the concept of.
2.3:
Three things that I will remember in this chapter are the examples of extreme negative punishment, how important it is to punish immediately after the undesirable situation occurs, and that punishment is often problematic because it punishes not only the person that is supposed to receive the punishment, but also the person who is doing the punishing. I will remember these things because I thought that they were very interesting and applied to every day situations. My favorite part of the chapter was the important parts of punishment such as immediacy, intensity, etc. I really liked this because if we want to punish someone, we want it to be effective, so these rules show guidelines on how to punish. I disliked the section about campus police carrying guns because I found it to be sort of irrelevant.

**2.2


I emitted a reading behavior of section 2.2 and I will remember the three important concepts of secondary reinforcers, intrinsic, and primary reinforcers.


 
Primary and secondary reinforcers are very important to remember, because we emit and have been elicited by these behaviors. Primary reinforcers are very important because they are the physiological needs humans need to ultimately survive. The primary reinforcers of food, drink, sex, and air provide enough reinforcement in itself to keep us alive. According to Maslow’s Hierarchy of Needs, we also need safety, belongingness, esteem, cognitive, and self actualization. All of the primary reinforcers are important because we face the behavior, and consequences of these needs. Secondary reinforcers are those that are a learned stimulus that is paired with another reinforcer. Secondary reinforcers are important in every day life because they will result to a primary reinforcer. Intrinsic is important because it shows that what is important to an individual is not important to those around you.



The one thing I felt very pleasurable in this section of the chapter was emitting the learning behavior of new vocabulary and behavior terms. I also enjoyed the beginning of the section with the positive and negative reinforcement definition and the differences. The examples in this section were easier to understand, and I liked the review in this section.



The one thing I felt was very aversive to emit to learn was distinguishing between generalized reinforcers and secondary reinforcers. I felt that in many ways it was hard to think of other examples besides all the “money” examples. 

To help better my knowledge and emit a understanding behavior, I will continue to read and look over examples!




**2.3



I emitted a learning behavior of the three important terms of extreme negative punishment, intensity of punishment, and abruptness of punishment.



The term of extreme negative punishment is when torture is used, such as in intense interrogation. I believe that this term is important to know because the consequences of emitting a extreme negative punishment behavior has aversive effects on all humans. Intensity of punishment is that the punisher needs to have enough “force” or “punishment” to enforce the wanted behavior. The intensity of punishment is important because police need to emit this intensity punishment behavior. The abruptness of punishment is the punishment needed to be aversive enough for the organism to actually stop or decrease the frequency of the behavior. These three terms are important for me to understand to emit a behavior modification behavior and understand punishing behaviors.


I felt this section was the most pleasurable so far, because I really liked writing what I felt and thought about certain punishments in the boxes provided. Learning about punishment is very interesting to be because criminology is my minor, and I really enjoyed emitting a learning/reading behavior in this section.



I thought the most aversive thing in this section was reading about the torture punishment. I believe that all punishment is aversive and somehow we should use reinforcement in today’s society over punishment.

2.2

The three terms that I emitted the behavior of learning are:
1. secondary reinforcer, which was also kind of tricky to understand. But I see it as my alarm clock going off, which emits the behavior of me waking up on time.
2. generalized secondary reinforcers, these don't always have to be about money. They can be punch cards, gift certificates, etc.
3. intrisic values were also interesting to me. I've never really paid attention to how different items have different meanings to other people.
4. The thing that I really like from this chapter was Maslow's Hierarchy of Needs. It was cool to see how the behavior fit into the pyramid, instead of the normal food pyramid that we're use to seeing.
5. The thing I disliked from this chapter was writing target behaviors again because it was redundent, but at least we are getting extra practice in.

2.3
1. The first thing that I elicit to remember is the relationship between punishment and reinforcement. I believe it's necessary to emit both of these in order to get through to someone.
2. I'll also remember the fact that changing the antecedent will reduce a behavior. We spent a lot of time discussing this in class about how it's a simple context, we just need to double check ourselves when listing the ABC's.
3. I will also remember discussing the opinion of campus police having guns. It was easy to come up with a couple pros and cons but kind of difficult to come up with three reasons for one side.
4. One thing I really enjoyed was thinking about a society without punishment. I personally don't think it could happen because everyone would be running around crazily.
5. One thing that I disliked was the water boarding technique. It was disturbing to think of people, even psychologists, treating people in inhumane and cruel ways. Holding people hostage is not a way to get answers, and if it were American's being held, our government would be doing everything to get them free.

The reading assignment elicited me to emit the behavior of reading chapter 2.2. In this section, I learned a lot of information that reinforced a lot of things that we have previous learned in other chapters. One thing I will remember is again, what positive reinforcement. Positive reinforcement is the introduction of a desirable stimulus after admitting a positive behavior with the future goal of increasing the frequency of emitting the behavior more. For example, a parent might allow a child to watch more TV if they do their homework. Another thing I learned was what a primary reinforcer is. A primary reinforcer is a stimulus that does not require pairing other stimuli to function as a reinforcer. Examples of primary reinforcers are sex, food, water, air. Lastly, I will remember what a secondary reinforcer is and how it differs from a primary reinforcer. A secondary reinforcer must be paired with a stimulus that functions as a reinforcer. For example, the sound of the door opening can be a secondary reinforcer for a dog because this could mean they will be fed. I really liked the diagram used in this chapter about primary reinforcers and the examples they used. They were really helpful when filling in the blanks. I thought it was a little hard to come up with so many examples of secondary reinforcers though. Although I know what they are, it was aversive to think about all these examples.
The reading assignment also elicited me to emit the behavior of reading chapter 2.3. In this section I learned a lot of new information. This chapter reinforced what punishment is, both negative and positive. The difference between negative and positive punishment is with positive punishment, you add an aversive stimulus. With negative punishment, you remove something pleasurable. It also elicited me to emit the behavior of writing about if I think extreme punishment should be used in today’s society. I think it should be considered cruel and unusual punishment. Although a lot of helpful information can come from it, I think there are better ways of getting the truth out. The third thing I learned was that there are cultural differences in punishment. Different cultures practice different forms of punishment. This also means that different behaviors cause different levels of punishment in different cultures. One thing I really liked about his chapter was it had a lot of questions about your opinions. One thing I didn’t like about this chapter was I thought it was a little repetitive. I thought it was more informative rather than practicing of new behavioral ways of speaking.

2.2
The first thing that elicited a response of remember in me is the study that Pavlov did. I have obviously heard of this study numerous times but never paid much attention to it. I will remember this more now that I am putting so much effort and time into learning about the art of behavior modification. I will remember also remember that difference between a primary reinforcer and a secondary reinforcer. I will remember this because it will help me understand operant behaviors better and put a better understanding on the consequences of my own actions. Generalizing secondary reinforcement will also be remembered because it reminds me that everyone reacts to the same stimuli in different ways. Everyone’s motivations are different.
This chapter reinforces me to use and understand the use of reinforcement by having a consequence of knowing the material better. This is why I like the chapter. The only thing I disliked about this chapter is the generalizing secondary reinforcement because it was the hardest to grasp.
2.3
The antecedent of reading this chapter elicited a behavior of remembering the positives of reinforcement over punishment. The act of using reinforcement is always a better modifier of behavior because it eliminates the negative feelings that punishment leaves. I also learned that even though reinforcement is the best choice, there are times that punishment is the only option. I will remember this so that I will not overlook the pros of using punishment. The last thing I will remember is disrupting operant behaviors can work as a way to stop unwanted behaviors without using punishment. If I become a mother in the future this will be a very easy way for me to stop my child’s unwanted behavior immediately without causing them emotional stress and be able to later change this behavior with reinforcement.
What I liked about this chapter is that it added more knowledge onto what the differences between punishment and reinforcement are. I believe this will help all to learn the other more difficult behavioral terms better. I did not like the story about objectors to the use of torture on combatant forces. I liked the use of the story in the chapter but I hardly agree with people arguing this point. If you’re more concerned about torturing someone than our armed forces dying and taking the lives of others than you need to get your priorities straight. Sorry about the rant. I suppose hypocritically people elicit an annoyed response in me.

2.2
The three things I will remember from this chapter are:
1) The meaning of UCS (unconditioned stimulus) and UCR (unconditioned response). These are considered unconditioned because they are natural to us and do not need to be learned and they are desirable reflexes by us. This is something that I will remember from the chapter because it is not only something I have learned before, but it is something that will come in handy when continuing to emit my behavior talk practice in the future.
2) The meaning of CS (conditioned stimulus) and CR (conditioned response). These are considered conditioned because, unlike unconditioned responses, we have to learn conditioned responses. This, as stated above, is something I will remember because I have learned it before and it is something that will reinforce my practicing of behavior talk.
3) Primary reinforcers as unconditioned and secondary reinforcers as conditioned. Primary reinforcers are considered unconditioned because we obtain it usually through evolution of some sort. Secondary reinforcers are considered conditioned because it becomes a reinforcer after being paired with another stimulus that is a reinforcer. This is something that I will remember because it is something that I hadn't really thought about before reading this, but it makes sense to me.
One thing that I liked about the chapter was how it used a picture of Maslow's Hierarchy of Needs. This is something that really puts into perspective what a primary reinforcer is. They are perfect examples for that.
One thing that I disliked about the chapter was the use of broad and limited value of reinforcers. These were the two terms in the chapter that got me a little confused after reading all of the other definitions of the other words. It may be because it was at the end of the chapter, but it got me a little lost when trying to understand what I was reading.

2.3
The three things that I will remember from this chapter are:
1) The use of extreme negative punishment. The example that they used is something like water boarding as a technique of torture. It was discussed that people may feel that this is the only way to get much needed information out of people, but the ethical guidelines need to be followed as well.
2) B.F. Skinner and his idea of a society without punishment. He claimed that using reinforcement in the correct manner can take the place of using any sort of punishment. He liked the idea of a Utopian society. I will remember this because it interests me to think about. Would that really work?
3) How actions worthy of punishment may vary depending on the culture it happens in. Things that we think are deserving of punishment in the United States may not even be thought about in other countries. I will remember this aspect because it is something to think about if you are traveling to other countries. Depending on where you are, the acts you commit may be considered less important or more important and you may be punished in many different ways. It is a scary thought to me.
One thing that I liked about the chapter was the diversity of topics that were brought up. I liked how it talked about the extreme punishment and the cultural differences in punishment.
One thing that I disliked about the chapter is how it spent time talking about things at the beginning that we learned at the very start of class. I usually like hearing things again so it can elicit a learning behavior from me, but it is very clear to me what punishment and reinforcement are to me at this point. I feel like it took up some time that I could have been either learning new things or trying to keep understanding some of the harder aspects of the textbook that we have covered already.

2.2: The three concepts that I will emitte a response of knowledge are:

Positive and negative reinforcement:

Reinforcement can be positive or negative, if the reinforcement is positive that means that a desirable stimulus was introduced and that the target behavior has more probability to occur in the future. The negative reinforcement will have the same effect as positive reinforcement, whoever the stimulus is aversive and will be removed.

Primary and secondary reinforcer:

In a target behavior the reinforcer can be primary or secondary. A primary reinforcer is a stimulus that don´t need another stimulus to reinforce the action (unconditioned reinforce). Maslow´s hierarchy of needs reflects this type of reinforcers, they could be: Physiological needs (food, drink), Safety needs (security, physiological safety), belongings and love needs, etc.
A secondary reinforcer needs another stimulus to be a reinforce (conditioned reinforcer), an example of this type of reinforcer is the experiment done by B.F. Skinner, for the dogs the food was the primary reinforcer and then the bell was converted in the secondary reinforcer. The secondary reinforcer can reinforce because of the primary reinforcer.

Generalized reinforcer:

This type of reinforcer is a conditioned reinforcer (secondary reinforcer) that can be generalized for many other reinforcers. An easy example is: “money”, with money we can emitte a lot of desirable behaviors and be reinforced by them.

In this chapter I liked to think about the context, because it can change a lot our behavior. When I was emitting a reading behavior an example popped in my mind: The drinking behavior can be easily changed if we are with friends, alone or with our family.

2.3: When I was emitted a behavior of reading this chapter, there are three concepts that I probably going to remember easily:

Punishment:

There are several types of punishment; in a cultural view the word “punishment” is a bad way to change behaviors, and I think this happens because the first thing come to our minds is some type of violence. However a punishment can be the removal of an object like: “If a kid don´t study and have bad grades, the mum removes the videogame of the room.” Can be productive this punishment, because the boy to get back his game have to work and clumpish an objective (study). The punishment is another form of teaching.

Positive and negative Punishment:

The positive punishment can happen when someone introduces an aversive stimulus, and as consequence the target behavior is probably decrease in the future. The negative punishment decrease too the probability of the target behavior, but this one involves the removal of a desirable stimulus.

Immediacy of punishment:

To be effective the punishment has to be immediate. That means that if the behavior occurs, we have to tell or notice immediately to the person/animal what we don´t want that happens again.

When I emitted a reading behavior in this chapter I really liked to think about the Cultural differences in punishment. Because in different cultures we have very different perspectives about this matter. In some places a “Normal punishment” can be an impossible behavior in other places (e.g: death penalty). And there are ethical issues that doesn´t are considered in some societies.

Three things that I will emit the behavior of remembering after reading section 2.2 is first, classical conditioning. The example of Pavlov was very thorough and I feel like I really understand the concept of unconditioned stimuli, conditioned stimuli, unconditioned response, and conditioned response. The next thing I will remember is primary vs. secondary reinforcers. The pyramid example and the text was very helpful in remembering the difference. I struggled at first coming up with examples, but after emitting the behavior of brainstorming and re-reading the section, it is now something I comprehend and remember. The final thing I will remember from this section is generalized reinforcers. Generalized reinforcers are used to acquire other reinforcers. Some examples used of this were ATM cards, gift cards, and money.

One thing that elicited a pleasurable response from me in this chapter was the example of Pavlov. This just really stuck with me. It was thorough and interesting and I feel confident with the information. Overall, all of the examples in this chapter were helpful.

One thing that elicited an undesirable behavior from me was the repetitiveness of explaining positive and negative reinforcement. Parts of it were helpful in that it reiterated the concepts we have learned so far, but it also got really tedious after a while.
After emitting the behavior of reading section 2.3, there are three things that I will definitely remember. The first is that punishment is always aversive. Even though punishment always needs to be aversive, as to decrease the frequency of the flawed behavior, it also has to be ethical. Another thing I will remember from this section is all of the examples. I liked that real examples were used, it made punishment seem like a bigger consequence and much more realistic. The third thing I will remember is the idea of immediacy. If punishment is not enforced immediately after the disruptive behavior, then that person will not realize they have done wrong and the aversive behavior will continue. I like this because it is a simple concept and makes perfect sense.

One thing in this chapter that elicited a pleasant response from me was the fact that the reading was personalized. It asked for personal opinions and personal examples. This really helped me group all of the terms and ideas together and relate them to my life.

One thing that elicited a negative response from emitting the behavior of reading was how unpleasant this section was. I know that punishment is an aversive consequence and that is how the point is made, but there were so many examples of really negative punishment tactics. I would like to think that reinforcement and laws in general would be enough to keep people in line. Unfortunately, it isn’t that simple.

Section 2.2) after emitting a reading behavior of section 2.2 I will emit a remembering behavior of at least three components. These are unconditioned stimulus, conditioned stimulus, and Maslow’s Hierarchy of needs. An unconditioned stimulus or UCS is a stimulus that we use to modify behavior with that makes an organism emit a response it has no control over, such as the feel of food makes its stomach growl. A conditioned stimulus is a stimulus that can cause a behavior such as your stomach growling because it has taken the place of an unconditioned stimulus, such as certain times on a clock or certain noises. Maslow’s Hierarchy is a hierarchy that tries to explain people’s thinking and that the top of the pyramid can only become a reality if everything below that step has been met. I will remember these things because Maslow’s hierarchy I have learned before and the other two are both stimulus and we have talked about stimulus before.
Like and Dislike: One thing that reinforced my behavior of reading was the simple explanations for everything that I read. One thing that elicits me not to read the next reading assignment was the overall repetitiveness of the section. I understand that it is needed to try and remember the information but it seems a little much.
Section 2.3) I emitted the reading behavior for section 2.3 after being elicited to perform a reading behavior by the blog site. I will remember disrupting the operant behavior, that cultures share different views on punishment, and that the American Psychology Association has views on psychologist being a part of torture. Disrupting the operant behavior is used when punishment does not need to be abrupt. Instead it is where they try to change the antecedent or environment enough that the behavior that would normally be punished wouldn’t occur in the first place. Cultures share different perspectives on certain things and this makes punishment very awkward as a tool to use. One thing they believe in as punishment may be a joke to someone else. The APA has decided it is frowned upon if not banned APA members from helping the government or any entity in torture. I found all three of these parts of the punishment section extremely interesting and interesting things have a way of staying with me so that is why I’ll remember them.
Like and Dislike: I liked the interesting pieces in this section about culture and disrupting operant behaviors because they were different from the previous readings. I disliked the repetitiveness of the section because it reexamined basic kinds of punishment again.

Terms: Emitting, elicit, emit, behavior, unconditioned stimulus, Conditioned Stimulus, reinforced, stimulus, disrupting, operant behavior, punishment, antecedent, environment

Chapter 2.2 elicited many learning responses in me. After repeated exposure to the term “positive reinforcement”, I feel like I have a good understanding of it. The text states that positive reinforcement oftentimes involves the use of a desirable stimulus. When I think of positive reinforcement, I automatically think of it as the addition of something desirable that reinforces a certain target behavior. For example, a parent giving their child a cupcake for thoroughly cleaning her room is positive reinforcement. Because the consequence involves a desirable stimulus (cupcake) the child is likely to clean her room again in order to get another cupcake. In contrast, negative reinforcement involves the removal of an aversive stimulus. When a parent stops yelling at his/her child when the child finally cleans her room, negative reinforcement takes place. In this instance, the parent yelling at the child is the aversive stimulus. The child is likely to keep her room cleaned because she doesn’t want the aversive stimulus (yelling) to return. I also learned what the primary reinforcers are (air, food, water, and sex). Because this information was repeated throughout the text, I feel like I have a good understanding of the terms.
The text elicited a learning response in me by providing many examples of the terms. I particularly liked how the text went over positive reinforcement and negative reinforcement. It did an excellent job of explaining what those terms were and provided helpful examples. Prior to reading this section, I was confused about those terms, but now I am not!
There wasn’t anything I disliked about this section. It explained everything and was interesting to read.
Chapter 2.3 was also very educational. It focused on positive and negative punishment. Unlike positive reinforcement, positive punishment involves the addition of an aversive stimulus. For example, a parent spanking his/her child for throwing food at the table is positive punishment. This example involves the addition of pain (spanking), so the child will more than likely never throw food at the table again (extinction). I also learned about negative punishment. This form of punishment involves the removal of a desirable stimulus. When a kid gets his car taken away for sneaking out of the house at night, negative punishment occurs. The desirable stimulus (the car, driving privileges) are taken away. The kid will think twice about sneaking out at night from now on. The text also discussed that sometimes punishments need to be severe enough to completely stop a target behavior. There are many target behaviors that are dangerous to one’s health and may harm other people. These target behaviors need a stimulus that is aversive enough to make them completely stop that behavior. I will remember these terms because I am interested in punishment and paid close attention to what the text had to say.
I liked how the text discussed extreme negative reinforcement. By bringing up the waterboard example, it elicited a deep thinking response in me, and made me think of reinforcement on an international level. Punishment and reinforcement is constantly occurring in the world. The text reminded me of this.
I felt that the text could have gone into more detail about the role of psychologists in aversive techniques. This is an interesting topic, and I would like to learn more about it.

2.2

I will emit the behavior of remembering:

1. The CR concept. The example about Pavlov helped me to understand this example most. I have a good grasp on the concept presented especially with the help of this specific example. I never realized how many things in my life (and the lives of others and animals) are results of a conditioned response. I will elicit a memory of the concept-Conditioned Response because I had fun writing examples of CRs in the squares. I see them around me everywhere now.

2. I will also elicit a memory of generalized reinforcement because when I was filling out the squares, I found it difficult to think outside of the idea in terms of money. I think I over-thought the concept. That is why I will remember it, because I struggled with it more and I asked questions pertaining to it during class.

3. I will also emit a remembrance of the difference between primary and secondary reinforcement. I also asked about this concept in class and I learned even more during class discussion. I will also elicit the memory of this concept as the girl I sat next to varied in her answers on the small chart, yet we were both able to justify our reasoning. Specifically, the reinforcer of “verbal praise”. If and action is done to raise esteem and receive praise, than it is a primary reinforcer. If it is done because an individual knows that praise from-for example-a boss leads to other rewards like a pay increase, it is secondary. This concept was fun to learn and a little more difficult so I’ll remember it.

I like how the chapter elicited multiple options to continually practicing. Though I feel that it was really redundant and saturated the topic of reinforcement, it did help to raise my self-esteem on the topic. I felt extremely knowledgeable of the concepts. I had fun filling out the different squares about reinforcement with parents, teachers, and employers.

I dislike the how the section emitted many squares in which to write. Though I just stated that they raised my self-esteem, I’m sure I would have been fine without that extra boost. I found that the extra squares emitted a demand for “busy-work”. I didn’t want to do the extra work as I began to feel that it exhausted and saturated the topic. In the future I think that my time can be better spent learning new topics rather than enforcing old ones, though it helped the topics to sink in more and raise my esteem, I disliked how they were unnecessary.

2.3
I will emit a memory of:
1. Intense or extreme punishment. This concept made me laugh. It was so simple and point blank. It’s kind of a no-brainer that water-boarding and torture are extreme punishments. I will remember the statement about extreme punishment because it honestly made me laugh as I read about it.
2. I will also elicit a memory of the concept of the intensity of a punishment. I am and have always been the kid that challenges authority. I know for a fact that if the punishment does not affect me to severely or is not “intense” I will most likely repeat the action with little to no remorse or fear. I live this concept so I will easily emit a memory of this idea.
3. Also, the idea that timing matters in punishment will emit a memorable response. If someone or something was punished for an action they did over a day or more in the past, they probably won’t remember exactly for what they are being punished. Punishments need to be instant to be most effective. I will also remember that punishment has to be immediate to be most effective. It makes sense. If someone were to punish a dog a long time after it did something wrong, it would have no idea why it was getting punished, especially since they don’t speak the y same language of the person that is punishing them.

My likes in this section were pretty much the same as in the last section. 2.3 and 2.2 are basically the same set up, idea, and redundancy. The main difference is the perspective. In this chapter as well as the last, I liked how the chapter elicited multiple options to continually practicing. It was really redundant and saturated the topic of punishment, but it was easy and I’m not going to argue with the idea of easy points.

In this chapter even more so than in the last, I dislike the how the section emitted many redundant activities. Further, the “extreme punishment” was a bit much. It seemed to be an extremely obvious concept. Though they were easy, the activities still emitted a demand for “busy-work”. I disliked that it took more of my time. Even though arguably it took less time to fill in the activity squares on the concepts that I already knew than it would on a new concept, I would have been fine without the extra practice. I didn’t want to do the extra work as I began to feel that it exhausted and saturated the topic (as it did in the last section). In the future I think that my time can be better spent learning new topics rather than reinforcing old ones, though the activities helped the topics to sink in more, I dislike how unnecessary they were.

Section 2.2

1. the section on primary reinforcers elicited the feeling of familiarity when I saw Maslow's heirarchy of needs. I emitted the behavior of reading through the pyramid of needs and how things like food, sex, safety, and water are considered primary reinforcers.
2.secondary reinforcers are only reinforcing when paired with another reinforcing stimulus. the secondary reinforcer when presented without the other reinforcing stimulus is not reinforcing. The ding on the microwave would be meaningless if we were not rewarded with our food being done immediately after the ding.
3.I will remember the intrinsic and extrinsic values of reinforcers. If something is not intrinsically valuable to the person being conditioned, it may not work as a reinforcer. However, some things that are extrinsically valuable but not intrinsically valuable to the individual may still function as a reinforcer, such as money. Money may not be intrinsically valuable to the individual but it is extrinsically valuable to most everyone and using it as a reinforcer will still elicit the desired behaviors.

One thing that elicited a feeling of interest was generalized secondary reinforcers. Generalized secondary reinforcers are reinforcers that are paired with many other primary reinforcers. The most common example of a generalized secondary reinforcer is money. We can obtain many primary reinforcers with money. We can obtain sex, food, drink, etc. with money. Going off of the money theme, debit cards, punch cards, tokens, giftcards, and buy one get one free coupons are all examples of generalized secondary reinforcers but with certain limitations.

One thing that elicited a feeling of frustration was also generalized secondary reinforcers. It was difficult for me to come up with creative examples of generalized secondary reinforcers other than money and money related things. I heard some interesting examples such as power, fame, intelligence. Posessing these things allows access to many primary reinforcers as well. Power elicits attention, affiliation, praise, etc. Talking about these other examples and how they fit the category of generalized secondary reinforcers elicited a feeling of understanding.

Section 2.3

1.I learned that in order to decrease the target behavior you need to obviously punish them. The punisher needs to be aversive enough to effectively extinguish the target behavior. If a child is violently hitting another child telling them to "stop it" is not aversive enough to extinguish the target behavior, the child can choose to ignore you and continue hitting the child.
2. I will always remember that positive and negative have different meanings in behavioral speak. They shouldn't be referred to as good or bad things. Instead they are used in the sense of adding(+) something or taking something away(-) in whichever circumstance. I emitted the behavior of making an eternal mental note on this concept awhile ago.
3. The part of this chapter that elicited a feeling of agreement was the emphasis on using reinforcement over punishment as much as you can. If you must use punishment you need to be immediate, abrupt, punished with the appropriate intensity, and continue with punishment until the target behavior has been extinguished.

One thing in this chapter that elicited a feeling of interest was the notion of simply disrupting the target behavior that you want to decrease the frequency of. This is a way that you can manipulate someone's behavior without having to reward or punish them. The procedure is neutral. I also emitted a behavior of looking up B.F. Skinner's books, "Walden Two" and "Beyond Freedom and Dignity" because they sounded interesting.

Honestly, I enjoyed most everything about this chapter. It elicited a research behavior which lead to an increase in the amount of knowledge in my brain. The only thing that elicited a feeling of confusion was the xbox/itunes example for positive punishment. Wouldn't it be negative punishment because you're removing something pleasureable (power supply to xbox) to decrease the behavior of him deleting your songs?

2.2

One thing I'll emit a remembering behavior about the section is the difference between positive and negative reinforcement. Positive reinforcement is the addition of something pleasureable. Negative is taking away something pleasureable. A second thing that will elicit me to remember it is the meaning of a primary reinforcer. This refers to our basic needs such as sustenance and sex. Also, I emit a remembering behavior about the difference between intrinsic and extrinsic reinforcers. Intrinsic is the value that we ourselves put on something. Extrinsic is the value others put on a reinforcer.
One thing that elicited me to like is how the chapter included Maslow's hierarchy of needs.
One thing I didnt emit a liking behavior to is the difference between conditioned and unconditioned stimuli. I found that section to elicit confusion from me.

2.3

One thing Ill remember is the difference between positive and negative punishment. Positive punishment is the addition of something aversive. Negative punishment is taking away of something pleasureable because youre emitting an undesireable behavior. I'll also emit a remembering behavior about is the extreme punishment section because it talks about the argument of waterboarding. Thirdly, Ill emit a remembering behavior about the consistency of punishment. It gets into how many punishments dont succeed in dropping the frequency of certain behaviors. I wonder if theyre designed that way. Case in point is the parking ticket example.
One part that elicited me to emit a liking behavior is the part where it asked for me to emit a listing behavior of the instances where I was punished but continued the behavior anyway. That was kind of fun to think back.
There really wasn't a part of this section that elicited a dislike behavior from me. Punishment is familiar to us as a society so it must be easier to understand.

2.2

Reading section 2.2 elicited me to emit a learning behavior of many things; however, I will remember at least three things.
First, even though it was a refresher, I will remember that positive reinforcement is the addition of something desirable to increase a target behavior, and negative reinforcement is the removal of something aversive to increase a target behavior. The thing that I remember most about these is that in reinforcement, the positive side in my mind is a + + view, the ADDITION of something DESIRABLE. Focusing on the negative side of reinforcement elicited me to think of it as - -, the REMOVAL of something AVERSIVE. I think specifying these differences facilitated my learning and allows me to use these terms in everyday language, reinforcing my reading.
Secondly, as a consequence of reading this section, I will remember the difference between conditioned and unconditioned stimuli. Classical conditioning uses these. Pavlov learned that you can create conditioned stimuli to elicit a conditioned response. He elicited a dog to emit drooling when presented with a bell. He paired the bell (conditioned stimulus) with a natural (unconditioned stimulus) of meat powder to eventually elicit a conditioned response of drooling. At first, emitting drooling is an unconditioned response, because it is innate. Learning this was contingent upon learning the next thing I remember.
Lastly, reading this section elicited me to remember the difference between primary and secondary reinforcers. In relation to the previous point, a primary reinforcer is an unconditioned stimulus, such as the meat powder. It elicits a natural unconditioned response, such as drooling. These primary reinforcers satisfy our biological, safety, and social needs. These needs are listed in Maslow’s Hierarchy of Needs. Secondary reinforcers are conditioned stimuli, such as the bell. These elicit the function of a reinforcer because they are conditioned to be associated with the primary reinforcer. In order for a secondary reinforcer to elicit a response, we must have emitted a conditioning as to what that reinforcer signals. If we do not know what the secondary reinforcer means, it will not elicit reinforcement.

One thing that elicited a feeling of positive valence was the repetitive reinforcement of concepts we have learned before, such as positive and negative reinforcement. These concepts were discussed more thoroughly, which elicited an even more complete understanding of them. It also elicited me to be able to emit behavioral speak utilizing these terms more easily and correctly. It will also help elicit me to be able to emit these concepts in daily life knowing that I am using the right form.

One thing that elicited a feeling of negative valence was that some of the terms, limited and broad value, were not explained that well. They seemed like they were shoved in at the end of the section and not a part of what we discussed. As a consequence, it elicited me to not give these concepts much credibility or importance. Besides that, I don’t think there was anything that elicited an aversive feeling.

2.3

As a consequence of reading section 2.3, I will emit a learning behavior of at least 3 things.
First, like section 2.2, I will emit a learning behavior of the difference between positive and negative punishment. Positive punishment is the addition of an aversive stimulus in order to decrease the frequency of the target behavior. Negative punishment is the removal of a desirable stimulus in order to decrease the frequency of the target behavior. In easy terms, learning these elicits me to remember these concepts in the same way as reinforcement: positive punishment means + -, the ADDITION of something AVERSIVE, while negative punishment means - +, the REMOVAL of something DESIRABLE. Learning these in this way elicits me to be able to categorize the ABC’s quickly and easily. I will be able to emit which of the 4 a target behavior and consequence is correctly by looking at the bare bones of the reinforcement or punishment.
Second, reading this section emitted me to remember what B.F. Skinner believed in. He believed that reinforcement is ALWAYS more desirable than punishment. If we, as a society, emit reinforcement in lieu of punishment, we can create a better society and peaceful co-existence. As a consequence, this would elicit a Utopian society. One reason that reinforcement is preferred over punishment is because punishment does not necessarily pinpoint a target behavior that is to be decreased. It simply says, “Don’t do this or that.” It doesn’t say, “This is what you should be doing.” Punishment may also not specify the antecedent, to which the target behavior and consequence are dependent on.
Lastly, and maybe the most important thing pertaining to punishment, is that in order for punishment to be punishing, it must be aversive, intense, immediate, and consistent. In order for punishment to elicit a decrease in the target behavior, the punisher must be aversive to the person emitting the response. If they do not find the punisher aversive, this will not elicit them to WANT to alter their target behavior. If you send a kid to their room for being disrespectful but they have a TV or computer in there, this may not be seen as something undesirable to them. They may WANT to stay in their room; therefore, the frequency of emitting disrespectful behavior will not be altered. In addition to aversiveness, the punishment must be intense. The consequence may be aversive to the person, but if it is not intense enough, it will not elicit the alteration desired. Say you send a kid to their room; this may be aversive if they do not have anything to do in there, but if you only send them in there for 10 minutes, it is likely this will not be intense enough to elicit the decrease of the target behavior. Emitting a longer consequence may be intense enough to elicit the desired change. Depriving the child of social interaction may alter the intensity needed, since wanting to see their friends will become more punishing. In further addition, whether or not you punish immediately will alter the effectiveness of the punishment. If you tell the child that they will get punished when their father gets home, it decreases the effectiveness of the punishment and may elicit them to ignore the warning and not emit the desired change. Emitting punishment immediately is vital in eliciting a decrease in aversive target behaviors. It lets people know that the person administering the punishment is serious. Along these lines, consistency is vital in order for the effectiveness of punishment. If you only punish the specific target behavior part of the time, this will not elicit the desired change as much as if you punish each time they emit the behavior. I, for example, received many parking tickets last year, yet continued to park in those spots because there were times that I would not receive a ticket, and could often time it right, because some officers would not punish for the target behavior of parking in a spot that was marked as 1 hour or no overnight parking. This elicited me to not be effectively punished. If I would have gotten a ticket EVERY time, the consequence of punishment would have been much more effective.

The thing I liked in this section was pretty similar to the previous section. Having the terms restated elicited me to emit much stronger remembering than if they were not more thoroughly explained. Another thing I found desirable was how the four important components of punishment were spread out and explained. This elicited me to understand the rules behind punishment much better.

There really wasn’t anything I found aversive in this section. It was a tad long, but reading the material exemplified the importance of this. Overall, I found this section very pleasant.