Please read sections 2.4 and 2.5.
After reading section 2.4, please respond to the following questions.
Section 2.4 builds on what we have been learning so far about reinforcement and punishment by elaborating on extinction. Please continue to respond to the following in behavior speak. What are three things you will remember from what you read in the chapter? Why? What was one thing that you really liked that was in the chapter? Why? What was one thing that you disliked that was in the chapter? Why?
After reading section 2.5, please respond to the following questions.
Section 2.5 introduces schedules of reinforcement.No longer do we have to provide a reinforcement each time the behavior is emitted. Please continue to respond to the following in behavior speak. What are three things you will remember from what you read in the chapter? Why? What was one thing that you really liked that was in the chapter? Why? What was one thing that you disliked that was in the chapter? Why?
Section 2.4
1)I will emit a behavior of remembering three concepts from this section of the chapter.
(1)The first concept I will emit a behavior of remembering is extinction, because it’s similar to punishment in that it decreases the frequency of a behavior, but it’s different because it decreases the frequency of a behavior that has been previously reinforced.
(2)The second concept I will emit a behavior of remembering is extinction burst, because the undesirable behavior will get worse before it gets better. Extinction burst is when an organism emits similar behavior to the previously reinforced behavior in order to obtain further reinforcement.
(3)The third concept I will emit a behavior of remembering is spontaneous recovery, because it is interesting that organisms will revert back to behavior that has been previously reinforced, but then extinguished.
2) One thing I liked from this section of the chapter was emitting a writing behavior of a paragraph using the terms extinction, extinguish, extinguished, reinforced, decrease and behavior. I thought this exercise elicited an effective method to apply the concepts discussed in the chapter by the reader emitting a writing behavior.
3) I don’t think there was anything in the section that I emitted a behavior of disliking. I thought the exercises elicited a beneficial application behavior.
Section 2.5
1) I will emit a behavior of remembering three concepts from this section of the chapter.
(1)The first concept I will emit a behavior of remembering is continuous reinforcement, because it is important to initially get a behavior under stimulus control.
(2) The second concept I will emit a behavior of remembering is intermittent reinforcement, because emitting a behavior is not always reinforced, but organisms continue to emit the behavior hoping to obtain further reinforcement.
(3) The third concept I will emit a behavior of remembering is ratio schedule of reinforcement, because when I think ratio, I associate it with numbers. In ratio schedules of reinforcement, a certain number of responses are required to obtain reinforcement.
2) One thing I liked from this section was the application of the slot machine examples. This was effective in helping the reader emit a behavior of understanding the concept of the various schedules of reinforcement, because it used a real-life experience people can emit a behavior of relating to.
3) One thing I disliked from this section was emitting a behavior of writing what examples were the hardest and easiest to come up with for each type (FI, FR, VI, and VR). I think the explanation could have been clearer, because I was confused on what the author was asking the reader to emit a behavior of explaining in the exercises.
After emitting a reading behavior of section 2.4, I will emit in remembering what extinction burst is, which is the reinforcement of a target behavior is withheld, causing the target behavior to occur more. One example occurs at my workplace. Everyone complains about taking out the trash and employees make excuses to do other closing tasks such as vacuuming, cleaning countertops, restocking..etc. Nobody wants to do it but eventually someone gives in a does it anyway to stop the complaining. This happens all the time and eventually that same person usually is the one who ends up taking out the trash every time.
I was also emit in remembering is that extinction is aversive and upsetting. This makes sense considering it usually decreases a behavior but I find it interesting that one can make extinction into extinction outburst depending on the situation. The last thing I will emit in remembering about this section is learning about generalization and discrimination. Generalization is emitting the same behavior to different stimuli while discrimination is being able to tell different stimuli and contexts apart.
One thing I really liked about this section was learning about superstitious behaviors. Every one is superstitious about something and everyone emits in superstitious behaviors maybe without even realizing it. One time when I was at the casino playing craps, this one guy would turn the dice over so that the numbers showed five and three before rolling. He also emitted in a behavior of picking up the dice and throwing them almost the exact same way every time and would write in a little notebook what he did wrong if he didn't roll the numbers he wanted. It was strange, but he did end up rolling a lot of the same numbers! I guess he was superstitious about that and it worked most of the time.
There really wasn't anything I dislike about this chapter because the examples were very helpful in understanding the vocab and most of the vocab refreshed my memory from the other sections.
In section 2.5 I will emit in a behavior of remembering what intermittent reinforcement is, which is reinforcing every now and then, and that there are several types of intermittent reinforcement (fixed, variable, ratio, interval.) I will also emit in remembering what ratio schedules of reinforcement is which includes the amount (numbers) of times a behavior is emitted before reinforcement is provided. One example of this could be shooting a basketball. It may take a certain of number of times to shoot until making the basket. Eventually, with practice it gets easier and we develop muscle memory. The last thing I will emit in remembering from this section is the difference between fixed and variable schedules of reinforcement. Fixed is constant while variable has a minimum and maximum range. They can also be combined with ratio and interval. Fixed ratio is fixed number of times while fixed interval is the pay-out after a period of time. Variable ratio is constant number of times of the emitted behavior, while variable interval is the range of min/max amount of time passed.
One thing I liked about this section is that there were many examples in real life situations that could help me understand FI, FR, VI, and VR. I am on a paid 2 week schedule so therefore it is a FI. Although these were great examples, I need to emit a practicing behavior to completely understand these terms.
One thing I disliked about this section was having to come up with more examples for FI, FR, VI, and VR. By emitting a thinking and writing behavior on some of these, it elicited my confusion because I kept having to think back on the examples and re-read the definitions and I'm unsure on if my examples were correct.
I enjoyed this section (2.4) because I knew a lot of the examples and it elicited a remembering response from me as well. I will remember the topics of extinction and "extinguished" because we had learned about extinction before. Also, extinguished made sense to me as well. For example, behaviors that were normally reinforced (such as laughter) may be extinguished in the classroom. Another topic I will remember is extinction burst. I like this term because it reminds me of the episode of family guy (even before I read that part in the section) where Stewie kept saying, "Mom, Momma, Lois.. etc." He was trying everything to get his mom to listen to him when she finally does. This is also variability because he tries many varieties of saying his mom's name to get her attention. I will emit a remembering behavior of this as well. I liked both the extinction burst and variability topics because they were easy to understand and made sense to me.
One thing I did not like about this section was Discriminative extinction. I felt like either it was too simple, or it went right over my head. An example of this would be a no parking sign where you can usually park. I didn't know how to relate this to anything that wasn't a physical sign.
2.5
In this section, I will remember fixed intervals, fixed ratios, and variable intervals. I found these three subjects to be somewhat pleasurable and not aversive. Fixed intervals are when there is a reinforcement after a fixed amount of time, such as pay day. Fixed ratios are when there is a payoff after a certain amount of times. An example of this is when a pigeon pecks the key 10 times it gets a payoff. Variable intervals, however, are when there is a payoff after the average amount of seconds. There is a minimum and maximum amount of time that may pass with this.
I liked variable intervals a lot in this section for one because they made sense to me, and two because it was fairly easy to think of examples. My favorite example is going fishing. This is variable intervals because it may only take a minute to catch a fish but it may take another ten minutes to catch another one.
One thing I disliked about this section was that it was kind of hard to think of examples out of nowhere. Especially with variable ratios and fixed ratios. Not everything happens every few times. I think these to elicited confusion a little bit.
Section 2.4 was a very helpful chapter because it clarified some terms that I was still a little unsure about. One thing that I will remember from this chapter is to not generalize the terms extinction and extinguished. One is a process while the other is an adverb. This distinction is similar to that of reinforcement and reinforced and it is important to use these terms correctly. Secondly I will remember not to confuse extinction with punishment. In extinction you are taking away a pleasant consequence as you are in punishment. However, extinction is a form of reinforcement because it is taking away an adverse behavior. Thirdly, I w ill remember the characteristics of extinction. These characteristics include the following behaviors: extinction burst, variability, and aggressive behavior. These behaviors may be aversive and persuade the reinforcer to give in to the adverse behavior.
Like I said before, this chapter was helpful for me because I had a hard time discriminating between punishment and extinction. Sometimes when doing my topical blogs I would have to really think it out and had trouble decided how to label a consequence.
There wasn’t anything that I disliked about this chapter. I found it all very interesting especially the section on superstitions.
Section 2.5 dealt with the schedules of reinforcement. There are three things in particular that I will remember from this section. First I will remember the notations we use for each type of schedule. Remembering this will reinforce my learning so that I will better understand the text when these annotations are used. Secondly, I will remember that ratio schedules are used when a certain number of responses are required and an interval ratio is used when a certain amount of time needs to pass in order for a reinforcement is given. While reading this section I found that I would mix these terms up when elicited to write an example. Thirdly, I will remember the graphs used to demonstrate the learning rate of each type of reinforcement schedule. This graph is useful in understanding how response patterns differ.
I really liked the exercise that gave us an example of one of the types of reinforcement schedules and then asked us to identify which schedule it was. I thought that exercise was good practice and reinforced my confidence in understanding the information presented in this section.
On the other hand, some of the exercises for this section I didn’t like. I found the ones at the end of the section to be really repetitive to an exercise that was earlier in the chapter.
2.4
-I will emit the behavior of remembering:
1.)Extinction burst is the first behavior that occurs during the extinction process. I will remember this because it sets the image in my mind of a child not getting their way so they throw a tantrum, which is sort of like a “burst” of anger.
2.) Variability, which typically happens after the extinction burst, is where the person changes their behavior because they aren’t reinforced. I will remember this because the definition is basically in the word (“variable” or change sounds like variability.)
3.) Discriminative Extinction, which is a warning that elicits that you will not be reinforced for a certain behavior. I will remember this because of the examples given in the reading such as a “closed” sign.
-I liked the section about extinction and extinction burst the best because I feel like I can easily remember what they are and I understood what the book was talking about.
-I disliked the generalization and discrimination section because I couldn’t differentiate between the two.
2.5
-I will emit the behavior of remembering:
1.) Some behaviors are always reinforced. I will remember this because I always thought of reinforcement as a choice before, but it was interesting that natural reinforcers exist.
2.) Fixed ratio happens if a behavior is reinforced in the same amount of attempts each time. I will remember this because the writing section elicits for you to emit the behavior of stating examples of a fixed ratio.
3.) Variable ratio happens if the amount of tries before getting reinforced changes from time to time. I will remember this because it also had a writing section that elicits for you to emit the behavior of stating examples of a variable ratio.
-I liked the section about fixed and variable ratios because I could easily differentiate between the two.
-I disliked the section at the end about FR, FI, VI, & VR schedules because I could not come up with examples very well because I felt that I didn’t understand it fully. I think more examples in the reading would have made it easier to emit a remembering behavior.
Terms: emit, extinction burst, extinction, variability, discriminative extinction, elicit, generalization, discrimination, reinforcement, reinforcers, fixed ratio, variable ratio, FR/FI/VI/VR schedules
Section 2.4:
After emitting the behavior of reading section 2.4, I definitely learned a lot about extinction. Reading about extinction elicited a response of remembering things I have learned to further my knowledge about the overall gist of reinforcement and punishment. Three things I will remember from the chapter are first, generalization. The example given was that people may refer to all psychologists as “shrinks”. In actuality you must have a medical degree, which is a Psychiatrist. Another example given was that all people interested in psychology are concerned with clinical areas. This will reinforce me to try to not over generalize. The next thing I will remember is discrimination. This is related to generalization because it was what you do when you over generalize. This is probably an aversive behavior for the most part, because it is not considering certain things. With the examples from earlier, the discrimination would be against the people interested in things other than clinical psychology, and the careers other than “shrinks”. The third thing I will remember is the superstitious behavior section. It is very interesting to think of things like superstitious behavior in behavioral terms. Usually people just think of the “spooky” parts of superstition, but it probably has a long history of reinforcement or punishment.
The thing that was a pleasurable response was, again, the superstitious part. It really elicited a thinking behavior, with deep thought for the examples that we do sometimes. For example, wearing your ‘lucky shirt’ to a game because you won the couple times you wore it before (and were reinforced with winning) is a superstition.
The thing I found aversive was the extinction bursts, and variability. I found it difficult to answer the questions and give examples because I found the examples weren’t as easy to understand as the other ones that were much clearer.
Section 2.5
After reading section 2.5 I learned about certain types of reinforcement. I learned that there are MANY types of reinforcement and subareas. I will explain the types in the three things I will remember most. The first thing I will remember is the continuous reinforcement. Continuous reinforcement is when we always reinforced from a behavior, which leads to the generalization that every time we will be reinforced. For example, as I am typing this, each key shows up on the screen after I emit the behavior of pressing it. Therefore, being reinforcement. The next thing I will remember is (second) ratio vs. (third) interval. A ratio is after a certain number of times/presses/pecks, etc. are emitted. There are fixed ratios; which are when the number of times emitted is a fixed amount. Example: a bird is reinforced after 5 pecks. The next is a variable ratio; this is when the amount of times the behavior is emitted is reinforced in which you keep guessing. For example, slot machines. The last thing is variable interval and fixed interval. Fixed interval is reinforcement after a certain number of seconds/minutes/hours that is fixed. For example, a dog is reinforced after 20 seconds of sitting down. The next is variable interval, in which the amount of time is unexpected. For example, someone texting your phone is unexpected.
The thing that elicited a pleasurable response was the first part in which you were to look up ‘operant chamber’ on YouTube. This elicited the behavior of searching and actually watching a video to learn by visuals.
The thing that was aversive to me was how many ‘fill in the blanks’ there were for the fixed intervals/ratios and variable intervals/ratios. I found it a bit redundant which kind of elicited an aversive response.
2.4---I thought that emitting a reading behavior of this section really helped me start to understand some terms that I was still a little unsure about, and I believe it elicited a remembering response as well. Eliciting a remembering response really provided positive reinforcement, which is always nice! One thing I will remember from emitting a reading behavior will be extinction and extinction bursts. We have discussed this behavioral term earlier in the semester yet I was still a little confused, which made me feel aversive. It was very helpful to have examples, which clarified things. After getting some clarification it elicited a happy response. Hopefully I can emit a remembering behavior for these terms for the rest of the semester, as well as my life! Another behavioral concept I will remember after emitting a reading behavior would be Variability. I will emit a remembering behavior because of the specific examples that was used. My brother recently posted the clip of stewy calling for this mom (that was used in the section) on my facebook (it reminded us of our cat…long story!). Considering I have already seen the clip, it was easy for me to connect with it, which helped me emit a remembering behavior. This was also almost positive reinforcement, because it elicited a good response, and made me continue to want to read more of the section. The third thing I will remember after emitting a reading behavior will be superstitious behaviors. Like the last example, considering I have already heard/seen things about this it was easier for me to grasp on to. I think that some superstitions are funny, yet I can’t say I don’t have a couple of my own (for example opening an umbrella inside). I think it is just interesting how alike of the same behaviors will be emitted over and over, yet there is really no reinforcement that goes along with it. I think I will remember this because it was interesting, and connected to our everyday world.
One thing that I really enjoyed in this section was the examples. It was very easy for me to connect to them, and think of my own, which elicits positive reinforcement. The Family guy example really helped me a lot, which made the reading not seem so aversive.
One thing that I disliked about this section would be the Discriminative extinction/stimuli. I felt that this a little confusing to me, which made it aversive. I understand the example that was used (“out of order” sign or “no parking” sign), yet I had a hard time trying to come up with examples other than those.
2.5---After emitting a reading behavior of this section, there are a few things that I will remember. The first thing that elicits me to remember is the difference between reinforcements that are elicited every time a behavior is emitted compared to things that will not be reinforced every time that behavior it emitted. For example, if you say thank you, you would think you would get a “Your Welcome” response, which would be positive reinforcement; yet you will not always receive a thank you. I think I will remember examples of these because they are related to everyday life, which is pleasurable, not aversive. The second behavioral concept I will emit a remembering behavior for would be Fixed Ratio (FR), Variable Ratio (VR), Variable Interval (VI) and Fixed interval (FI). In the beginning these terms were aversive, but after looking at examples it all started to come to me, and elicit me to remember. Another reason I will remember these behaviors is because they relate to our lives every day, without even realizing it. The words “on average” I think really help me distinguish the difference between fixed and variable. The third topic I will remember from the section would be continuous reinforcement. I liked the example of the computer key board, because it relates to what I am doing right now, emitting a behavior of typing. When you press down on the keys, a number, letter, or symbol will appear, and this behavior will be continuous.
One thing that I really enjoyed during this section was all of the examples that related to everyday life, especially the ones that dealt with FR, IR, VR, and VI. Some of these were aversive at times, but in the end emitting practicing behavior really helped me! Also, another thing I enjoyed was watching the YouTube video on operant chamber. I am the type of person that really enjoys visuals, and benefits from them, so watching the video was pleasurable, and not aversive!
One thing that I disliked in the chapter was all of the new behavioral terms put together in the same section. This was aversive considering I got very confused, and there were a lot of terms that I really did not understand, which is unpleasureable, and elicits an unhappy response. Another thing that was aversive to me was the graphs; they were not horrible, but a little confusing at times.
Section 2.4
1.) The first concept that I will remember from emitting the behavior of reading section 2.4, is the concept of extinction. This is an important concept to grasp because it is similar to punishment and as a consequence many people confuse the two. To avoid this aversive outcome remember that extinction occurs when an organism that has been reinforced for emitting a target behavior is no longer reinforced for emitting that same target behavior. The second concept I will retain from this section is an extinction burst. The target behavior is to receive a particular outcome that one has received previously by emitting a certain behavior. When the expected outcome does not happen the individual is likely to repeat the behavior until the desired outcomes is elicited. The third thing I will remember from this section is that aggressive behavior can often be the aversive consequence to an extinction burst. For example, if a child is wanting to gain its mothers attention and she does not respond, the child will likely kick, yell, throw things, etc. This behavior is commonly elicited throughout life, just as different degrees.
2.) One thing that emitted an enjoyable feeling while reading this section was all the examples that were included. The examples elicited many visuals and made the concepts easier to remember as a consequence.
3.) One thing that emitted a somewhat aversive feeling while reading this section was the length of the section. Although the examples elicited visuals that made the concepts easy to understand, there was still a lot of information to obtain. Extinction is a big concept to grasp due to its similarity to punishment. It is understandable why this section would need to be longer in order to explain it to students in a desirable manner. As a consequence of going this in-depth, students will be more likely to speak in behavioral terms throughout the class.
Section 2.5
1.) The first concept that I will remember from emitting the studying behavior from section 2.5 is the concept of continuous reinforcement. This concept refers to when a behavior is emitted and in response we expect a particular outcome. For example, when we emit the behavior of typing on a keyboard, we are reinforced by seeing the letter appear on the computer screen. If we only saw a few letters every time we emitted the behavior of typing on the keyboard, we would be less reinforced to continue the behavior of typing on the keyboard. The second concept that I will remember from section 2.5 is Fixed Ratio (FR), Variable Ratio (VR), Variable Interval (VI) and Fixed interval (FI). The examples provided elicited a desirable consequence of remembering. The third thing I will remember is fixed ratios. Fixed ratios are the number of times a certain behavior is emitted in response to particular stimuli.
2.) The examples elicited a desirable response from reading the section. Many of these terms were confusing and aversive, but after emitting the behavior of reading the section, I was able to understand as a consequence.
3.) One thing that I found aversive in this section was the graphs. They made some sense, but were not very helpful in eliciting a learning behavior.
Section 2.4
One thing that I will remember is that extinction is aversive because the example about the vending machines was very bizarre. The fact that people actually die trying to get the reinforcer of a vending machine snack is so ridiculous that it elicited a remembering behavior from me. Another thing that I will remember is generalization because it explains why some little kids emit the behavior of only eating certain colored foods. The real world connection is a desirable consequence to my learning behavior which reinforces the behavior. I will also remember how superstitious beliefs develop because it explains why people emit the behavior of believing very bizarre things.
One thing that elicited pleasurable feelings from me about the chapter was that the examples connected and explained aspects of everyday life. The information can be applied to one’s life and brings a better understanding of the world which is a pleasurable consequence of emitting a reading behavior for me.
One thing elicited aversive feelings from me was describing the variability that could occur in extinction bursts because it was difficult to emit the behavior of thinking of many different variations of the same behavior.
Section 2.5
One thing that I will remember from the chapter is that variable reinforcement is a high number of responses over a small amount of time because images are pleasurable to me so the graph describing this elicited a remembering behavior from me. I will also remember the definition for a post-reinforcement pause because the scalloped edges on the graph elicited confusion in me until I emitted the behavior of reading to find out what they meant. Another thing that I will remember is fixed ratio and fixed interval schedules of reinforcement have a post-reinforcement pause because the scalloped edges on the graph elicited a remembering behavior from me.
One thing that elicited pleasurable feelings from me was the exercises using the notations for the different schedules of reinforcement. These exercises elicited the same behavior multiple times so the behavior was quite easy to emit after a couple exercises.
One aspect of the chapter that elicited aversive feelings from me was giving examples for variable ratio/interval and fixed ratio/interval. This was aversive for me because when using real world examples one example could fall into another category depending on the circumstances.
2.4
The reading assignment elicited me to emit the behavior of reading section 2.4. After emitting this behavior, I was reinforced by learning new ideas about behavior modification. The first thing I have learned from this section is extinction. Extinction can be defined as the process of stopping the reinforcement of behaviors which have already been reinforced. An example of extinction is when you put money in a pop machine and it “eats” your money and doesn’t give you a pop. This is extinction. The second thing I learned in this section is extinction burst. This is when reinforcement is initially withheld, the behavior that used to lead to reinforcement will occur more often. An aversive example of this is when you do drugs and run out. You may continue to call and call others to find more and more drugs because you need that behavior. The third thing I learned about in this section is about superstitious behaviors. These are behaviors that are sometimes emitted that don’t directly lead to reinforcement. An example of this is going out the same door you came in. Even though it doesn’t show any reinforcement, the behavior is emitted because the person feels like its reinforcing. One thing I found pleasurable about this chapter was it allowed me to think of something interesting like superstitions, in an education, behavioral way. One thing I found aversive about this section was that there were many different concepts that all had sort of the same meaning. When this happens, it’s hard for me to tell the difference between the concepts.
2.5
The reading assignment elicited me to emit the behavior of reading section 2.5. After emitting this behavior, I was reinforced by learning more information about behavior modification. The first thing I learned in this chapter was the different schedules of reinforcement. There are four different types of schedules this chapter covered. They are: fixed ratio, fixed interval, variable ratio, and variable interval. A fixed ratio means a fixed number of times before the reinforcement is delivered. A fixed interval is a fixed number of times before the reinforcement is delivered. Variable ratio means there is a variable amount of times something must occur before the reinforcement is delivered. Variable interval means there is a variable amount of time that elapses before reinforcement occurs. The second thing I learned while emit the aversive behavior of reading is that different types of schedules make different graphs. They are relatively similar however; the rate in which they increase is different. The final thing I learned in this chapter is how to relate these ideas to video games. The chapter showed many examples of each of these schedules and related them to everyday life. One thing I found pleasurable about this reading was that it had a lot of examples and areas for me as a reader to fill in as I went along. By emitting the behavior of filling them in, I receive positive reinforcement of understanding the information much better. One thing I found aversive about this section was how long it was. It was a very long section that covered basically only one big topic. This is fine however, it was just really repetitive.
The directions for this assignment elicited a reading behavior from me, and after emitting a behavior of reading the entire section of 2.4 I will be able to remember the difference between extinction and punishment. I think it is fairly simple to remember that extinction involves a previously reinforced behavior, and the example given in the section provided me a great way to emit a visualizing behavior to understand it better. I will also remember extinction burst because I think the name of this behavior alone is pretty descriptive as to what is classified as extinction burst; the example of Stewie calling to Lois didn't hurt either. Finally, I will remember variability just because the name itself is pretty self-explanatory, but the examples given throughout the text helped as well.
One thing I specifically liked that was in the section was the reference to Family Guy throughout. I think it made it easier to understand this entire section by bring up that one scene from the show. I think it's easier to understand examples when they're more relatable and less generic sort of scenarios that most books provide. One thing I found less interesting than the other concepts in the chapter was discriminative extinction and discriminative extinction stimuli. It's not like I completely disliked them but just thought they were less interesting to read about.
After emitting the behavior of reading section 2.5 I will remember the difference between fixed and variable. For example, fixed can refer to a specific amount of time before you are reinforced (getting a pay check every 2 weeks). Variably is more spontaneous (a rat pushing a lever may get a treat after six pushes, but then the next time it may take him 10 pushes before he is reinforced with a treat). I will remember ratio and interval. Interval has to do with the passage of time (2 weeks have to pass before I get paid again), and ratio has to do with numbers (a rat getting a treat for pressing a lever has to do with the number of times he presses it). Finally, I will remember continuous reinforcement because so many things we do in our everyday life involve continuous reinforcement.
One thing I liked about this section was the opportunity to fill in whether something was ration or fixed and whether a scenario was interval or ratio. I think these first few examples really helped me keep all of the different terms straight. One thing I disliked about the chapter was that once I got to where the graphs were being explained I felt like it was just confusing me more than anything. There was a lot of information in this chapter and I think it will take a little practice to keep in all straight.
2.4
This section on reinforcement and punishment further elaborated on issues that I had previously been familiar with. The most interesting to me were some oddities that occurred during the process of extinction. The first of these is aggressive behavior in extinction. This was interesting to me because this is something that you see on a day to day basis. Whether it be someone trying to quit smoking they can be pissy, to someone watching what they eat, they get mad because they cannot have what they want. This helps to explain why people can get so mean when they are experiencing extinction. Another oddity was that of spontaneous recovery. This is when a behavior which has gone extinct suddenly comes back to the surface. I enjoyed the story about wanting to go back to a favorite Mexican joint as an example. The last thing that stuck out to me was superstitious behavior. I thought this was funny in explaining some weird behavior that we as people do. A random, uninvolved stimulus becomes attached to a particular behavior that resulted in a desirable result. It is funny how all this happens by chance one time and then we over extend it into all areas of life.
I especially enjoyed the bit about extinction burst and how we try all sorts of crazy behavior when we are not rewarded when we believe that we should be. The examples of people being crushed by pop machines is an excellent example. I saw myself doing this the other day when I was sitting at a stop light that took forever. I started talking to the stoplight, telling it that I had been patient and that I needed to get somewhere quick. I then started hitting my steering wheel to no avail. Eventually the light turned, but not because of my stern talk to it.
I did not like the overview of extinction, extinguish, and extinguished and their appropriate places in the English language. I think people should have enough common sense to tell whether these fit in an appropriate place or not. Often times throwing in more specialized words such as noun, adverb, and adjective simply confuse people more.
2.5
The idea of intermittent reinforcement has been something that I have been thinking about recently and I kind of guessed that this was what the text was going to build upon next. Intermittent reinforcement can be further broken up into four distinct sections; variable response, variable interval, fixed response, and fixed interval. Then taking a deeper look into all of these separate categories was extremely helpful to understanding everyday behavior. I can now better understand the reinforcement schedules of every day actions. Continuous reinforcement is the opposite of intermittent reinforcement because continuous reinforcement means that every time the behavior is emitted then it is reinforced. I felt that this topic was much more difficult to think of examples for because there are always examples of actions that would usually be reinforced and in the exception they are not. These are rare but it was fun to try to think of the ones that do exist. The operant chamber was also just a refresher. I had seen these in several videos before but it was education to watch a youtube video describing the unique parts of it.
Graphs. I really liked the graphs that were demonstrated in this section. It gave us a chance to see how the data would actually be represented. Seeing the difference between fixed and variable in graph form was especially helpful. I also appreciated how the paper then drew attention to the drops in the graph and described them as a post-reinforcement pause. This makes complete sense. An individual is much less likely to emit a behavior if they were just rewarded for it. People need to take a break from it before they are ready for another reward. VR, VI, FI, and FR are much more clear in graph form
VR10 or VI10. I hated the terms variable response and variable interval being written in this fashion. I don’t really know why but seeing in this ‘more scientific’ manner just pissed me off. Why can’t we just use simple, common language rather than shortening it up into 2 letter phrases which can get very confusing very fast. I think I will stick to saying variable response and variable interval. VI10 sounds like an STD.
Vocabulary : VR10, VI10, graphs, continuos renforcement, intermittent renforcement, opérant chamber, agressive behavior, extinction burst, superstitious behavior, spontaneous recovery, extinct, extinction,
2.4
After emitting a reading behavior, I will remember from this chapter how extinction can occur with an individual’s target behavior. Extinction occurs when a previously reinforced behavior is no longer reinforced. This will cause the behavior to no longer occur. For example if a mother reinforced a child by giving them a gold star every time the child emitted the behavior of completing their homework the child would keep emitting such behavior. After awhile the mother may just expect the child to complete their homework and no longer elicits the response of giving the gold star. This may cause the child to stop doing their homework when they are supposed to. No longer reinforcing the child’s behavior, extinguished the behavior, causing extinction.
It is not just that simple, though. Because extinction is an aversive process, there is much more that goes into it. Next what I will remember that if a previously reinforced behavior is no longer reinforced, an extinction burst may occur. This means that the person who had been previously reinforced seeks that reinforcement and may do whatever possible to achieve that reinforcement. For example, a person goes to the same coffee machine day by day to get their caffeine fix in the morning. The machine will take their money, and they are reinforced with coffee. One morning the machine will not take their money, as a coffee addict myself; I would try over and over again until I was reinforced. The person may do whatever they had to, straighten the bill out, flip it a different way. Even though they are not being reinforced, they won’t stop trying.
After being let down by that coffee machine, the person decides to bring their own coffee to work for the next week or so, but eventually tries the coffee machine again. This is spontaneous recovery. Although the behavior had been extinguished, they may revert back to that old behavior, hoping that they will be reinforced the way they had been previously, with a delicious cup of coffee.
I really liked in this chapter how all of the different elements of extinction were put together in a way that was easy to follow and that was related to one another. I did not really understand extinction prior to reading this chapter and this chapter laid it out in a way that made it very easy to understand.
I did not really like the section on generalization and discrimination because the way the chapter talked about it; they seemed to be the same thing. I am not exactly sure if the examples I used were correct or if there was any difference between them at all. It would just be nice if there could be some sort of elaboration that could distinguish them a little bit better for me.
2.5
Up to this point in our readings, we have essentially read that in order for a target behavior to keep on occurring, it must be reinforced each time or extinction will occur. This chapter explained how reinforcement is not necessary every time the target behavior is emitted. It also explained how it may even be more reinforcing to use this procedure intermittently. B.F Skinner established this concept when using his operant chamber on pigeons.
Most people are used to continuous reinforcement. This means that when they emit a behavior, they expect to be reinforced immediately. For example when I am playing my favorite video game, Little Big Planet, I expect that when I press the “X” button my sock puppet will jump. When this occurs at a time when I did not want it to, I get incredibly angry and yell at my television, even though it is my fault and I timed it incorrectly. Also when trying to change the channel, I expect the television will do what I want and if it is not working, it is most likely a problem with the remote.
Finally what I will not forget is the different schedules or reinforcement. FR is a fixed ratio and means that reinforcement will occur after the behavior has been emitted a specific amount of times. FI is a fixed interval and means that reinforcement will occur after a set amount of time has passed as long as the behavior was occurring. VR is a variable ratio and means reinforcement will occur after a certain amount times the behavior has occurred, but this number changes each time. This is the same for VI (variable interval), but rather than the behavior occurring an average number of times, it is an average amount of time that passes. Variability is better in reinforcing behaviors because the person emitting the target behavior cannot catch on and so they emit the behavior more often in order to the reinforcement.
While the activities were very repetitive and elicited a response of frustration, I realize that they were very helpful in reinforcing the reading material. At first it seemed very difficult but each activity helped in my understanding of the material, making this blog much easier to write.
I did not like the graphs and the different comparisons between each schedule of reinforcement. While reading these, it made learning FR, FI, VR, VI more complicated and I just ignored it while writing this blog. I feel it would probably be easier to understand if a person talked me through it, but for now, it just complicated the reading.
2.4
The three things that will elicit the remembering behavior from me are:
1) The difference between the words extinction, extinguished and extinguish. Extinction is a procedure and a noun, extinguish is a verb, and extinguished is an adverb. I will remember this because I thought it was pretty cool how we were to emit the behavior of using all three of these words in one paragraph. That really makes you realize how different the words really are and how easily confused they can be.
2) Variability, which is defined as other similar behaviors to the target behavior that are emitted in order the receive reinforcement. This is something I will take from this section because it was something that was desirable for me to learn. It was something that came easy to me, and I think that it really makes sense when thinking about how people really go about achieving their goal of reinforcement.
3) The third thing I will remember is spontaneous recovery, which is defined as the return of an emitted behavior after it has been previously extinguished. Remembering this comes easy because it is something that we do a lot in our lives that we don't even realize is a part of behaviorism. We do realize in our lives that behaviors do return to our lives, whether they are aversive or enjoyable to us, but I don't know if knew it had a real solid definition.
One thing that I did like from the chapter was the great job it did do with the amount of examples to practice with. I really like when the sections give us plenty of opportunities to use the information they are giving us in our own words. I specifically liked how we had to break a sentence down into the extinction burst, variability, and spontaneous recovery. I felt that this really reinforced us by pushing us to pick them out in a sentence. This is just a desirable step to help ensure us that we really understand the material we are reading.
One thing that I didn't like from the section was how it focused so heavily on extinction. The section led me to believe that we would be learning about many different concepts related to reinforcement and punishment, but it seemed very intent on explaining how extinction plays a role. It may indeed play a large role in reinforcement and punishment, but I think that some other things could have been covered in the section as well to elicit a better learning response from us as students.
2.5
The three things that I will remember from this section are:
1) The practice of having to check YouTube for the "operant chamber". Dr. M showed us what this was in class one day, but having to look it up for this section gave me a refresher on what it really was. I think that it is a neat idea that they have there to allow the animals to learn behaviors that will in return give them reinforcement.
2) Giving examples of behaviors that always end in reinforcement and examples of behaviors that only sometimes leads to reinforcement. This simply showed me that there are instances where you are always going to be reinforced no matter what, and there are times that you will maybe be reinforced depending on the situation or the environment you are in.
3) Fixed vs. Variable schedule of reinforcement. This is something that I will remember because I had a hard time fully understand the differences between all of the different kinds that were associated with them.
One thing that I liked about the chapter was the amount of practice for the schedules of reinforcement. It helped me to better understand as much as I possibly could the part of the section I am having trouble with.
One thing that I dislike about the section is the introduction of the schedules of reinforcement, even though I did like the practice it gave. As stated above, this was something that I had a hard time understanding until I read over them time and time again. I simply do not like this part of the section because it was hard for me to understand and it took me the longest time to get even the slightest grip on what it was trying to say. Even at this point, I'm not quite sure if it is fully clear in my mind what the different types are and what the differences are between them.
2.4-
The first thing that I will remember from the chapter is extinction. According to this chapter, extinction "occurs when an organism that has been reinforced emitting a target behavior is no longer reinforced for emitting that same target behavior". The act of extinction will elicit a remembering behavior from me through the main example of a vending machine. It is very true that someone will try to put money into the machine when there is clearly no way the machine will accept the cash. They will try, but their efforts will run out emitting an extinction behavior.
The second thing that I will remember about this chapter is extinction burst. We have all done something in our lives to the extent that our behavior ended in extinction since our needs and actions were not reinforced. I never knew the word for it, but I know what it feels like to experience it.
The third thing that I will remember from this chapter is variability. The example from Family Guy really helped me understand this concept, as well as relate to it. A child repeating "Mom" or "Dad" is definitely an example of variability, but I also think the child throwing themselves on the floor and kicking around for attention could serve as a good example as well. Parents initially find this behavior aversive, thus the children will coerce the parents into finding a suitable target behavior for the child. I will emit a behavior of remembering all of these terms due to the great examples.
The one thing that I really liked in this chapter is the extra push to actually write out paragraphs using terms such as reinforcement, decrease, extinction and extinguish among others. This was challenging and somewhat aversive, but it really helped me in the long run.
I didn't find much to complain about in this particular chapter. It was a little lengthy, but I can't complain due to the fact that 15 to 20 pages is hardly anything to get upset about.
Chapter 2.5-
My target behavior was to read the whole chapter pretty quickly since I had class soon. I emmitted the behavior of reading to only find that I found this chapter extremely aversive. I decided to push through it and ask for help, thus having the consequence of understanding it finally.
Besides remembering that I struggled a lot when trying to reach the target behavior of reading this chapter, the first thing I will remember about this chapter is the schedules of reinforcement. This is what I had the most difficulty with. I thought once I learned them that they were indeed very interesting to put into context and form a sentence out of what they meant.
The second thing that I will remember about this chapter is biological continuity. I throughout my education have been an avid believer that we can understand humans by first understanding animals. I just never really put a name to what was my understanding.
The third thing that I will remember from this chapter is learning about the term operant chamber, then relating it in examples to the schedules of reinforcement. If we know that the rat has to push the button regardless 6 times before receiving food, we know that this is a fixed ratio. I found this all very fascinating how it integrates.
The one thing that I really liked that was in the chapter is the fill in the blanks. This helped me to learn better even though I didn't like it. I guess I could mix this with what I disliked as well. I emmited the behavior in filling in these blanks in order to learn which was very aversive, and the consequence was me learning the material.
2.4
I will emit a behavior of remembering three important concepts due to the learning the book elicited from me that target behavior. The first concept I will emit a remembering behavior is how extinction differs from punishment because it doesn't involve adding anything. The second concept the book elicited me to emit a remembering behavior for is extinction bursts since it was related to a show I am familiar with and i was about to make associations. the final concept is spontaneous recovery because it was also associated with a behavior of putting money in the broken pop machine even though you may know it's broken because I have done this before.
One thing I really enjoyed about this chapter is how the book elicited me to emit more writing behavior which really helps the concepts sink in for my learning.
One thing I did not enjoy about the book is how it went over extinction in detail after I felt I had gone over this concept previously and I emitted a behavior of paying only slight attention to the concept.
2.5
The book elicited me to emit a remembering behavior of three concepts. The first concept was that there are different schedules of reinforcement and this was elicited by how many examples were provided to me. The second concept I will emit a remembering behavior for is ratio versus interval scale. The way the book explained the difference between ratio and interval was easy and i connected it with my stats class. The third concept is the difference between fixed and interval because this also had a lot of examples that I was able to emit a relating behavior to my own life and behaviors.
The one thing I enjoyed about this chapter was how well each concept was explain and how there were new things for me to learn.
The one thing that I didn't like about the chapter was the amount of writing involved. I enjoy writing mostly but when there is too much and it seems to repeating itself I get frustrated and it slows me down.
**2.4 After emitting a reading behavior of section 2.4 I will remember the three important concept and terms of extinction, variability, and aggressive behavior.
1.) The term extinction will be easy to emit an understanding behavior because the examples happen in everyday life, from little extinction to larger extinction behaviors. Extinction is easy to remember because it decreases the frequency of a behavior. However, it seems similar to punishment but it is different in context because it decreases the frequency of a behavior that has been previously reinforced. Extinction is only possible if there is a subject eliciting or emitting a reinforcing behavior.
2.) The behavior modification term of variability is important for me to emit a learning behavior because I emit a variability behavior in every extinction burst situation. Variability is emits the specific target behavior which no longer leads to reinforcement but it will emit other similar behaviors to continue to receive the reinforcement behavior. The examples of variability were easy to understand because I have changed my voice to gain someone’s attention that was trying to elicit an extinction behavior to me.
3.) The aggressive behavior is the result from an extinction behavior, using an alternative aversive behavior due to the lack of being reinforced. The aggressive behavior is an easy behavior modification term and concept to understand because it is very common for people to get aggravated when they are not being reinforced.
- The one thing that I found very pleasurable in this section, that was different from the other sections, was that the terms went together. I also liked that the examples were many behaviors that I have personally had, which makes the terms easier to understand and create my own examples.
- The one aversive thing that I found about this section was that I started getting confused when to put extinction, extinguish and extinguished in a sentence. I had trouble with remember which word would make sense in the box examples.
**2.5 After emitting the reading and comprehending behavior of section 2.5 I thought these three terms were the most important behavior modification terminology in this section; continuous reinforcement, ratio schedule of reinforcement, and intermittent reinforcement.
1.) I will emit a remembering behavior of the term continuous reinforcement. I believe this section elicited a learning behavior of this term because many “real world” behaviors are based on continuous reinforcement. The best example that I read was the remote control for a television is a continuous reinforcement when you press the on and off button everyday. The remote in this case is continuing to reinforce you each time you use the remote.
2.) The term of ratio schedule of reinforcement stresses that a certain number of responses are required to complete a reinforcement behavior. I will emit an understanding behavior of this term because ratio is easy to relate to numbers.
3.) The third term that I will emit a learning behavior is intermittent
reinforcement. This is one of the easiest terms to remember because we are not always reinforced from emitting certain behaviors. The example that I strongly felt was easy to understand this concept was when a person calls a friend, they don’t always answer, but when they do it is reinforcing to us. Also, if they did not answer, we continue to still call them.
-The one thing that I found very pleasurable about this section of chapter 2 was the many day to day behaviors being explained into certain behavior modification terms. We all emit behaviors and this section really does a good job of describing everyday activities and breaking them down into the terminology.
-The one that that I found to be aversive about this section was getting confused on the many terms in only one section. I had to re-read this section to fully emit an understanding behavior and keep the terminology separate from one another to increase my learning behavior.
Section 2.4
Section 2.4 elicited a remembering response for at least 3 things that will result in a consequence that will be considered positive reinforcement. The first is the term extinction. Extinction is when a person or organism is no longer reinforced for a target behavior. This will reduce the frequency of the target behavior emitted. I will remember this because it was a term that was difficult for me to quite get, but now it’s been pounded into my brain. The second thing I will emit a remembering response to is what generalization is. Generalization is when the same behavior is emitted under different contexts rather than the one it was learned in. I will remember this because it’s an obvious name for the term. The third thing I will emit a remembering response to is that when a behavior is extinguished, it may occur again and that this is known as a spontaneous recovery.
I really liked the section on superstitious behaviors. It was enjoyable because it reminded me of the time when my computer was not turning on and then one time I unplugged it, plugged it back in, hit the computer three times and it turned on. Then every time my computer wouldn’t turn on, I did the same thing.
I didn’t like how discrimination wasn’t described clearly in the section it was in. It doesn’t quite make sense to me.
Section 2.5
In section 2.5 there were many things about reinforcement and when to use it. Three things that I will emit a remembering response are the concepts of continuous reinforcement, the power of different reinforcement schedules, and that a behavior doesn’t need to be reinforced every time. Continuous reinforcement is when a behavior is reinforced every time it is emitted. Different schedules of reinforcement can elicit different behaviors. And then there are times when behaviors don’t need to be reinforced every time they are emitted. For example, a person does not get a free drink every time they buy a soda from chats, but on that sixth time, they do get a free drink.
I liked the part in the section where different parts of video games can be used to show the meaning of terms such as: variable ratio, fixed ration, variable interval, and fixed interval. This was enjoyable because the examples related to me thus eliciting a remembering response that can’t be matched by other examples.
I didn’t like the part with the graphs because they remind me of math, and math is an uncomfortable subject for me.
2.4
After emitting the behavior of reading section 2.4 I will remember these three things: 1. Extinction burst. I will remember this because I thought that extinction was final upon first learning about it. But this shows that there can be exceptions to the rule. The example of Family Guy made me realize that people do daily give into extinction bursts because of the consequence of being annoyed. 2. I will also emit to memory aggressive behavior. When the extinction burst doesn’t work then people will let their true inner feelings come out with aggressive behavior. Actions can speak louder than words sometimes. 3. As a consequence of reading I will also remember spontaneous recovery. Even though I think some of my actions are extinguished I can still have spontaneous recovery. Sometimes people can’t really help it, they have been reinforced to continue trying.
The one thing I really enjoyed in this section was all the examples. I felt that they all applied to life and things I could understand. It helped me to understand all the concepts fully. The one thing I didn’t like was trying to completely understand the differences between discrimination and generalization. I was reading this section while I was tired and as a consequence I couldn’t fully grasp the fine line between them.
2.5
Continuing emitting my behavior of reading, I will remember these three things from section 2.5: 1. Operant chamber. Seeing the visuals on YouTube really helped to reinforce the ideas of reinforcement in my mind. It was good to brush up on some B.F. Skinner! 2. I will also remember the contingency table of FR, FI, VR, and VI. I am a visual learner and seeing this table helped to see the differences in each. 3. The next thing I will emit to memory is continuous reinforcement. It is so true that almost everything we do daily we are being continuously reinforced. Most everything we do is the same they next time we try it.
The one thing I liked in this section was adding more on to understanding reinforcement. It is such a large topic that it is nice that it can be broken down into more specific areas. The one thing I didn’t like in this section was trying to understand FR, FI, VR, and VI. I sometimes felt like I was getting completely lost trying to do the examples. I need to continue to understand and reinforce these concepts in my mind.
2.4
Three things that I found pleasurable and will remember while emitting the behavior of reading 2.4 were…
1.The section about extinction because when we first talked about extinction I did not really understand it. I admit that I also thought that extinction was a type of punishment. So I was glad to finally make the distinction between the two.
2.I found it pleasurable to emit the reading behavior on the extinction burst because I am guilty of emitting the behavior of extinction bursts when I was younger and my mom would not answer me I would just keep yelling mom over and over again.
3.Another one that relates to the extinction burst is variability. I also emitted this behavior when I would yell at my mom when she wouldn’t answer me. I would yell mom, mommy, mother, or Christy thinking she would eventually answer to something.
One thing that I found pleasurable while reading the section was when we had to look at the example given and tell what was the extinction burst, variability, and spontaneous recovery. I enjoyed this because it helped me understand and make a clear distinction between the terms.
One thing that I found aversive was the superstitious behaviors because I found it hard to come up with examples for this one.
2.5
Three things that I found pleasurable and will remember while emitting the behavior of reading 2.5 were…
1.Continuous reinforcement which is when you are reinforced every time you emit a behavior. I will remember this because of the example give: every time you hit the on button on the T.V. it turns on.
2.Intermittent reinforcement which is when you are reinforced every now and then. I will remember this because of the example that when we call a friend sometimes they answer and sometimes they don’t, but we still keep trying to call them.
3.The schedules of reinforcement because I am struggling with them a little, but I will remember because I am going to go through them again and if I still don’t understand I am going to go over them with my roommate who is also in the class. So hopefully after all that I will have them down.
One thing that I found pleasurable while emitting the behavior of reading this section was the continuous and intermittent reinforcement because I found those easy to understand and I tend to enjoy things that understand easily.
One thing that I found aversive was the ratio versus interval schedules of reinforcement only because I need to work on them a little bit more because I had trouble understanding them the first time I read it.
After emitting the behavior of reading section 2.4, many of the concepts are starting to really click for me. I know feel that I have a much better concept of extinction than I had previously. The first thing I will remember is not to confuse extinction with punishment. Extinction is actually associated with reinforcement even though it is an aversive process. At first I was not making this connection but by the end of the section, it was clear. The second idea I will emit the behavior of remembering is an extinction burst. Here the section talked about the fact that the behavior that you want to stop will actually get worse before it will get better. I liked this concept because I found it ironic and I can personally connect it to my life because my little brother used to emit these behaviors all the time. The final thing I will remember from 2.4 is variability. This concept goes along with extinction burst. While the subject is in attempt to be reinforced for their behavior, they will try multiple variations of their behavior to receive what they want. Once again, my brother is a great example of this. Any time he doesn’t get his way he will try a variety of aversive behaviors in attempt to be reinforced by my parents.
One thing that elicited a pleasurable response from me was all the examples throughout this section. I found the examples and explanations to be particularly helpful this time. For some reason, I was more able to relate to the ideas in this chapter and the explanations were nice and thorough.
However, one thing that elicited a more aversive response from me would be the section on generalization and discrimination. Separated, I understand both concepts. But, when they were combined I just couldn’t grasp the idea. This concept of the chapter was the most difficult for me and in the end elicited the behavior of being confused.
After emitting the behavior of reading section 2.5, I was slightly confused at times but in the end learned many things that will stay in my memory. The first thing I will remember is the term continuous reinforcement. This is the case where each response is reinforced. I also learned that many behaviors in the real world are based off of this concept. By practicing continuous reinforcement, one can establish a behavior under stimulus control. The next thing I will remember is the difference between fixed and variable. I understand that fixed is constant and variable is the one that will change from time to time. The final thing I will remember is the difference between interval and ratio. I have learned that when dealing with intervals I should think about the amount of time. Whereas when I’m working with ratios I should think numbers, or the number of times.
One thing that emitted a pleasant response from me was the practice questions that had the answers at the end. I like that I could do my work and then go back and check my understanding. This is a very helpful technique and is a good elicitor for me to read and learn.
One thing I did not find pleasurable in this section was all of the abbreviations for the terms. When they were all next to each other I found it hard to keep them straight. This is something that will obviously come with time and practice, but for now I just find it aversive.
Hi, I'm so sorry my computer froze during this submission and it submitted twice! I apologize.
After emitting the behavior of reading section 2.4, many of the concepts are starting to really click for me. I know feel that I have a much better concept of extinction than I had previously. The first thing I will remember is not to confuse extinction with punishment. Extinction is actually associated with reinforcement even though it is an aversive process. At first I was not making this connection but by the end of the section, it was clear. The second idea I will emit the behavior of remembering is an extinction burst. Here the section talked about the fact that the behavior that you want to stop will actually get worse before it will get better. I liked this concept because I found it ironic and I can personally connect it to my life because my little brother used to emit these behaviors all the time. The final thing I will remember from 2.4 is variability. This concept goes along with extinction burst. While the subject is in attempt to be reinforced for their behavior, they will try multiple variations of their behavior to receive what they want. Once again, my brother is a great example of this. Any time he doesn’t get his way he will try a variety of aversive behaviors in attempt to be reinforced by my parents.
One thing that elicited a pleasurable response from me was all the examples throughout this section. I found the examples and explanations to be particularly helpful this time. For some reason, I was more able to relate to the ideas in this chapter and the explanations were nice and thorough.
However, one thing that elicited a more aversive response from me would be the section on generalization and discrimination. Separated, I understand both concepts. But, when they were combined I just couldn’t grasp the idea. This concept of the chapter was the most difficult for me and in the end elicited the behavior of being confused.
After emitting the behavior of reading section 2.5, I was slightly confused at times but in the end learned many things that will stay in my memory. The first thing I will remember is the term continuous reinforcement. This is the case where each response is reinforced. I also learned that many behaviors in the real world are based off of this concept. By practicing continuous reinforcement, one can establish a behavior under stimulus control. The next thing I will remember is the difference between fixed and variable. I understand that fixed is constant and variable is the one that will change from time to time. The final thing I will remember is the difference between interval and ratio. I have learned that when dealing with intervals I should think about the amount of time. Whereas when I’m working with ratios I should think numbers, or the number of times.
One thing that emitted a pleasant response from me was the practice questions that had the answers at the end. I like that I could do my work and then go back and check my understanding. This is a very helpful technique and is a good elicitor for me to read and learn.
One thing I did not find pleasurable in this section was all of the abbreviations for the terms. When they were all next to each other I found it hard to keep them straight. This is something that will obviously come with time and practice, but for now I just find it aversive.
2.4
When I emitted a reading behavior on section 2.4, there were a variety of items that elicited a memory behavior. (1) The first concept I will definitely emit the behavior of memory on is the idea of extinction. Extinction and extinguished make a lot of sense to me because I know it is aversive after previously being pleasurable. I know that extinction is the process and being extinguished is what happens to the behavior. Sometimes the differences between words like this emit an aversive effect on my learning. (2) I will also recall the concept of extinction burst. When I used to emit a TV watching behavior over the summer, I saw the Stewie/Lois commercial a lot. Knowing this commercial previously will elicit a strong memory behavior for extinction burst. Extinction burst is when the organism who is being withheld from the reinforced behavior emits the behavior even more to try to get reinforced like they previously had. (3) Related to the concept of extinction burst is variability. During the extinction burst, the organism will often change its behavior and emit different behaviors. This variation in behavior is called variability. The organism tries different ways to be reinforced like it had previously been.
I really enjoyed emitting a learning behavior about superstitions. I used to play a lot of online poker until it became illegal, and that activity elicited a lot of superstitious behavior so I could relate to this. If I were reinforced when I did a certain, unrelated behavior, then I would continue to do that unrelated behavior, even though I knew it had no effect on the outcome.
One portion of the section that emitted aversive feelings was giving examples of discriminative extinction. I had a hard time thinking of examples that weren’t signs.
2.5
After emitting a reading behavior for chapter 2.5, I will distinctly recall three separate items. (1) One item that elicited a memory behavior was the difference between fixed a variable. The 2 x 2 table helped me emit an understanding behavior when considering the difference. Seeing everything in the table format elicited me to keep everything straight. Fixed and variable have to do with how often and the chart helps me remember that. (2) I also will emit a memory behavior about the difference between ratio and interval. The table again assisted in keeping the measurements separate in my head. I will remember that ratio is number of times and interval is passage of times. Ratio has to do with numbers and that also helped me remember. (3) I will also remember continuous reinforcement where one is reinforced every time they emit a behavior. The word continuous to me elicits a memory of “every time.”
I really enjoyed learning about the operant chamber and watching the YouTube videos about the rats pressing the levers. I remember learning about this in previous classes and thought the concept was really cool
I found the initial learning of the terms very aversive. It was difficult for me to remember everything and keep it all straight until I found the chart that really assisted in the learning.
2.4
This section talked extensively on the topic of extinction. I found that many things stuck out to me throughout the reading, however three things in particular really stuck with me. The idea of extinction burst is one of them. Extinction burst happen after the extinction process has been started, the person who is experiencing the extinction may have amplified reactions to the previously reinforced behavior. This though rather aversive to experience is a sign of success. Aggressive behavior is also a good sign that your method of extinction is working. Aggressive behavior happens after the extinction burst happens; the person who is in the process of extinction may use more adverse methods of gaining the previously reinforced behavior. Giving in to either the extinction burst or aggressive behavior will only make the undesired behavior worse. I also noted that besides these two signs of successful extinction, there was a third idea that I will surely remember – the difference between extinction, extinguish and extinguished. Extinction is the process itself, while extinguish is a verb and extinguished should be used to describe the behavior once it has been stopped. I found all of this information memorable, though I found a particular point interesting. I thought it was interesting how people often mistake extinction for punishment, I like the distinction made that for it to be considered extinction it must be a behavior that was previously reinforced. I did however find the generalization verses discrimination unpleasant. I didn’t like this point mainly because I found it confusing. I can’t quite understand the distinction between the two entirely.
2.5
This section covered the schedules of reinforcement. Out of the chapter I found a few things particularly memorable. The first was continuous reinforcement is important in setting up the initial stimulus control. The second was the difference between a ratio schedule and an interval schedule. The ratio schedule is just that a ratio, something must happen a certain number of times before reinforcement is received. The interval schedule though similar in idea, is that a certain amount of time must pass before the reinforcement occurs. The third thing I will surely remember is the difference between fixed and variable ratio. A fixed ration has to happen a certain number of times, while the variable ratio is set on an average number of times. The variable ratio happens just as often as the fixed ratio, it is however less predictive. One particular thing I liked out of the section was that it could be more effective to use intermittent reinforcement than continuous. I found this interesting because generally I think that being reinforced constantly would be more effective, however this is not the case. One particular thing I disliked was the idea of biological continuity. I feel this concept is over generalized, humans and animals do have similarities. I feel these similarities are on the basic level and that in more complex matters would not apply.
1) I will emit a learning response to this chapter in hopes of eliciting a remembering response. One concepts I will remember is that extinction can be aversive. It is important to remember that extinction involves a behavior that was previously reinforced but now when the behavior is emitted, there is no reinforcement. Another thing I will elicit a remembering response to is the concept of extinction burst. An example of this would be a retail consultant who gets paid on commission and when she isn’t getting very much money, she emits a behavior of assisting customers more so they will buy clothes. Another thing I will remember is the idea of geralization. I think I will remember that because I have experienced it first had. Because I am a psychology student people over generalize and assume that I am reading their mind. I then inform them that I am not emitting that type of behavior and then explain that they need to discriminate between the different types of professions in psychology. One thing I really liked about the chapter was the definitions of the terms. I feel like they were concise but also gave me good background information such as examples. The only thing I would say that I disliked about the chapter was learning new terms. I feel like I have learned so many that it is getting to the point where its hard to differentiate between them. For example, the word extinction is just as simple as saying that it occurs when someone no longer gets reinforced, other term such as extinction burst and variabity also need to be taken into account. However, the plus side to this is that since the words are constantly being reiterated, it will elicit a learning response!
2) I will emit the behavior of remember three general concepts from this chapter. The first thing I will remember is the difference between ratio and interval schedules of reinforcement. Every time I think of ratio, I hope it will elicit a remembering behavior and I realize that ratio deals with numbers. Also, I will remember that interval deals with reinforcement after a certain amount of time. Another thing that will emit a remembering response is the distinction between fixed and variable schedules of reinforcement. It will be easy for me to differentiate these terms because fixed is a number that stays constant whereas variable deals with a certain behavior happen on average so many times before reinforcement is given. Finally the last thing I remember about this chapter is that research is done primarily on animals and the results are then generalized to humans in hopes of understanding behavior. One thing that emitted a liking response for me would have to be the clear definitions of the terms. It is very hard to keep ratio, interval, fixed and variable separate. I liked how it was simplified to say that ratio deals with numbers and interval deals with the passage of time. One thing I disliked was having to elicit a thinking behavior in response to the instructions on giving original examples of VR, Vi, FR, FI reinforcement schedules. It just seems very redundant and seemed aversive to me.
2.4
Three Things I Will Remember: Extinction (occurs when an organism that has been reinforced for
emitting a target behavior is no longer reinforced for emitting that same target behavior.) Extinction Burst (when reinforcement is initially withheld, the behavior that used to lead to reinforcement will occur more often.) Spontaneous Recovery (the return of an emitted behavior after it has been previously extinguished.)
Because: Extinction was a definition that we had to use many examples of so that’s why I’m going to remember that one. Extinction burst also caught my eye and seemed interesting to me and the same with Spontaneous Recovery.
One Thing I Really Liked: Spontaneous Recovery
Because: It seemed really interesting to me. I also liked it and will remember it because back in my hometown my FAV restaurant is La Feria (amazing Mexican food) and the example really helped me to relate to the word although it hasn’t gone out of business I would die if it did!
One Thing I Disliked: I can’t really say there was anything I didn’t like in this chapter.
Because: All the new terms seemed pretty interesting to me.
2.5
Three Things I Will Remember: Continuous Reinforcement (When a response is given the same way every time.) Fixed Versus Variable Schedule of Reinforcement (when something is planned versus something that is spontaneous) and post-reinforcement pause (a break or pause in responding.)
Because: They seemed to be things that I should know and because I struggled with some of them so I was rereading them.
One Thing I Really Liked: I can’t really say there was anything that I really liked.
Because: This section was pretty confusing for me, I most definitely had a hard time with this section.
One Thing I Disliked: The Fixed Versus Variable Schedule of Reinforcement
Because: It was a hard term for me to understand and comprehend. I kept reading the definition/example over and over again and I think I may understand it but its still a bit confusing.
2.4) After emitting a reading behavior there are three concepts that I will remember:
Extinction: When an organism had been reinforced in the past for emitting a target behavior and now is not reinforced anymore. (e.g: If Tuesday we regularly have cheapest tickets to go to cinema, so we go on Tuesdays for save some money and then they change the day, probably we don t go Tuesdays to see the movie anymore).
Variability: In the context of extinction, when a subject is no longer reinforced he will try to be again reinforced having repeatedly some similar behaviors. (e.g: if a kid want buy something and the mother don`t want to, he probably is go to yell, then throwing thing, or run…)
Generalization: When the subject emit the same target behavior in different contexts and a different variety of stimuli. (e.g: if a baby wants to call the attention for anything he cries)
I really liked to emit a response of comprehension, when I finish the reading of this chapter, between the two concepts: extinction and punishment, because there are quite similar (both have the purpose of decrease a target behavior) but they differ in a fact: in the extinction, the target behavior was previously reinforced.
In this chapter I didn´t dislike anything, I think the examples are clear and the concepts very accessible.
2.5)
In this chapter I will have a remembering response in the concepts: Fixed Ratio (FR), Variable Ratio (VR), Fixed Interval (FI) and Variable Interval (VI). At first the concepts and the examples was hard to me to understand but then I finally get it. And because take more time to learn it, probably I will remember better. When we talk about “Ratio” we talk about an action: the pigeon must peck the key 10 times. And the “Interval” it’s a period of time. Then “Fixed” means that the pigeon have to emit the same behavior every time he wants the recompense, and “variable” means that there is no standard behavior, the rules can change anytime.
When I finished emitting the reading behavior of this chapter, I really liked to understand how a behavior can be reinforced without a specific reinforcer. Because the animal or the person understand the mechanism how to get the thinks, and when to wait for the ideal moment that the behavior its go to be successful.
In this chapter I didn’t dislike anything.
2.4
By emitting the behavior of reading this chapter, I will discuss three things I remember. The first thing that I will remember is extinction. Extinction is aversive and decreases the negative behavior completely, so all behaviors are no longer reinforced. Another thing I will remember is extinction burst. This is when all of a sudden, the things you want are completely cut off and you will do anything to find that object. This stuck out to me because I had a hard time applying examples for this one, so i spent a lot of time on it. The third thing I’ll remember is superstisious behaviors because behaviors are emitted but don’t always lead to reinforcement.
I really liked learning about discriminative extinction stimuli because it is so simple to understand. This means that emitting certain behaviors will not always end in reinforcement.
I disliked learning about variability because it goes hand-in-hand with extincion burst. It took me awhile to understand the term and be able to apply it in examples.
2.5
Fixed ratio is one thing I will remember because it means that you are reinforced for something after a certain number of things. It’s common sense. Another thing I’ll remember from this chapter is continuous reinforment because it gets a behavior or stimuli under control. The third thing I will remember is interval schedules, which means reinforcements come after intervals of time.
I liked focusing on times when we are sometimes reinforced and sometimes we aren’t. It was interesting to think of all the different behaviors and situations when this happens.
I disliked learning about the schedules and giving examples of them because I don’t fully understand it and just found it annoying.
2.4
Three things that I will remember from this chapter are a greater expansion on extinction, a greater expansion on extinguish/ extinguished, and the examples used in the chapter to help explain these concepts.
The reason I will remember extinction is because I was happy that the chapter expanded on extinction and showed how extinction can occur in multiple contexts. I also enjoyed extinguish/ extinguished because of the same reason. The examples in the chapter helped me to understand the concepts better than I have in a lot of the other chapters.
One thing that I really liked in the chapter was extinction burst. The reason for this is because I could really relate to talking to mechanical objects out of frustration from not getting the reinforcement I had desired.
One thing that I disliked in this chapter was the discriminative extinction and discriminative extinction stimuli. The reason for this is because I had to read through it a few times in order to understand it completely which was an aversive behavior for me.
2.5
Three things that I really enjoyed in this chapter were how you can relate the notation to mathematical terms, how at the bottome of some pages there were the answers, and intermittent reinforcement.
The reason I picked how notation is in mathematical terms is nice because it just simply makes it much easier for me to understand. I also liked how there were answers because if we don't meet in class then I don't know if it's right so it's nice to know I'm doing everything correct. The main reason I liked intermittent reinforcement was because we hadn't really discussed it very far and it was nice to cover something new and expand on our knowledge of reinforcement.
The one thing that I really liked about this was the problems in the chapter section. The reason I liked these were because it made it easy to understand and for once I wasa enjoying doing it haha.
The one thing that I didn't like about this chapter section was continuous reinforcement. The reason I disliked this was beause I couldn't think of very good examples to go with.
2.4 I will emit the behavior of remembering that some behaviors are always reinforced. Before I read this chapter, I had never thought about how this could be true. I had always thought of a behavior being a choice. This chapter also helped me to think more about the terms that we have learned so far, and I was forced to emit a behavior of remembering what they meant. By emitting this behavior of remembering the terms, I elicited a positive feeling as I remembered what most of them meant. Another thing I will remember from this chapter is the concept of extinction. I used to confuse this concept with punishment, but now I know that they are different terms. I emitted a behavior of remembering that extinction is not necessarily always a punishment. In this chapter, one thing that elicited a positive feeling for me was the clear use of examples. These examples were specific enough for me to understand the concepts, and also relevant to everyday life. One thing that elicited a feeling of negativity for me was the explanation of generalization and discrimination. I could not clearly define the two of them as separate definitions, so therefore I did not emit a behavior of remembering these terms very well.
2.5 I will emit the behavior of remembering giving examples of behaviors that will always end in reinforcement, and behaviors that will only sometimes end in reinforcement. This showed me that some behaviors I will emit will always end in reinforcement, and then there could be instances where I get no reinforcement at all. Another thing I will remember is the difference between fixed and variable schedules. There were a lot of examples for this part which helped me better emit a behavior of remembering. Another thing from this chapter I will remember is the term “continuous reinforcement”. The remote control example was especially helpful for me to remember this term since it was easy to understand. One thing that elicited a pleasurable response for me was when I had to look up the YouTube video. Visual learning elicits a positive feeling for me and I am better able to emit a behavior of remembering. One thing that I found aversive in this chapter was thinking of so many examples. I have a hard time doing so and it takes me awhile to come up with examples off the top of my head.
From reading through section 2.4, I will remember several things. First, there are the concepts of extinction, extinguish, and extinguished. Even though these three words are very similar, they mean three different things. When dealing with behaviors, extinction refers to the process of stopping a target behavior. The word extinguish is the verb, and the extinguished is the adverb. Before I read section 2.4, I don't believe I could have made the distinction between these three terms, however, it is much more clear what each stands for. Second, I will remember that extinction does not happen immediately. Many of us can and will get frustrated, but it will always be very important to remember that extinction can take time. Finally, I will remember the part on discriminative extinction stimuli and discriminative stimuli. Again, two terms that sounds very similar, but are quite different. Discriminative extinction stimuli refers to a clue that you will not be reinforced, whereas discriminative stimuli signals when you will be reinforced. One thing I particularly enjoyed in this section was the fact that extinction can be aversive. This is obviously a no-brainer, we all know this... People get crabby when they don't get what they want. But, it's the fact that people give up trying. When someone doesn't see results immediately, they tend to think that the extinction process is not working. However, it might take time for the person/animal to adjust to not being reinforced. We all must remember that extinction takes time and patience. However, one thing I did not like was coming up with examples for discrimination. I honestly couldn't think of anything to put as examples. This term is still somewhat unclear to me.
In section 2.5, we covered a lot of ground in terms of reinforcement schedules. First, I will remember the importance of distinguishing ratio and interval. As I recall from my Intro to Psychology class, many of us had difficulty keeping the two straight, which is why reading this section has been a great refresher. Second, in this section it talks about intermittent reinforcement. This means that reinforcement needs to follow the behavior only once and awhile to be effective. I will remember this because we've been somewhat programmed to think that reinforcement after every behavior is the most effective, however, in some cases, that can be false. It is good to keep in mind that it is not always necessary to maintain or increase a behavior. Finally, I will remember how different types of reinforcement schedules will elicit different responding rates. At first, it was difficult to grasp this concept and what each meant, but it is something that I believe will be important to refer back to. Knowing this will make it easier to predict certain behaviors. One thing I enjoyed from this section was the detailed explanation of the different responding rates. As I said before, I was having a hard time grasping these terms, but when it was explained and examples were given, it all became much more clear. However, one thing I didn't like was stating which examples were the hardest and the easiest to come up with. I didn't really see the point of that activity.
Week #6 Reading assignment
2.4) You elicited us to perform a reading and responding behavior, I am going to emit that responding behavior by explain three things from the reading that I will remember, one thing I disliked, and one thing I did like. The three behavior modification terms I will remember from the reading are extinction burst, variability, and spontaneous recovery. Extinction is an alternative from punishment and from reinforcement but still modifies behavior. It’s characterized by stopping a reinforcement procedure for a behavior that was previous reinforced. When the reinforcement is first stopped the person will increase the behavior a lot because they want to know why they aren’t being reinforced and how they are doing it wrong so they will get reinforced, this is what extinction burst is. Variability is tied in with extinction. When a behavior is being extinguished, The person or organism will try to vary the behavior that is being extinguished in the hopes that this will solve the problem and they will then be reinforced for the targets behavior. Spontaneous recovery is when a targeted behavior is being extinguished or has been extinguished but the person will try the targeted behavior further on in time in the hopes that the problem of not getting reinforced for the behavior will have been fixed. Like trying to connect to the internet through ResNet every hour even though you know it will take at least a day for them to do anything for you. It will be easy for me to remember these three things because they are all interconnected and because extinction was the last term I think I’d ever hear in a class of behavior modification, I expect it only in natural science classes.
I don’t like the idea of superstitious behaviors. I think that a lot of “Superstitious behaviors” could just be or are really just behaviors that have been self-reinforced? I also believe that most people understand that most of their behaviors had little out comes on simple problems. I did like the example of the kid becoming aggressive during extinction, it really brought extinction into clarity for me more and why people can get mean if something changes in their lives.
2.5) After emitting the targeted behavior of reading the chapter on schedules of reinforcement I will retain at least three pieces of information. The first piece of information is the term Continuous reinforcement or CR and what it means. It basically means that every time a targeted behavior is emitted it is reinforced without exception. An example would be when we write on paper with a pencil it makes a mark. The mark is the reinforcement for the behavior of writing. I will also emit a remembering behavior about the terms fixed ratio and variable ratio. A fixed ratio is a reinforcement schedule that will only allow for reinforcement if a set number of emitted behaviors or pattern of behaviors has been met a certain number of times. A variable ratio means that you could do the pattern of targeted behaviors or single behaviors any random acceptable number of times and be reinforced. I will remember this behavioral terms because they are part of this class and therefor important for me to know because my punishment otherwise will be a lower grade.
I did not like the idea of a biological continuity. Yes, I understand the basic premise behind it and I do agree that by knowing how lower order creatures think and react we can make a better prediction as to what a person may do but I have to argue that this idea can’t work perfectly because we are higher order creatures. The idea of free will and a much more extensive knowledge base allows us to make decisions different from our rat or pigeon friends. I did like the example about the bartender asking if people need a drink to coax a tip for the variable ratio example. It did a great job of putting things into perspective.
Terms: emit, emitted, elicited, extinction burst, variability, spontaneous recovery, reinforcement, reinforced, punishment, extinguished, extinguish, target behavior, Fixed ratio, variable ratio, continuous reinforcement, self-reinforced, biological continuity
The first thing that I’ll remember from section 2.4 is that extinction has more terms to it than just extinction. There is also extinguished and extinguish. I’ll remember this because I was asked to emit a writing response that used the words correctly in a paragraph. The second thing I’ll remember is that extinction is considered a reinforcement process. I’ll remember this because I was surprised; I thought that it was considered to be its own thing, sort of like the continuous reinforcement discussed in section 2.5. The third thing I’ll remember from section 2.4 is that extinction is an aversive process that usually elicits an aggressive response and that even after extinction has occurred, spontaneous recovery is still possible. I’ll remember this because it is very prevalent in our day-to-day life, although finding examples can be difficult. One thing that I liked about this section was that it went in-depth about one thing – extinction. I liked that because it caused me to emit a remembering better behavior, and my response was that it was easier to keep straight what the section was talking about.
The first thing I’ll remember from section 2.5 is the different schedules of reinforcement, which are: fixed ratio, variable ratio, fixed interval, and variable interval. I’ll remember these because the section elicited a writing response that used several different methods to get us to remember. We had to come up with examples, discuss the hard and easy examples, and evaluate situations according to the correct schedule of reinforcement. The second thing I’ll remember is that continuous reinforcement is considered to be a special case when it comes to schedules of reinforcement. I’ll remember it because I got one of the examples wrong and I didn’t understand why until I emitted a turning the page behavior. Actually, I had to emit a reading response too. The third thing I’ll remember is that variable ratio has the fastest learning time. I’ll remember this because I thought it would be fixed ratio. Being wrong is aversive but it does have the benefit of making me remember what I was wrong about better. One thing I liked about this section is that I was able to read and respond with my answer (kindof like a multiple choice test). I liked this because I find problems like that pleasurable, and it’s even more pleasurable when I’m right. The thing I disliked most is that after I gave examples of the schedules of reinforcement, I was asked what was easiest/hardest and why. I found it aversive because I don’t see how it helps me understand the material better and seemed like it was just filler for the section.
After emitting a reading behavior for the section 2.4 three things that I will remember are:
1). This first thing I will emit a behavior of remembering is spontaneous recovery, because as I was emitting a reading behavior over this term it made me elicit memories of times I had drove by old places that I had pleasurable memories from, such as old houses or buildings that had stores I liked in them, just so I could reminisce about the good old times from that place.
2). The second thing I will emit a behavior of remembering is extinction burst, because it makes sense that a person wanting reinforcement for a behavior that was previously reinforced will emit the target behavior considerably more in an attempt to gain the reinforcement it craves.
3). The final thing I will emit a behavior of remembering is variability, because I as have probably everyone else has emitted a wide variety of behaviors in an attempt to receive reinforcement on something that is now trying to be extinguished.
2). One thing I liked from this section was emitting a behavior of learning about superstitious behaviors. I had always been curious as to why people would emit behaviors such as these knowing that they are in all likelihood behaviors that will not be reinforced.
3). While I was reading this section there was nothing that made me emit a behavior of disinterest in this section.
Section 2.5
After emitting a behavior of reading section 2.5 there are three concepts I will emit a behavior of remembering and they are:
1). The first concept I will emit a behavior of remembering is continuous reinforcement, because in our daily lives we emit behaviors that we rely on continuous reinforcement for, i.e. technology needs to emit continuos reinforcement to us for us to keep using it.
2). The second concept I will emit a behavior of remembering is fixed and variable ratios, because it is essential to know the that fixed ratios always deliver reinforcement at a particular time; compared to variable ratios giving the same amount of opportunities for reinforcement but staggered out in different intervals.
3). The final concept I will emit a behavior of remembering is that variable ratios is the fastest way to get someone to emit the target behavior, because it is based off the number of times it pushes a button or pulls a lever. It has no set time for how many pulls or pushes it may take so whatever is pulling or pushing will keep emitting that behavior over and over.
2). One thing I liked from section 2.5 was that the diagrams really helped me emit my behavior of learning. They showed the four different things we were learning on the graphs and it was easy to understand which one was the fastest and slowest.
3). One thing that was aversive in section 2.5 was all the different examples we had to come up with in the section. It took a lot of time but I'm sure it will help me emit the behavior of remembering easier in the future.
2.4
After emitting a reading behavior this section has elicitated me to remember 3 things. (1) One thing that I will remember is the difference between Extinction and Punishment. Extinction is when a behavior is no longer being reinforced which decreases the behavior and Punishment is when something aversive is added or something desirable is taken away that decreases the behavior. (2) Another thing that I will remember is extinction burst, which is when the reinforcement is first withheld and the behavior will occur more often trying even harder to obtain reinforcement, and while this may seem like it is not working it is a sign that it is. (3) The third thing that I will remember is Discriminative extinction, which is when a stimulus indicates that no reinforcement will be given for emitting a target behavior.
One thing that I really like about this section was how many examples were given, which elicitated a better understanding of the vocab.
One thing that I disliked about this section was that some of the vocab was review which elicitated boredom.
2.5
After emitting a reading behavior this section had eilicitated me to remember 3 things. (1) One thing that I will remember is the difference between continuous reinforcement vs intermittent reinforcement and that it is often best to use intermittent reinforcement, which is when your only reinforced every now and then for emitting a target behavior. (2) Another thing that I will remember is Ratio vs Interval Schedules of Reinforcement. Ratio is when a certain number of responses are required for reinforcement and Interval is when a certain amout of time to pass before being reinforced. (3) A third thing that I will remember is the differences between Fixed and Variable schedules of reinforcement. Fixed is when it is the same time or number everytime before being reinforced and variable is when the time or number varries before being reinforced.
One thing I liked about this section was the exercises that elicitated me to practice the terms and better understand them.
One thing that I disliked about this section was that it felt like a lot of information and the terms were hard to understand and keep straight.
2.4
I will emit a behavior of remembering:
1) The difference between extinction and extinguish. Extinction is the process when behaviors that were previously reinforced are no longer reinforced. Extinguishing refers to stopping a behavior. These terms elicit a remembering response in me because even though they are similar terms, their meanings are very different.
2) An extinction burst is when an organism no longer receiving reinforcement for a target behavior will repeat that behavior over and over, in an attempt to be reinforced again. This term elicits a remembering response in me because it is key to the process of extinction.
3) Extinction is adverse. This statement elicits a remembering behavior in me because it was repeated multiple times throughout the chapter, making me pay more attention to it.
One stimuli in this chapter that I found pleasurable was the reference to Family Guy. I emitted laughing and remembering responses to the references because I have seen the episode that was discussed.
One stimuli in this chapter that I found aversive was the section on generalization. I emitted a behavior of releasing frustrated emotions due to this stimuli because it is similar to previous terms and they get jumbled in my head.
2.5
I will emit a behavior of remembering:
1)The difference between continuous and intermittent reinforcement. Continuous reinforcement is the process of reinforcing a target behavior every time it is emitted. Intermittent reinforcement is reinforcing a target behavior every now and then. This information elicited a remembering response in me because it was the focus of the beginning of chapter.
2)There are several types of intermittent reinforcement. These are fixed or variable and ratio or interval scheduling. These terms elicited a remembering response in me because they were the focus of the body of the chapter.
3)The notations for the various reinforcement terms. These stimuli elicited a remembering response in me because they were repeated multiple times.
One stimulus in this chapter that I found pleasurable was writing out or interpreting the notations because it felt like I was actually part of the behavior modification process. It also felt kind of like a word problem, I like being able to figure those out. I find them very reinforcing.
Some stimuli in the chapter that I found aversive were the graphs because I've never been a fan of graphs, or math in general. (I'm going to hate Psych Stats).
2.4
Three things I will remember
1)Superstitious Behaviors. Superstitious behaviors are behaviors that don't lead to the reinforcement of a behavior but are associated with it. I will remember this because I remember the pigeon video where the pigeon turned in circles every time they wanted food not because spinning in circle got them food, but because they associated the spinning with getting food (They spun in a circle last time and got food because they stepped in the right spot so even though spinning has nothing to do with getting food they will continue to do it).
2)Extinction. I will remember extinction because of its difference from punishment. With punishment you are trying to reduce the frequency of an unwanted target behavior. With extinction you are trying to decrease the frequency of a behavior that has been previously reinforced. This makes it more difficult than punishment. It may also lead to the third thing I will remember:
3)Spontaneous Recovery. Spontaneous recovery is when a target behavior that has been extinguished spontaneously starts to reoccur. I remember this because at the beginning of class we watched a video of a man stuck in an elevator who gave up on the buttons and then after a while goes back and tries the buttons again.
One thing I really liked and found helpful in this section were the examples given throughout.
One thing I'm still not very clear on is the concept of generalization.
2.5
Three things I will remember:
1)Biological Continuity. Biological continuity is the concept that behaviors emitted by animals due to schedules of reinforcement can be applied to animals. I think it is important to remember this because it is the basis for using animals in psychological experiments.
2)Intermittent Reinforcement. Intermittent reinforcement is when a behavior is only reinforced some of the time. After four years in retail I will always remember this because it remands me of the parents who say no when their children ask for candy in the check out lanes but then give in when the child starts to throw a fit. YOU ARE TEACHING THEM THEIR FITS WILL BE REWARDED!! Stupid.
3)Continuous Reinforcement. I will also remember continuous reinforcement because it means exactly what is sounds like; you will be reinforced every time you emit the target behavior.
In this section I really liked having the graphs because I am a visual learner.
What I didn't like, however, was all of the abbreviations. It made it difficult for me to understand in certain parts.
Section 2.4
I will emit a behavior of remembering 3 things that I learned from the section. The first thing I will emit a behavior of remembering from the reading is extinction because it is an aversive behavior that reminds me of punishment. The second concept I will emit a behavior of remembering is the extinction burst which is when a person emits a behavior of reinforcement to that is being extinguished to try and be reinforced once again. The third behavior I emit from reading the section is spontaneous recovery which is when an organism goes back to a behavior that was previously reinforcing even after being extinguished. I emitted the the behavior of liking how the reading got in much more detail of extinction and how spontaneous recovery which is very interesting. I disliked the examples for the extinction burst part as it is a more difficult term to emit a behavior of understanding for me.
Section 2.5
I will emit a behavior of remembering 3 things that I learned in following section. The first behavior I will emit from memory is continuous reinforcement which is a reinforcement that comes in segments where the organism hopes for the best to be reinforced. The second behavior I will emit a behavior of remembering is intermittent reinforcement which is when every so often organisms are reinforced which incorporates continuous reinforcement. The third behavior I will emit from memory is the fixed or variable and ratio or interval which is the branch off of intermittent reinforcement where fixed is a certain number where an organism is reinforced and variable is around the number. The ratio is a set number where they are reinforced and interval is a time frame where the reinforcement will occur. I liked how this section tells in depth the different forms of intermittent to help fully understand how intermittent works, but I didn’t like how the examples were explained and don’t believe I did them correctly.
Section 2.4 elicited a learning response in me. One concept I learned was “extinction”. According to the text, extinction occurs when someone or something is no longer reinforced for emitting a certain target behavior. For example, a grandma stopped giving her grandchild candy whenever the child visited her. As a result, the child stopped visiting her grandma. The target behavior that was extinguished was the child visiting. That behavior was extinguished because the grandma no longer reinforced it with candy. I also learned about extinction bursts. Extinction bursts occur when the target behavior that is no longer reinforced increases because the person is desperate to get the reinforcer back. For example, the child may visit the grandma more frequently in hopes to get the reinforcer (candy) back. I will also remember that variability might occur with extinction bursts. Variability occurs when someone emits behaviors that are similar to the initial target behavior in attempt to get the reinforcer back. Going along with the candy example, the child may emit variability by arriving at her grandma’s house with flowers, or she may arrive at her grandma’s house and whine until she gets the candy. The child is desperate for the candy, so she will do whatever it takes to get it back. I will remember extinction and the concepts that are related to it because in the past, I have used the term incorrectly. Thankfully, the text elicited a learning response in me so I now have a better understanding of extinction, extinction bursts, and variability. I really liked how the text provided many definitions and examples of the terms. Without the examples, I would have a hard time understanding the terms and knowing what to write in the practice areas. I did, however, find one thing I disliked or didn’t understand about the text. The text explained that negative punishment occurs when something desirable is taken away, so the target behavior ceases. In extinction, something desirable is being taken away, so wouldn’t that be negative punishment? I don’t understand why extinction isn’t negative punishment because a target behavior stops occurring due to the removal of a desirable stimulus. It would be nice if the text would further clarify the difference between extinction and negative punishment.
Section 2.5 elicited readers to learn about the schedules of reinforcement. One ratio schedule I learned about was continuous reinforcement. When a target behavior is reinforced every time that behavior is emitted, it is continuous reinforcement. For example, every time I push the handle down on the toilet, the toilet flushes the waste away. The target behavior (pushing the handle down) is always reinforced (toilet flushing). Because the reinforcement always occurs, it is called continuous reinforcement. I will easily be able to remember this concept or term because it is very simple and occurs in everyday life. Another reinforcement schedule discussed was a fixed ratio. In a fixed ratio, reinforcement is delivered when a target behavior is emitted after a certain number of times. An example of a fixed ratio is when a child is reinforced with ice cream after making ten baskets. In contrast, a fixed interval means that reinforcement occurs after a certain length of time has passed. An example of a fixed interval is after two hours, the baby is reinforced with food. There were many more reinforcement schedules discussed in the text, but I will especially remember continuous reinforcement, fixed ratio, and fixed interval because they seem very simple, and the text thoroughly explained these concepts. I liked how the text provided us with a lot of practice, however, I disliked the practice which asked “Which example was the hardest for you?”. I had a difficult time coming up with an answer for that question because I easily came up with all my examples.
2.4
Emitting a reading behavior on section 2.4 seemed to sail by quick quickly; because I found the information pleasurable and interesting it reinforced my reading behavior. One of the three things I will take away from this particular section is that of extinction deals with the process of reinforcement, is aversive, but is not yet punishment. It somewhat elicits the sense of being the black sheep of behavior modification in the fact that it breaks the rules we have since emitted a learning behavior on. Another point I will remember is extinction burst and the example from Family Guy. This example positively reinforced my comprehension of the term also while giving me a good laugh. Anyone with children or younger siblings have most likely had this occur and it elicited a major behavior of frustration. It was also a great example of variability and how it interacts with an extinction of a behavior. It elicited a sense of shame too because I believe I have emitted this exact behavior. Not anytime lately mind you, but in my early youth for certain. If I had to choose one thing that was less pleasurable in this section was just the part that touched on discrimination. It was not aversive in the fact that it was a hard concept to emit a learning behavior on, but the lack of examples in the section. The one thing that I really liked in section 2.4 was the generalization coverage and example. Most of us have encountered someone who automatically emitted a generalizing behavior once we disclose that we are studying psychology.
2.5
Emitting a reading behavior on section 2.5 was less pleasurable than doing so in section 2.4, but still very worthwhile. Of the things that I will remember from this section, the first is that of continuous vs. intermittent reinforcement. Up until now, while emitting a learning behavior in behavior modification I never entertained the idea that reinforcement doesn’t have to happen every time to elicit a certain behavior. I should have anticipated this coming seeing that we have slowly expanded on reinforcement in many ways already. I feel I will be more apt to emit an intermittent reinforcement procedure in my workplace when it comes to reinforcement in a grander context and continuous in a smaller scale. Another thing I will remember is that of fixed vs. variable reinforcement and ratio vs. interval. The examples in this section were abundant and vast in variety and helped me get a grasp on being able to emit them correctly. One thing I did aversive about section 2.5 was the later part that went into vast detail on fixed vs. variable and ratio vs. interval. At first as I emitted a reading behavior, I began to think I truly understood the material, but after reading on I found my head spinning. I’m confident once I begin to use the terms I will gain a better understanding. I will most likely benefit from emitting a re-read over the material. The part I really enjoyed was in the first section of 2.5 where it covered continuous vs. intermittent. I really like and agree with that not all behaviors need to be reinforced every time to increase the frequency of behavior. I have often been hard on myself at work thinking I don’t often enough reinforce the desired behaviors, but too often punish the aversive. This section elicited a sense of confidence within me.
2.4
The three things that I emitted into my memory from this chapter would be….
1.) The concept of extinction, which was pretty much the basis of this chapter. Extinction is when a previously reinforced behavior is no longer reinforced.
2.) I will emit the behavior of elaborating further on extinction by referring to another term I learned in this chapter, extinction burst. Extinction burst refers to the initial reaction of the reinforcement being withheld by the continuation of that action
3.) The last concept that I learned to go along with extinction would be variability. Variability refers not only to continuing the no longer reinforced behavior but also to try different things in order to receive reinforcement again
One thing that emitted the response of me liking this chapter would have to be the further in depth look at extinction and what happens when extinction occurs.
One thing that emitted an aversive response would be the distinction between extinction burst and variability. They seem really similar and are kind of confusing to come up with examples for.
2.5
The three things I emitted into my memory from this chapter would be….
1.) I emitted the behavior of learning the difference between interval and ratio. Interval has to do with time in between getting reinforced and ratio has to do with a number of times before being reinforced.
2.) The second thing I learned was the difference between fixed and variable. Fixed is something that happens every time and variable is something that happens sometimes. You can also have fixed ratio (behavior being reinforced after a certain number of times) fixed interval (behavior being reinforced after a certain amount of time), variable ratio (reinforcing behavior on average after so many number of times), and variable interval (reinforcing behavior on average after a certain length of time)
3.) The final concept I emitted into memory would be the concept of continuous reinforcement. This means that something is continually reinforced every time the behavior occurs.
The thing that I found to be pleasant about this chapter was learning the differences between the different reinforcement schedules. These prove to be very helpful.
The thing that I found to be aversive about this chapter was thinking of the examples for the different reinforcement schedules because a couple of those were not easy.
2.4 After emiting a behavior of reading, the three main things I will remember begin with the difference between extinction and punishment. I will remember this most of all because it adds a way to eliminate unwanted behavior without using punishment. I believe that the use of extinction is a more effective process. I will also remember that extinction is an aversive process. The consequence is a decrease in the behavior and often frustrates the person emiting the target behavior. It is also good to remember that before the behavior becomes extinct, there will be an extinction burst. I will remember this because if using the procedure it is important to know that if this occurs, the procedure is working.
In general I really liked this chapter because it was directed away from operant behaviors that always result in punishment and reinforcement. It showed that there are other ways to change a behavior. I did not like generalization, I have a hard time differentiating this from other behaviors that we have studied in the past.
2.5 From section 2.5 I will remember that reinforcement can work so well that it does not need to be reinforced every time. In my life I have noticed this is true, if reinforced 7 out of 10 times it will increase the operant behavior even though it was not reinforced every time. I will also remember that there are different ways to use reinforcement scheduling. In ratio scheduling, you can be reinforced once in every fifteen times for example but in interval scheduling, you are reinforced every fifteenth time. I will remember this because it is quite easy to remember the differences and also it helps depict how a behavior is being reinforced. Lastly, I will remember that each of the different scheduling will result in different behavioral patterns. This is important to remember so that if using either pattern, you know what order of behaviors to expect.
I also liked this chapter because it gives more variations on reinforcement, this is quite useful so that you have more options on changing a behavior. This can be used in daily life and not just in clinical psychology which can help in many aspects of life, such as exercise scheduling, homework, cleaning habits. I did not like this chapters use of symbols such as “CR” etc. It rather confused me and I would rather have full words used because it elicits a remembering behavior in me.
2.4
After emitting a reading behavior, the three things that I'm elicited to remember are generalization, discriminative extinction and spontaneous recovery. Generalization is really common; it happens in every day life in most situations. discriminatvie extinction is when an individual tries different methods to obtain a reinforcer but nothing works. and Spontaneous recovery is when an individual revisits a behavior that used to be reinforcing but no longer is.
One thing I emitted a liking behavior about the section is the way superstitious behaviors was explained. It helped me relate the concept to real life events.
The thing that I didn't emit a liking behavior towards as much was the extinction burst section. I found that part a little more difficult to follow.
2.5
Three things from this section that will elicit a remembering behavior are continuous reinforcement, the difference between fixed and variable and fixed schedules and operant chamber. Continuous reinforcement is when every response is reinforced. Fixed schedules refers to when a fixed amount of something is held constant, whether its over a ratio or if its done over time (interval). Variable schedules mean that instead of there being a fixed amount of actions before reinforcement, the overall number is averaged out to a certain amount. Operant chambers have been used to learn about schedules of reinforcement (FI,FR,VI,VR). Rats and pigeons were used.
One thing I emitted a liking behavior about the section are the examples given for the reinforcement schedules.
The thing that eliciting a disliking behavior from is the part that asked for a bunch of our own examples. I ran out of ideas.
Things I remember from chapter 2.4 is the extinction of a behavior. We learned how extinction and extinguished are used. We learned that punishment occurs when something aversive is added to the situation or something desirable is taken away. Extinction is the removal of a behavior that was once reinforced. We learned about extinction bursts and how a behavior may increase to try and obtain reinforcement. Extinction bursts are often successful in obtaining a reinforcer. We also learned about variability and how an organism will do all kinds of different thing to receive reinforcement. Discriminative extinction is when something tells the organism that now behavior will be reinforced. Spontaneous recovery is the return of and emitted behavior that was once extinguished.
Three things I will remember from this chapter are the words extinction, generalization, and superstitious behavior. I will remember Generalization because my boyfriend came up with a good one. He said “I’m a dancer.” Most people would think that the person is a stripper, when really they could be a dance teacher or a ballet dancer. I will remember superstitious behavior because it got me thinking of my own superstitious behavior. One thing I thought of that I emit, is always say “I love you” to my family when I get done talking to them on the phone or before I leave them in person, because my uncle died unexpectedly and I never told him “I love you”. Another thing I know I do is always check the door to make sure it is locked before I go to be even if he said he locked it. When I was little a person came into our house when we were home when it was not locked. That situation elicited that emitted behavior of checking the door. One thing I disliked from this chapter was that it had a lot of new vocabulary and new behavior concepts.
In chapter 2.5 I remember learning about reinforcement and all the new concepts of reinforcement. I learned about continuous and intermittent reinforcement. I learned that an operant chamber was created by B.F. Skinner. He used rats and pigeons. He trained them to emit a behavior of continuous reinforcement by pressing a lever so many time or pecking a plate so many times before reinforcement would be given. I learned about ratio schedule, fixed ratio, variable ratio and interval schedule.
Ratio schedule is when a target behavior must occur a certain number of times before reinforcement would occur.
Interval schedule is when reinforcement happens after a certain amount of time.
Fixed ratio is similar to ratio schedule, it when a target behavior must happen a certain number of times before reinforcement is given.
Variable ratio has a minimum and a maximum schedule for which a behavior will be reinforced.
Three things I will remember are the operant chamber and how it was created by B.F. Skinner and he used rats and pigeons as his subject to elicit a target behavior. I didn’t really like anything in this chapter. I had a hard time understanding between ratio schedule, interval schedule, fixed ratio, and variable ratio. I didn’t understand the examples in the packed. I wish we had class during this chapter so Otto could clarify things for me.
2.4
I found these sections pleasurable to read, which elicited me to remember the concepts more effectively. The first thing that I will remember is the basic concept of extinction. Extinction is elicited when a previously reinforced response is no longer reinforced. It is similar to punishment in that it elicits a decrease in aversive behaviors; however, it also includes reinforcement from previously reinforced behaviors. This elicited me to think of it as the middle ground between punishment and reinforcement. Extinction occurs naturally and artificially all the time. The first thing I thought of when I read about this was a mother ceasing to pick up her child from the crib when they are crying. This elicits the crying behavior to become extinguished.
This section also elicited me to emit a remembering behavior of extinction burst. I also naturally thought of the first example given in the book when I read about extinction burst. Extinction burst is emitted when the person receiving the extinction emits the target behavior over and over in order to elicit reinforcement. This is something you wouldn’t think actively about; however, it can be exhibited everywhere. One example of this is that my boyfriend will starting texting me question marks if I do not emit a response immediately. In order to extinguish an annoying behavior of his, I’ll cease to respond to a message, which will elicit him to emit an extinction burst of sending repeated question marks in almost a time-able fashion. This example can extend into the third thing I will remember: variability.
If I still cease to provide reinforcement, he will emit variability in his extinction burst. He will start saying crazy, annoying things to elicit my attention. As the section suggests, he becomes desperate and goes to the extremes. Unfortunately, there are times the variability will elicit reinforcement from me, thus failing to extinguish the target behavior. These bursts are the same functionally, but appear topographically dissimilar, which is what variability is. All of these are easy for me to remember because they are so transferable to my life.
One thing that I found pleasurable was that the material was focused on one central concept and was, as I mentioned, very transferable to my life. This elicited me to enjoy reading the section because I became excited to apply it to my situation. I liked the length of the section; it was not too long or too short. I also thought that it was explained thoroughly. I also found the inclusion of superstition pleasurable because I emit superstitious behavior quite frequently, even if I did not realize it previously.
The only thing I found aversive was the section on generalization v. discrimination. Reading this section elicited me to emit a feeling that it was stuck into the discussion, without much application. Maybe it wasn’t explained well enough to be pleasurable.
2.5
I also found this section pleasurable to read. This section was very encompassing, which means there is much to remember. The first thing I will remember is the difference between continuous and intermittent reinforcement. The terms themselves elicit an idea of what they mean. Continuous reinforcement is when the subject is reinforced for emitting the target behavior each and every time it occurs. This is seldom. Intermittent reinforcement is when the subject is reinforced only every so often that the target behavior is emitted. This can be more effective than continuous reinforcement. To me, this elicited me to think back to previous sections. It makes sense that intermittent reinforcement may be more effective if you think about it in terms of establishing operations. If reinforcement is emitted every time a target behavior is emitted, this may elicit boredom in the subject, which in turn could result in extinction if the reinforcer no longer serves its purpose; however, if reinforcement is withheld some of the time, this acts as its own establishing operation. This is how it makes sense to me. The book explains intermittent reinforcement in terms of schedules of reinforcement, which is the second thing I will remember.
There are several types of intermittent reinforcement. There is ratio, interval, fixed, and variable. At first all of these terms elicited stress, until I read more about them. A ratio schedule of reinforcement means that there is a number of times a behavior is required to be emitted in order to be reinforced. An interval schedule of reinforcement means that there is an interval of time between which a behavior is required to be emitted in order to be reinforced. Both of these can either be fixed or variable. A fixed schedule of reinforcement means that either the number of times or interval of time required in order to be reinforced is held constant. It is continually the same. A variable schedule of reinforcement means that either the number of times or interval of time required in order to be reinforced changes, but averages out to be a specific amount. Once these are explained, they are pretty easy to remember; however, it is important to understand how each one is applied. Emitting the exercises elicited me to do this.
The last thing I will remember from this section is that both variable ratio and variable interval schedules of reinforcement elicit more desired responses than fixed ratio and fixed interval schedules. While reinforcing a target behavior, the subject emits the desired behavior more continually if the reinforcement is varied. If it is unclear when the reinforcement will occur, this will elicit the subject to emit the behavior more often in order to elicit reinforcement. If the subject is aware of when reinforcement will occur, they will likely emit a less frequent response and emit a break after reinforcement occurs.
One thing that was very pleasurable to me in this section was the exercises provided. I thought they were an excellent tool in eliciting remembering and understanding the concepts. I also thought the concepts were explained well and were exhibited with great, transferable examples. It motivated me to try to come up with real-life examples of my own.
I would have to say one aversive thing was how long this section was. It did seem to go a little too long; however, it is understandable with all the confusing concepts. The only other thing is the exercises at the end elicited me to feel bored and like they were overdone somewhat. Otherwise it was a great section!