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Please read sections 1.3 and 1.4.
After reading section 1.3, please respond to the following questions.
Prior to reading this chapter, what did you think about behavior modification? Why? 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? How has reading the chapter changed what you originally thought about behavior modification? How so?
After reading section 1.4, please respond to the following questions.
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? How has reading the chapter changed what you originally thought about behavior modification? How so?
Once you are done with your post make list of the terms and terminology you used in your post.
STUDENT (TA) EXAMPLE
1.3
1. I will remember the idea of extinction for how something apparently aversive can be a reinforce as it elicits a positive or desired response. In a period of extinction, one may emit a desire to have the thing which is now extinct. For example, if I am deprived of food for a longer than usual period of time-that is I am experiencing a form of extinction-I may emit a walking behavior to a local grocery store or restaurant where I would then emit money to pay for food which would reinforce my actions as I would receive food as a reward for receiving my desired outcome. Aesop’s Fable of the crow made this point stick out to me most. The emitting of the work from Aesop’s Fables, elicited a positive response as I found the work to be more enjoyable. Thus, I was reinforced by comprehending the idea of extinction.
2. I will remember the actual practice of speaking and writing in the language of behavior. Through the emitting of information in the text, I elicited a reading behavior, which helped me to emit the knowledge I thus learned in the form of behavior speak, which was reinforced by my understanding and participation in the class discussion and further activities related to behavior speak.
3. I found the idea of phrasing “the turning of the door knob” as “manipulating” the door knob to be especially interesting. I enjoyed the page that had sentences already in behavior speak and required us to translate them back to lay man terms. It helped me to understand better how to inversely phrase things in behavior speak. to say that I opened the package and received a present could be phrased differently based on what I learned in this chapter. Ex. : the manipulation of the wrapping on the elicited package emitted a present that reinforced my opening of future packages.
One thing that I really liked about the chapter was the writing project about the dog at the end of the section. I found it interesting and fun and it helped me to better understand the chapter by leaving me with one final thought. It also challenged me as I had to think more about how to practice the new concepts presented and phrases I learned. The eliciting of the information in the story about the dog, emitted a response from me, that was reinforced by the understanding and learning that came as a reward of reading and comprehending the desired work.
I really disliked how the chapter began. I had a bit of a difficult time getting into this reading and I found myself procrastinating severely on this assignment. For some reason, I found fewer points of interest in the introduction to this chapter. Perhaps it is because it used bigger words and seemed more “standard” or “traditional” textbook like. This may just be in comparison with the first two sections of this chapter that were fun and simple to comprehend. I don’t like that is started with longer paragraph format without a writing activity or story to break the ice. I really enjoy the writing activities-they can be a pain when I’m in a hurry, but they help with my comprehension and benefit my learning. They keep me honest. I wish there were more relational stories and activities in the beginning of this section of the chapter. By emitting larger words and paragraphs in a more complex manor, I emitted an initial dislike for the beginning of this specific course material. That response was aversive as it resulted in my procrastination and lack of desire to complete the reading as it deprived me of more enjoyable activities. This period lead to an extinction from my homework which ended as I realized that I would be rewarded if I found another way to understand and complete the work. This reinforcement would be an improved grade.
1.4
I liked the term target behavior. I actually liked the concept in general. It was short, sweet, and simple. I think that it’s important to know the target behavior as it is the apparent reason behind all of the general actions. This term is important because, in many ways, though it is simple, it is the base of all of the concepts and terms that follow (why do anything if not to reach a targeted behavior).
I think that many of the terms will be easy to incorporate into my verbal and written communications about behavior as I will have to not only use the terms for this class, but also for further education. There were a few terms that I already use like deprivation, extinction, reinforcement, and manipulation that will be especially easy. Thanks to this chapter I will use elicit and emit more freely and easily. Also, reinforcement, punishment, self-reinforcement, and target behavior have become fairly simple.
The term operant or operant conditioning is one that I still struggle to understand and I hope that we continue to go over it in class. I struggled with fully grasping that concept. I also struggled with the idea of discriminate stimuli as it strongly related with the operant response idea. I struggled mostly with the end of the chapter. Perhaps that is in all honest because we didn’t cover it as much in our class discussion today. Most of my learning is done in lecture and activity format. NOT READING. Perhaps that is a contributing factor to my lower level of understanding in this category. I also think that they are not as common of concepts/terms as the ones that came to me more simply. The above terms I listed as easier seem to have more overlap in my personal vocabulary and perhaps other subjects. I have learned them in the past. Operant response, discriminate stimuli, and establishing operation were slightly newer and more difficult for me to grasp.
The more I use and practice these terms the easier it will become. It will also help me more to practice them in the class section. It will also do me good to pay better attention in future classes than I did today. My focus was not working at its best today. Perhaps it was the long weekend. I’m sure it will approve along with the week and my knowledge of these terms. Practice makes perfect.
Section 1.3
1.) Before reading these chapters, Behavior Modification seemed to only use reinforcement and punishment to me. From the section 1.1 and 1.2 I learned that when the consequence of a certain behavior is reinforcing, the future probability of the behavior reoccurring will increase. With punishing, the future probability will decrease. One thing I wasn't able to understand from the reading but was able to comprehend in class was that reinforcements involve something aversive. Punishment involves something desirable.
2.) The three things ill remember from the readings are the language of behavior,establishing operations, and extinction. By emitting the information from the reading I was able to understand what was meant by language of behavior. There are so many terms used within Behavior Modification, so it matters if the language is used correctly. Establishing operations seemed interesting to me, especially the examples given. Depriving someone of food just to make the reinforcer that much more reinforcing is really interesting. Extinction was not that easy to understand through the reading. But the definition stuck with me. I'm looking forward to learning more about the term in class.
3.& 4.) Something I really liked in this section is the parts that we could include our own answers. This was very helpful to me because some of the material I was having a hard time understanding. Still some things in the material were not that easy to understand. I had a little trouble with extinction and how to understand the concept of it. That would be the only thing I disliked. I'm looking forward to the lecture in class, so I'm able to get a better explanation of the material.
5.) Reading this chapter has simply changed my original idea of Behavior Modification because of the language of behavior. Language of behavior seems to be very important to the whole concept of Behavior Modification.
Section 1.4
1.) Three things I'll remember from this section would have to deal with all of the terminology. Just a couple would be elicited,target behavior, discriminate stimulus, and etc. Having all of the terms in this section helped a lot in understanding the language of behavior.
2.) What I really liked about this section was that all the terms were within the readings and also the definitions were there with examples. I also really liked how the sections in the material were we could give our own definition of terms and examples. That was very helpful to me. It was nice to put my opinion of the terminology to use.
3.)Once I read the material I became more familiar with different terms within Behavior Modification and that was what changed my original idea of Behavior Modification. There is more to the concept than people think. The more I read and used the terms I became that much more familiar with them.
1.3
Prior to reading 1.3 I’m beginning to really like behavior modification. It seems like it’s a little hard to digest, but it makes sense once you think about it. After class last Thursday I understand how people in the Psych field can be constantly fighting with each other. I think it’s going to be interesting to dive a little deeper into the readings.
1. The first thing I will remember from this chapter is just how important it is to use the language of behavior correctly. We just touched on it last week, but after reading this section I realized that there are so many words so closely related and they all mean different things! If I don’t use these words correctly what I’m trying to get across could be interpreted as something else. Two words that were hard to get right are elicit and emit. They sound so very similar, but mean two different things. One makes a behavior occur and one is actually doing the behavior.
2. The second thing I remember is extinction. Extinction is pretty easy to remember because the term extinction used in behavior language is very close to the meaning it has to everyday people. Basically extinction is when reinforcement stops for whatever reason. I really enjoyed the fables that were given and how we had to attempt to translate the second fable about the man who was bitten by a dog. I’m not sure I used words like punisher and punishment or if a should have said behavior to laugh differently, but I tried and I gained a little more understanding along the way.
3. The last thing I will remember goes a long with what I said above and that’s the fables. It was really cool to see how Aesop’s fable was translated into behavioral terms. Then to try and do it myself was so hard! It looked so easy and then I tried doing it myself and I have no idea what I was doing. But eventually I think I figured it out and did a pretty good job. I did my best to add the new words we had learned like establishing operation and extinction.
Not to mention the fables again but… I really enjoyed them! It put just how hard it is as a layman to put a story into behavioral terms, but with more practice and understanding it does get a lot easier. Towards the end of translating the man bitten by the dog fable it seemed to flow a little bit better. I just really enjoyed doing that, well at first I didn’t, but when I figured out how to do it myself I felt accomplished.
One thing I really didn’t like is that it was just so hard to get into reading the text. I’m already a bit of a procrastinator, but I did my best to just a couple pages at a time. It’s much better reading than my other classes. I’ve just never been a fan of reading for class, I’m more of a read for pleasure kind of person.
Reading this chapter has made me change my perspective on behavior modification a bit. It just seems like it’s harder than you would think it’d be. When I tell people I’m taking this class they’ll say things like I bet that’s easy. But really it’s not a fly by the seat of your pants kind of class I have to actually try to learn things; it’s not just absorbed into my amazing mind.
1.4
1. The first thing I remember is operant behavior. The only reason I remember this so extremely well is because I’m still having a pretty hard time trying to figure out what the heck it is! When I had to try and describe operant behavior I said its different events and factors that are involved with behavior. But I have no idea what an example for that would be and I still don’t understand what that definition even means. I’m just frustrated because I can’t figure it out. I do, however, also remember target behavior because it was so much easier to understand than operant behavior!
2. The second thing I remember is having to use emit, elicit, and French fries in the same sentence. I thought it was going to be kind of hard at first, just because I remember that in the last chapter I couldn’t keep them separated so well. After I started doing it though it flowed really well and I’m pretty sure I actually used the words correctly!
3. The third thing I remember is having to write all those sentences with certain terms in it and then trying to use additional terms as well. I remember that I had to leave the one for operant behavior blank because I still wasn’t sure what it was. But I was able to get the rest done. The boxes I found easiest to write in were the deprivation, response, punishment, and reinforcement.
One thing I really enjoyed about this chapter was the very end when I got to put the words I had just learned in this section to practice. By being able to put them into sentences and also trying to include other behavioral terms I’ve learned I think it’ll stick in my head a little better.
One thing I just didn’t like at all in this chapter was how many terms were thrown at me at once. I wasn’t sure if I was going to be able to sink it all in and I actually read this section two times through. The first time I read and filled out the blanks. Later on I read it again straight through. I understand why we have to have all these terms thrown our way all at once, it’s just hard for me to pick them all up right away. I think I have most of them down though.
Words: emit, elicit, operant behavior, deprivation, response, punishment, reinforcement, target behavior, establishing operation, extinction, reinforcement, behavior, punisher.
1-3
1. Prior to reading this section I believed that behavior modification was about understanding why people do what they do using an ABC approach. I think this because of prior knowledge to the course and also because of what I have learned in the first two sections. Also prior to sections three and four I have found out that behavior modification can be a very simple process.
2. One thing that I will remember after reading section 1.3 was that behavior modification is a very precise language, and at times may seem like a foreign language. For example, the words reinforcement, reinforce, and reinforcer may all seem like the same word, but in this class they have specific meanings and uses. A lot of behaviors are topographically similar, which leads to the fact that it is very important to be able to distinguish the differences between the behaviors.
3. I will also remember the story of the crow because of the fact that it is very easy to follow in both ways of writing it. In the crow story it talks about how a crow is really thirsty because it has been deprived of water and can’t seem to get to get a drink. This then lead to an extinction burst because then the crow proceeds to drop little stones into the water and when the water rises the crow is reinforced because of the fact that the water is rising to the point where he can get a drink. I just find this story to be educational because it uses a lot of the vocabulary in it, which makes it easier to follow.
4. Thirdly, I will remember the difference between elicit and emit. I wasn’t really sure what these words meant coming into this section. Now I feel more comfortable using them in sentences. IN my examples I will use the antecedent of a soccer game. The soccer ball elicited a kicking behavior. The player emitted a behavior of kicking the ball.
5. The thing I really liked about this section was that the stories in section 1.3 did a great job of get the vocabulary across in a way I could understand. This section used the story of the crow, the door knob, and the man bitten by a dog, which gave me a chance to try to decipher a paragraph on my own.
6. I felt as if the beginning of this section was really repetitive because I feel as if I read about behavior modification being a foreign language ten times. After a while it made if really boring to read because like the section says boredom is caused when you already know something. This section just seemed to be really repetitive in the beginning.
7. This section has really just added on to what I know about behavior modification. Earlier I said how I thought it was relatively simple. Well, now I still think that it has a relatively simple process, but the language is increasingly harder to understand. It really can be like a foreign language at first, but I still believe that in this language is a simple process.
1-4
1. One thing that I will remember is the word satiation and what it means. I am going to remember that satiation is when you reward an organism with the same thing over and over again until the organism doesn’t want anything to do with the reward anymore. For example, when you give a student a piece of candy every time they answer a question eventually that child isn’t going to volunteer anymore because they have too much candy and the idea of getting more is unappetizing.
2. The second thing that I am going to remember is the word deprivation and what it means. I am going to remember deprivation is withholding of a certain stimulus in order to get the organism to do what you want. For example, I am going to withhold a percentage of a terrorist’s food consumption, which will lead to food becoming a reward. Hopefully then the terrorist will talk in the hopes that he will get more food.
3. The third thing that I will remember is that this class isn’t like a lot of classes that I take in college. This class is different in the way that I will use what I am learning now in the rest of the semester. I am a huge fan of how we are actually practicing what we are learning and not just taking a test and hoping we remember what it is we read.
4. The thing I liked about this section is that it really made getting to understand the vocabulary a lot easier. It went into a lot more detail about what each word meant and how we would use it throughout the year. I feel like this will help me in the future in other psychology classes as well.
5. The one thing I didn’t like about this section was that I had trouble understanding what operant behavior meant. I still am not a hundred percent sure what it means and I think that this section could have done a better job at explaining that one word.
6. My opinion of behavior modification is still the same. This section hasn’t really changed my opinions at all. It mainly gave me a better understanding of some of the vocabulary. The only thing it has changed is the fact that I will be using all of this information and growing on it throughout the year.
Terms: Behavior, reinforce, reinforcer, reinforcement, topographically similar, deprived, extinction burst, elicit, emit, antecedent, satiation, operant behavior, and deprivation
1.Behavior modification is getting more complex with its language the frequency of words learned are rising.This is going to help me learn and use the terminology to describe the behaviors. 2.I like that the words are going more into depth about the behavior. 3.Most of the words are common sense when you think about them, but incorporating them into a sentence is going to take some practice. 3.The chapter goes into good details and helps you learn how to use the words correctly to practice them. The extinction of something is a behavior that you do not use anymore on a subject. 4. What I like about this is that I am learning the new language of psychologist to talk in proper terms. 5. I didn't realize all the terminology that was used and the complexity of understanding the language, I thought it was going to be a lot easier. I do not like that this chapter does not have more examples of the words learned.
1. I expect to learn some new words and research jargon. 2. I like this chapter because it went over a lot of the words we have learned and gave some more examples of them. 3. This chapter gave some new vocabulary words such as discriminating stimulus which is my TV in the which elicits my behavior of emitting my homework and deprivates me from doing so. 4. This chapter stresses that learning these words will take time but by practicing them and emitting my behavior and having operant situations I can learn this. 5. I really like the examples and the review of the words we learned today with different phrases of the words. This will help emit my behavior and reinforce my behavior to do work with a punishment that aspect if I do not. If I do not do my work then I will not get paid my points. :)
I really have not found much that I do not like in these chapters. This chapter has changed my understanding and has helped me adapt to the new words learned and given a satiation area where I can learn.
extinction,frequency,behaviors, elicit, emit, discriminating stimulus,satiation, reinforcement, deprivation
1.3
1. Prior to reading this section I thought of behavior modification as mainly dealing with reinforcement and punishment to modify behaviors. This seems to be the main part that most people talk about, so it has come to be what I associate with behavior modification. I knew about the ABC's and how to simply breakdown behaviors but I wasn't aware of all the other factors that can influence the changing of a behavior.
2. The first thing I will remember from this chapter is that behavior modification is like a language of it's own. The comparisons to Spanish made it easier to understand and see how it is like a language of it's own. Another thing I will remember is how to translate behavior modification talk into everyday language. The examples and the do it your self boxes were extremely helpful in making it easier to learn. I will also remember what extinction is and that it is when something previously reinforced is no longer reinforced. This was something I had previously heard and was just a refresher so it seems to stick in the mind better.
3. I liked how the fables were used and then converted to behavior modification talk. It's one thing to read a definition but things become more clear when put into an example. Also it was crazy to see how many different behavior are going on and how each one has a different term for it, so it made seeing it in use easier to comprehend.
4. One thing that I didn't like was establishing operations. This was the one definition that wasn't very clear to me and I am still a bit fuzzy on what exactly it is. I guess I just didn't find a clear example that resonated in my mind.
5. Reading this section has changed what I thought about behavior modification because I never realized that it was like a language of its own. I didn't see how it could be confusing using everyday language but now I understand that it is important to make sure you use the right terminology.
1.4
1. The first thing from this reading that I will remember is the difference between reinforcement and punishment and how it depends on if you increase or decrease a behavior. This is because we have gone over this in class and readings before so now it is really ingrained in my mind. Another thing I will remember is what a target behavior is. This one was clearly explained and the examples made sense. And it seems kind of obvious that it is the behavior you are trying to change. The third thing I will remember is that deprivation is withholding a reinforcer. Like target behavior this one just seemed like something you don't necessarily think about but is something that is pretty obvious.
2. One thing I really like was how at the end of the chapter there were spaces to practice using the terms and distinguishing them from ones similar to them. I liked it because it seemed to start to clear up some blurred lines in my mind. The hands on stuff just seems easier to grasp.
3. One thing I still don't like is establishing operations. I am getting it confused with discriminative stimulus. They both have to do with the environment of the behavior so this is why I think I don't quite know the difference yet.
4. This chapter changed a lot about what I thought about behavior modification. It was a lot of terms and their definitions so it has expanded what I know about the subject. It has made it easier for me to understand behavior talk and to be able to apply it myself. Each section keeps building on the previous one and I am starting to get the hang of it.
Terms: reinforcement, punishment, discriminative stimulus, target behavior, establishing operations, extinction, reinforcer, deprivation
Chapter 1.3
From what we learned so far in Behavior Modification, I thought that this section would focus on the terms we had to use when writing for this class. It was about new terminology and what each word means, however I was surprised at how each word has such a specific meaning and none of them are interchangeable with other words. I will remember that (1) learning behavior language will be a lot like learning a foreign language because I have taken a foreign language before and it takes practice to become fluent. (2) Second, I will remember the story of the man who got bitten by a dog because it allowed me to put new words like establishing operation, elicit, and emit into perspective. (3) Finally, I shall remember the new word "extinction" since I know we will be using it in class and it will be easy to remember because it means to stop a reinforcing behavior that isn't bringing reinforcement. I really liked the crow story when it was "translated" into behavior talk because I felt it was a good example on how to become literate with behavioral words. The only thing that I really disliked about this section was how complicated it now seems to describe a specific behavior and I'm now a little lost. Up until this point, I thought that Behavior modification was mainly just the ABC's and reinforcement and punishment, but now I realize that every behavior is inherently more complicated than that.
Chapter 1.4
The three things that I will remember from this chapter are: (1) operant behavior- essentially the antecedent and set-up behaviors for any given behavior, (2) discriminate stimulus- basically it's the trigger from a given environment to allow an operant behavior/response to happen, and (3) satiation- when an object is added to a reinforcing situation that doesn't affect frequency of a reinforcement behavior. What I really liked about this chapter was how each term was given a specific definition, but was then broken down into an easier-to-understand summary. What I disliked about his chapter was how it didn't have any 'break' from the definitions, so it felt like I was reading a glossary from a textbook. This chapter changed what I thought about behavior modification because it made me realize that there is a long, precise process that goes along with doing and describing every behavior.
Terms used: establishing operation, elicit, emit, extinction, reinforcing, reinforcement, ABC, punishment, operant behavior, discriminate stimulus, satiation
1.3-1.I knew behavior modification had its own vocabulary like any other subject but I didn’t know that it can be used as a language as well. When I first started reading the text and how bmod language was being associated with Spanish I was in shock because Spanish was not my best subject. When I read further I realized the language comes from the knowledge that we will gain from class and further reading and that we will soon be able to understand and use the bmod language frequently and fluently.
2. One thing I will remember from the reading is not to give up when you get frustrated, frustration means that you are in the process of learning the material, and all giving up will do is stop the process of the learning. I will remember this because it will keep me motivated to continue my learning on the subject. The second thing I will remember from this chapter is the term establishing operation. This is the procedure that makes the reinforcer more reinforcing. I will remember this because it is a main key in manipulating someone or something to do something. It happens by depriving the individual of something for awhile until they really want it, then once they do something you want them to you give them that thing they want. The third thing I will remember is extinction, which occurs in situations that were reinforced but no longer are reinforced. I will remember this because I may use it in my bmod language in the future.
3. The thing I really liked about the chapter is it would give you a situation and put it in terms that we would explain it. Then it would put it in bmod language and use the word emit instead of do and reinforcement instead of getting a drink for the bird story. This allows me to see what words we will be using and what stops in our own language they will take up.
4. The concept of extinction still seems a little misty for me. I think I have an understanding of the concept but not as clear as my understanding for establishing operation. That would be my only dislike to the chapter.
5. The reading has changed much of what I know about bmod. First I didn’t know different language is used when talking about behavior. This worried me at first but once I continued to read I was reassured that it may take time but I would catch on. I also learned some new terms such as establishing operation, which is the procedure that makes the reinforce more reinforcing such as deprivation and extinction which occurs in situations that were reinforced but no longer are.
1.4-The first thing I will remember from reading this chapter is it took important terms from bmod and defined them as well as gave examples for them. I like this because it reassures me that I know what they mean and I don’t have to go ask someone about them. The second thing I will remember is that I can use this chapter and the examples as a reference point when I have any questions about my writing by looking up the terms. The third thing that I will remember combined with my first two. I will know how to form my words into bmod words and use them appropriately in sentences. If I get frustrated by it I am still learning and if I get bored I have probably already learned it.
2+3. I really like the chapter as a whole considering it takes away most of my worry from the previous chapter. After reading 1.3 I was a little worried as to what exactly meant what and how do I use words in certain contexts but after reading this chapter a couple times I feel I have a good grasp on the language and terms thus far. If I have any questions or am not sure on something I can always look back at this chapter and it can show me the direction that I need to go. This being said there really wasn’t anything in this chapter that I didn’t like considering all of it was very helpful.
4. This chapter set me at ease. Like I said after reading 1.3 and thinking I would have to know a whole new language I was in shock coming into this chapter. With the terms and examples laid out for me, it was reassuring that I could do this. It changed what I had previously thought by putting the answers to my questions in front of me, such as definitions and when to use the words.
Terms Used-depravation,emit,extinction,reinforcement,establishing operation,reinforcer,behavior
After reading section 1.3, I respond to the following questions.
Prior to reading this chapter, what did I think about behavior modification? Why?
Behavior modification as discussed in this course is positive reinforcement for individual students who plan on providing paid services for them themselves or their pets. Behavior Modification as discussed in this course is negative reinforcement for individual students who aim to utilize knowledge and skill acquired in class to provide paid services to other individuals that seek treatment in fields such as support for individuals with mental illness, intellectual disabilities, and substance abuse challenges… because of the examples of applications found/ and not found in the text and in class discussions.
What are three things I will remember from what you read in the chapter? Why?
1. “There are specific terms that mean specific things”
2. “rely on each other to be precise in the words they choose and how they use them”
3. “you will be required to use the words you learn both written and verbal”
I remember because I feel words have meanings…..meanings have words. required---power implication? I don know nothing….wait….just an example…I will try to understand the context and individuals. Repetition is not synonymous with modification in The Doubleday Roget’s Thesaurus in Dictionary Form (1977)
What was one thing that I really liked that was in the chapter? Why?
I like this quote from Goldiamond, 1976 reads “Since the language we use can influence our classification of events, the issue is not trivial.”
Because this individual profession feels that potentially words are not just words, they are value/directions for treatment (ie: derecho – derecha) I feel also that language one uses can influence one’s treatment/classification of other individuals one’s self.
What was one thing that I disliked that was in the chapter? Why?
I do not value text pages not being numbered, because I enjoy citing specific info and finding it at applicable time, also I feel experienced researchers may take a moment to number their pages, if the work is intended to be valued by others, I feel.
I do not value politically incorrect terms aka disrespectful terms being printed and perpetuated on page# [], because the concept of pronunciation difficulty could be creatively modified (if inspired) to utilize examples that are respectful in nature, also, one visiting a Spanish speaking family/neighborhood/individual/country may likely repeat what they have heard or read, which may be just this text, also, individuals taking this course may be offended themselves by these “chosen” examples.
page#[] includes language that reflects assumption that individual students enrolled in this course past/present/future are not “established researchers,” because I consider my peers to possibly be “established researchers” and I do not wish to undermine those individuals. Thanks!!
How has reading the chapter changed what I originally thought about behavior modification? How so?
I originally thought modification of present behavior and language of behavior would be encouraged to be modified itself, thus applying the very ‘knowledge’ being presented to individual students personal values, practices, and applications. In reading chapter 1.3 I found that NOT modifying behavior modification terms is required, so reading this chapter has changed what I originally thought was the value of behavior modification text material, as I chose to print of chapter 1.1 and 1.2 to thoroughly read and carry these pages on my back and in my hands. For chapters 1.3 and 1.4, I chose to read them off the computer screen and leave them there.
After reading section 1.4, I respond to the following questions.
What are three things I will remember from what I read in the chapter? Why?
I will remember that deprivation can be withholding of opportunity and sustenance, I will remember that “a donkey knows more than me,” and I will remember that wikipedia is considered by some a source acceptable in context of presentations of scholarly research or review by individual professors at UNI, not that there is anything wrong with that. I remember these because I repeated them in writing, and redundancy and repetition facilitates learning/memory. Thanks!!
What was one thing that I really liked that was in the chapter? Why?
I enjoyed reading that “a donkey is smarter than me,” because I feel excited when my opinions of one’s behavior are reflected in one’s precisely chosen language use.
What was one thing that I disliked that was in the chapter? Why?
I also did not enjoy reading that “a donkey is smarter than me,” because my feelings are hurt when made the recipient of disrespectful language.
“At times, writing is telling, so writing something like: “I haven’t told anyone lately that……[“you”]… “ actually brings that precise terminology to the present and the future, and personally directs sentiment unto the reader” Cicada B. Keller (2012)
How has reading the chapter changed what I originally thought about behavior modification? How so?
My thoughts have changed as I was originally willing to utilize other person/other place/ arbitrary/possibly intrusive examples for these exercises in the Bmod text. For chapter 1.4, I tried using examples from and my perceived sentiments of chapter 1.4 and this present time. How so?? I applied what I was learning directly back into the context presenting it, with my own individual perception keeping in mind. Thanks!! -ebs- 9/4/12 @ 1412 hrs. Centric Time
Section 1.3
I though of behavior modification as something anyone could do with a little practice. However, I am starting to think that might not be the case. There is a surprising amount of vocabulary, and it appears to require a very detail orientated eye. Behavior modification requires that you are constantly aware of your surrounding; because each little thing could affect the persons behavior. For example if the antecedent is a park, and the behavior is a picnic, then you can expect the consequence to be positive reinforcement. However, if I change one thing, that can change the equation all together. If the antecedent is in a park, and the behavior is getting stung by a bee, then the consequence is negative punishment. Although that example was not very subtle, I feel it still justifies my point.
There is so much in these two chapters that I feel are important, its hard to pick just three things. The main point that I got from section 1.3 was that the language of behavior is extremely important to the success of modification. Because typical english can be interpreted in many different ways, a more precise language is needed for behavior modification. Not only is this language important to understanding others using behavior modification, it is also important for understanding your own uses of the tools provided through this class. The example that was used in the text was this:
“when I manipulated the door knob, I was punished.” Or “when I turned the handle the door didn’t open.” I might say “upon opening the door I was met with an aversive response from my friends inside effectively punishing my behavior”. Or “when I came into the room my friends gave me a dirty look, so I won’t do that again.”
This example shows the use of behavior modification terms, and then regular daily speech. At first the behavior modification vocabulary seems a little confusing, but when it is put into a situation such as this, the language is much easier to grasp.
Establishing Operation, was another part of this section that really stuck out at me. Establishing operation simple means to make a reinforcer more reinforcing. That does sound confusing, and it is a little confusing without an example and explanation. If a person is in a desert, then they would probably be very thirsty, but what if they drank all their water and were now deprived of fluids. Then that person would probably be even more willing to drink something, and it would become even more satisfying. When the person gets the water they might exclaim "that was the best water I have ever had", the chances are it was just ordinary water. However, due to their lack of water, and need for it, the water became rewarding. That is essentially establishing operation, for it to succeed you must deprive an object of another object. When the person or thing finally gets the object (that would have been rewarding in normal circumstances) they have an overwhelming sense of reward. In lab situations, a rat might be deprived of food until he preforms a curtain task, and upon completion of the task the rat would receive the reward. But, because the rat had been without, that object, they are more likely to remember to press the lever in future instances of deprivation.
Extinction is also important to understanding behavior modification. Extinction is when you take away a formerly reinforced behavior. During extinction a subjects behavior will vary in attempts to get the previously reinforced object, this is known as extinction bursts. Due to the lack of reinforcement, subjects can become very temperamental during extinction bursts. Extinction can be very useful in observing a subjects behavior, because they want the reinforcement, so they will try multiple things to get it, that includes things that produced the reinforcement in the past.
I really enjoyed all the examples in this section, they were very useful, and they helped me understand and take in the new information. I opened the text using "preview" a software on my Mac, and then used a highlighting tool in that program, I found that to be extremely useful, and I plan on continuing this method of studying. I disliked the way we had to put a sentence into behavior modification terms, because I am having a hard time remembering all of them. The only reason I disliked this so much was because I found that I wasn't good at it and I struggled with it.
Sections 1.4
This section of the text book is full of useful information, and I will probably save the whole section as a quick reference guide. I really like how you combined previous vocabulary with new, it really helped me keep everything straight. I also like how you gave example of each. I disliked all of the fill-in-the-blanks. because I found most of the vocabulary easy to understand, and not needing a lot of review. However, the fill in the blanks did help me commit them to memory.
I will remember satiation because if found this vocabulary word particularly useful. It actually answered a question I had regarding what would happen if a subject didn't take or want the reinforcement. Satiation is when a subject does not want anymore reinforcing, and doing so will not alter their behavior. For example, if a mouse was full giving it some chess would not get the mouse to press a lever, because the mouse is full, and would not eat the cheese.
I will also remember discriminative stimuli, and discriminate stimulus because these are two vocabulary words that are confusing to me. I don't quite understand the definition, or how they fit into our world. A discriminate stimulus is a stop sign, and a discriminative stimuli would be a person stopping?
Punishment: an aversive feeling, or removing a beneficial reinforcement. Punishment is used to break a habit or a behavior that is undesirable. This might be done when a animal escapes their cage, or when a small child throws a toy. Punishment is useful in getting a subject to act in a way according to what you seek. This section of the book didn't really change the way I see behavior but it did help me understand it. It helped me understand through its definitions, and examples of terms used in behavior modification. Like I said earlier, I will probably use this section as a reference page.
Section 1.3
Prior to reading this chapter, I thought behavior modification was rather easy to understand because you’re just controlling a behavior. I was clearly wrong. Three things I will remember are a) language is, and needs to be, very precise, b) it is important to separate similar behaviors that may be functionally different and c) that there are many ways to describe a behavior sequence. I will remember these three things because they are important in learning how to speak “behavior talk”. One thing I really liked about this chapter is that it was easy to read. There weren’t a bunch of big words that I didn’t know. I can’t say there was anything I particularly disliked about this chapter. Reading this chapter hasn’t changed my perception of behavior modification, other than it’s going to talk a lot more practice than I thought.
Section 1.4
Three things I will remember from this chapter are 1) that operant behavior means that a particular behavior sets the occasion for either reinforcement or punishment, 2) that a discriminate stimulus is any stimulus that sets the occasion for a response to occur and 3) that an establishing operation is an alteration of the environment that will increase the chance that the reinforcer is, in fact, reinforcing. I will not forget these things because I don’t know them and will need to study them. There wasn’t anything in this chapter I found particularly exciting. One thing I disliked about this chapter was that it was just words and their definitions. I would have preferred there to be more to it, like examples. After reading this chapter, my thoughts on behavior modification changed in the fact that I only think it’s going to be a bit harder to learn then I thought.
Section 1.3
Proceeding to reading this chapter, I’ve concentrated on the fact that there are many ways a person can approach or say things as they speak behaviorally. I’ve emitted aversive behaviors in the past that I think can be spoken behaviorally, such as being punish after shopping and knowing that I left my wallet at home.
After reading this synopsis about behavior, I was reinforced to read more about the crow doing everything in its power to survive. The three things that I will remember are that language of behaviors at first kind of seems different, like foreign language as indicated. I will remember that deprivation occurs where food, water and other reinforces are withheld. I will also remember that, to maintain reinforcer more effectively, an individual has to establish operation. The reason is that well understanding these terms will reinforce me to manipulate them as I speak or write behaviorally.
One thing I liked that was in this chapter was using the words provided effectively. I’ve not have the opportunity of using such words into sentences. Even though it may be difficult, but I am still learning the concepts. What I didn’t find anything to dislike. Everything has reinforced my ability to learning these materials.
Reading this chapter has altered the way I now view English differently. As stated previously, I have not had the opportunity of emitting such words into sentences but the manipulation of it now, has improved my ability to emit them in writing. I’ve tried to elicit the ideal of manipulating simple words. I have presupposed many words that I have had contact with. So, establishing operation will help me better comprehend these terms into sentences.
Section 1.4
Three things I will remember from reading this chapter are as followed, satiation, establishing operation and target behavior. Satiation designates that, when you initiate addiction reinforcement to an organism, this lead them to not alter the frequency of the behavior which is being reinforced. Establishing operation on the other hand indicates that when you reinforce an organism with any given material, if it is good, you are increasing their likelihood of repeating that behavior. But if the behavior is punishing, it is less likely that the organism will emit the behavior again. In addiction, I would suggest that good reinforcement elicit a good behavior but a bad reinforcement punishes the elicitation of the behavior.
I like everything and do not dislike anything. All the terminologies are good and well comprehensible. I just have to use them more in everyday life to adapt to it. Reading this chapter as altered my mind many words that I can use in everyday life. I’ve emitted behaviors of which I did not know the term for, but now, I am targeting certain behaviors.
Reading this chapter has improved my usage of terminologies. I’ve not used a lot of terminologies in a sentence before, I’ve tried to avoid them but now I figure that, with the reinforcement of this class in using them, I will have to exploit them.
Section 1.3
Before reading this section I still thought behavior modification explained why people act the way they do. We have recently discussed how behaviors can be better understood by using the ABC (antecedent, behavior, and consequence) approach.
1. One thing I am going to remember is how the language of behavior is very precise. You are responsible for making sure you use each word correctly. This section explains how learning the language of behavior may seem as learning another foreign language. Also this section points out there are topographically similar behaviors, which mean behaviors that may be functionally different. I found it helpful how this section allowed you to practice using the words correctly.
2. The second thing I am going to remember is the difference between the words emit and elicit. It is important to realize these terms do not mean the same thing. Elicit means to make a behavior occur. Whereas, emit means to do the behavior. The examples provided made it easier for me to understand.
3. The third thing I am going to remember is the term extinction. Extinction happens in a situation where previously reinforced behaviors are no longer reinforced. The behavior is more aversive which will result in a more desirable response. Also extinction burst can happen during this time.
I found this section to be somewhat overwhelming. I enjoyed learning each term one by one, but when it was time to put it all together I felt lost. It is going to take more practice to be able to use these terms correctly. This section has made me realize behavior modification can be more difficult than you think. It is not something you just want to learn and forget.
Section 1.4
1. One thing I will remember is how difficult it can be to use your own words to describe a term. Throughout this section you were asked to use your own words to describe and give examples of operant behavior, punishment, and etc. At times I found myself stuck at what exactly I wanted to say. It is going to take some time to get used to using these terms correctly.
2. The second thing I am going to remember is the term target behavior. This term really stuck out to me and I enjoyed reading about it. Target behavior is the behavior of interest which you are attempting to decrease or increase in frequency (from the book). I found the example of increasing the amount of times you brush your teeth each day to be amusing.
3. The third thing I am going to remember is the term satiation. Satiation indicates that adding any additional reinforcement to an organism will not change the frequency of the behavior. The frequency will not change because the organism has already been satisfied or as the book says “had its fill”. If you emit more than is needed you no longer can use that as reinforcement.
I found this section to be more of an attention-grabbing. I wasn’t overwhelmed with information and had an easier time understanding the terms. There wasn’t much I didn’t like about this section. From both these sections I think behavior modification can more difficult than you think. It will take some time to be able to write and verbally use these terms appropriately.
Terms: Antecedent, behavior, consequences, topographically similar, emit, elicit, extinction, reinforce, aversive, extinction burst, operant behavior, punishment, target behavior, satiation, and reinforcement
1.3
Prior to reading: Before reading this chapter I thought I had behavior modification figured out, with the ABC process of finding the situation (antecedent) the behavior and then the consequence of the behavior emitted; and by being observant you can use the ABC's in virtually any situation in life.
1). I'll definitely remember the idea of extinction from the raven story. How the raven's behavior/ reinforcement was totally wiped out just by what he believed to be a hopeless situation (well he would have died).
2). I'll remember the fact that the choice of words is increadibly important to behavior modification. It seems like the ABC's where just changing the behavior or antecedent you can get a drastically different consequence, the same can be for your choice of words with the language of behavior. Substituting words like avoidance with aversion, and forgetting with extinction drastically will change how something is interpretted.
3). The difference between elicit and emit is something I'll definitely remember because it took me a bit to differentiate the two as elicit is to bring out the behavior and emit is to do the behavior.
This section had a good deal of information in it. My favorite part of the section was the relation of Aesop's fables to the behavior of language. It really helped me out seeing them used in a (sort of) real life context! The only thing I didn't really like was all the information that was given, it took a bit to process it all, but still it was a very informative chapter! After this chapter I've learned that things won't be as simple as I perceived them to be, still I'll keep moving forward and look forward to the next section!
Section 1.4
1) I'll remember how satiation and deprevation can be used in reinforcement to help with reinforcing behaviors. Satiation is giving too much of a stimulus used to reinforce a behavior (like the ice cream) and becomes a deterent to reinforcing the behavior, while Deprevation is to withhold the stimulus to the point where the subject will do whatever is needed to get that stimulus (the mice and the food)
2) I'll also remember response because the idea of putting a rat on a hot plate is very vivid and whenever I think of response thats what comes to mind.
3) Having a proper term for the behavior you want to encourage (target behavior). It feels better to say that then that behavior we want to encourage (or remove).
I really liked the review of all the terminology we have learned so far. Its really helped in my learning of all the proper terms and what not! The chapter was great and I didn't really have anything to complain about it! I've learned now that behavior modification is only going to get more complicated from here on out, but I think it will be something very interesting to learn about.
Terms used: Behavior, consequence, antecedent, aversion, reinforcing, reinforcement, extinction, modification, stimulus, elicit, emit, satiation, deprevation
1.3
Prior to reading, I was sure behavioral modification could be broken down into the ABC’s easily. That all behaviors and events from these behaviors were simply explained using the ABC’s. This seemed reasonable because the first few sections made this possible by discussing that environment played a huge role in each and every behavior.
One thing I will remember from the reading is the difference between elicit and emit. Elicit, meaning to make a behavior occur, can be the first part of any behavior. After the behavior occurs, emitting the behavior, or doing the behavior, occurs second. Like the example in the book, the stop sign elicited a behavior and the driver emitted the behavior.
Secondly, the examples in the section turned a simple story, such as the crow story, into a story full of behavioral term and showed how easy it was to understand each term. This example showed that the behavioral terms can be included into any daily event.
Thirdly, the connection between behavioral modification and language is memorable because everyone has to learn a language, or take a language class, within their lifetime. It was a great way to understand that behavioral modification has different parts, and also takes time to learn and understand.
Also, that learning behavioral modification takes more than just knowing the information, but being able to actually use it in conversation, whether that is in class or daily life.
Going along with the third thing I will remember, I really liked the linkage between behavioral modification and language. It was a great reminder that learning the information takes time, and involves more than just learning the terms to know.
One thing I did not like about the reading was the beginning of the section. I felt as though it was making a good point, it seemed to drag on for a while. I feel as though the beginning began to repeat and make the same point over and over again.
However, this section changed my views on behavior modification. For I believed beforehand that behavioral modification was simply just the ABC’s, but I learned there was a lot more to it – such learning the differences between reinforcement, reinforcer, punishment, and a punisher.
1.4
Three things I will remember for the reading are the three terms: target behavior, satiation, and deprivation. It is easy to remember for I use these three terms while babysitting, without even knowing it.
Target behavior, the desired behavior, is easily remembered for when babysitting one has to get the child to do the desired behavior, whether that is to do their chores, to stop fighting with a sibling, or to pick up their mess after playtime. The targeted behavior, when done correctly by the child, is usually followed by a reinforcer. However, if the targeted behavior is not done correctly, there is usually a punisher involved.
Continuing with the babysitting example, satiation is easily remembered for some days while babysitting no matter how much reinforcement offered the desired behavior does not change. When babysitting, there comes a point when there is nothing you can add to get the desired behavior or outcome. No matter how much reinforcement is offered to the child, they will not emit the desired outcome, or behavior.
In opposition to a satiation, deprivation also works when it comes to babysitting. However, in this cause deprivation is usually used to reinforcement good behavior, and used as a punishment when good behavior is not achieved. When the child hits his brother, the child is deprived of television, snack time, or even playtime outside. Also, when these behaviors occur, the child is also deprived of “fun activities” and is forced to take a nap or sit in a corner, being deprived of the fun things his siblings are allowed to participate in.
Once again, I really liked all examples within the reading. The examples help reiterate the vocabulary and make it easy to distinguish between some words that tend to sound similar and coincide with each other. The examples also give the reader a chance to put the vocab into examples that are understandable and relatable to that specific reader.
One thing I did not like about the reading was the extensive amount of vocabulary introduced in such as short reading. Because the vocabulary is sometimes difficult and confusing, it was slightly hard to remember all the vocabulary words and their meanings without a small confusion. However, the more the words are seen, the easier it will be to distinguish them later in the readings.
After reading this section, I have realized that behavioral modification occurs in daily life without even being aware. As the example used, I did not realize the behaviors I was using while babysitting had vocabulary terms, I just kind of thought they were babysitting techniques that all babysitters have used and will continue to use!
Terms used: ABC's, elicit, emit, reinforcement, reinforcer, punishment, punisher, target behavior, satiation, deprivation.
Section 1.3
1. I will remember the idea of establishing operation. This is a procedure that makes the reinforcer more reinforcing. The example the book gave is a lab researcher depriving the rats of food when he is planning on using food as a reinforcer for a certain behavior. This makes a lot of sense to me because obviously food would not be a reinforcer for the rats if they were full and had no need for it. Depriving the rats of food causes their valence for the food to increase.
2. I will also remember extinction very clearly because before I read the definition I thought it meant something completely different. Before I read the section I thought extinction meant that a behavior had successfully been stopped. However, I now know that extinction means that a behavior which was previously reinforced no longer is. This does not mean that the behavior has stopped occurring.
3. The concept of extinction led to extinction burst. I really like this concept because it makes sense to me. Extinction burst is occurs during extinction when the subject varies the behavior in hopes of getting reinforced again. I think this is a very important process because it is how someone can be taught the next step. For example training dolphins is started out by reinforcing the dolphin just for going through the hoop under water. This stops being reinforced and the dolphin starts getting reinforced for jumping through the hoop out of water which is something the dolphin tried probably because he was no longer getting reinforced for only going through the hoop under water.
One thing I really liked about this section was the translating the short stories into behavior talk. I’m having a fairly difficult time with all of this vocabulary so when I see it in normal language and then in what “behavior language” looks like it really helps me learn. I’m still not sure I like all of the different ways one behavior can be translated into so many options of behavior language but I still like the practice.
The thing I liked the least was the Spanish example in the section. I know and understand that behavior speak is a language on its own, but every time I saw a sentence in Spanish my eyes went cross-eyed.
Section 1.4
1. The first concept from this section that stuck out in my mind was that of target behavior. This is the behavior of interest which is trying to be increased or decreased. This makes perfect sense to me when relating it to behavior modification because if we want to change or replicate any behavior first we would have to define it. For example if you were dealing with a little kid and wanted them to stop wetting the bed. The target behavior you were trying to diminish would be bed wetting.
2. The second concept that I will remember is response. This is the behavior that occurs as a result of the introduction to a stimulus. An example of this if would be a dog shock collar. When the dog barks a shock goes off, which is the introduction of a stimulus. As a response to the stimulus the dog stops barking.
3. The third term I will remember is satiation. This is when introducing a new stimulus to the organism will not alter the frequency of the behavior. I will remember this because I literally just heard an example of this and how to prevent it. The example was if you were trying to get a mouse to press a bar and food was your reinforcement, if the mouse was already satiated it would not care whether it got the food or not. A way that the researchers got around this was to keep the mice hungry so food kept its incentive.
I like the term deprivation because I am doing the assignment as I’m reading the chapter and the example I just gave above also covers deprivation. I found that funny. Deprivation is withholding any stimulus which serves as a reinforcement.
The concepts I did not like from this section were elicit and emit. I thought I had these concepts down but after this section it confused me. I know you emit your own behavior and when someone tries to get you to do something this is referring to eliciting. However, the way the book explained it the sun could elicit you to do something by shining in your eyes. This confuses me because you are still choosing therefore emitting the action of putting on shades.
Terms: establishing operation, reinforcer, valance, extinction, extinction burst, target behavior, response, satiation, deprivation, elicit, emit
Section 1.3
Prior to reading this chapter I did not realize how much specific vocabulary and language there is when discussing behavioral modification. I instantly realized that I was wrong when examples were given of a statement made by B.F. Skinner and Goldiamond. From this chapter I will remember how complicated and complex describing a behavior can be. It took quite a while for me to be able to break down Goldiamond’s statement about self-reinforcement. I also learned that elicit means to make the behavior occur and emit means doing the behavior. Before reading this chapter, I did not have a solid understanding of the difference between the two. It was easy to develop that understanding by having to put them in sentences. Finally, the third thing that I will remember from this chapter is the meaning of the vocabulary words “establishing operation” and “extinction”. Establishing operation is the procedure or situation that makes the reinforcer more reinforcing. A good example used by the book is fasting or being extremely hungry. By craving food much more it will makes the reinforcer of food that much more satisfying or reinforcing. I didn’t necessarily dislike this part of the chapter, but converting the story The Man Bitten by a Dog into behavioral I was not particularly fond of. It was more the difficulty of it that made it a little strenuous, which isn’t always a bad thing either. By reading this chapter my views have been changed a little bit about behavioral modification. I think there may be more to it than I initially anticipated.
Section 1.4
Since this chapter was entirely about learning the vocabulary that are used often when discussing behavior, I will remember the vocabulary used in the chapter. Although, I was familiar some new terms I came across were operant behavior, discriminative stimulus, and satiation. Operant behavior is best understood when put in comparison of classical conditioning. Operant behavior is when the individual’s behaviors are carried out based upon their environment and the consequences of the behavior, while classical condition is more of the theory that behavior is all based upon reinforcement and punishment. Discriminative stimulus is when a stimulus from the environment evokes a response, although how the individual responses to this stimuli is subject to change. Satiation is when an organism has so much reinforcement that by adding more reinforcement will have no effect on the frequency of the behavior. There wasn’t anything I disliked about this chapter. I actually liked how simple it was making it easier to learn the behavioral terms. Since the chapter was one that just covered vocabulary and no any new concepts this chapter hasn’t really changed how I view behavioral modification.
Terminology Used: behavioral, self-reinforcement, elicit, emit, establishing operation, extinction, reinforcer, reinforcing, responses, operant behavior, discriminative stimulus, and satiation, reinforcement, punishment, frequency
Section 1.3
1. Prior to reading this chapter, I didn't realize all the terminology that went along with behavior modification. It is also occuring to me that you have to use very specific terms when describing behavior because the language of behavior seems like it needs to be exact, according to the reading.
2. The first piece of information I'll remember from this chapter is that the language of behavior is specific, like my answer to question one talked about. It makes me feel a little bit intimidated, yet also excited, to learn the terms meanings better.
The next piece of information I'll remember is that the language of behavior may seem like a foreign language. However, once you understand the behavior, you can become fluent in it, as it will begin to make sense.
The last piece of information I'll remember is that there are many different ways to say the exact same thing when using language of behavior. Like learning a foreign language, not everyone is going to learn the behavior of language the same.
3. One thing I liked about this chapter is that learning the language of behavior is compared to being frustrated and bored. I like it because this is a new subject to me and at times I do get frustrated. Therefore, the comparison just made me realize that I'm in the process of learning.
4. One thing I disliked about the chapter is now knowing if I did the "fill in the boxes" correctly. I'm glad we go over them in class because I want to make sure I'm understanding the material correctly.
5. Reading this chapter didn't really change how I originally thought of Behavior Modification, but more assured me that it is complex. Learning more terms and going over them in class will make it easier for me to understand!
Section 1.4
1. The first piece of information I found to stick out is the difference between elicit and emit. When you emit a behavior, you are doing it voluntairly. When you elicit a behavior, you do it because you feel the need to.
The second piece of information that I found interesting is the term "deprivation" and the explantion of this term. The term at first seemed very extraneous, almost forceful when refering to modifying a behavior, but after reading the lab rat example, it actually made perfect sense on why a person would use deprivation.
Lastly, I thought the information regarding operant behavior was very useful because it helped me understand that the environment can have an impact on a person's behavior. You had said that in class the very first day and I remember thinking, more questioning, if the environment would completely change a person's behavior. After reading this chapter, I can see that it can in many different ways.
2. One thing I liked about this chapter is learning more about terms. I think once I get a better understanding of them, it will be easier for me to explain the language of behavior using the terms correctly.
3. One thing I disliked about the chapter is that while reading it, I was becoming more and more frustrated while doing the "fill in the boexes" because I kept questioning whether I was doing them correctly. I'm excited to go over them in class, but since I can be impatient at times, I'd rather get instant feedback!
4. This chapter didn't change what I originally though of behavior modification. It did give me a better understanding of the terms that behavior modification will be using though.
Terms I used were behavior, language of behavior, elicit, emit, deprivation, modify, and operant behavior.
Section 1.3
1. Before reading this chapter I thought behavior modification was just using reinforcement and punishment. I didn't know there was a certain language that went a long with it.
2. So of course I will remember that there are certain vocabularly terms that have to be used when speaking about behavior modification. For instance, while emitting the behavior of playing Scrabble we use points as our reinforcer, and at the end of the game whoever loses does dishes or cooks dinner the next night. The dish washing or cooking behavior is our punishment.
I will also remember that establishing operation helps make the reinforcer more reinforcing. If I wanted my dog to learn a new trick I could use treats as a reinforcer and if she doesn't learn or listen and doesn't do the trick I will keep the treats hidden.
However, if my dog behaves or does well and I give her treats one right after the other then she might experience satiation. After that she may have no desire to do the trick because she is full. This I will remember because it is important to remember that too much of a reinforcer can be bad.
3. One thing I liked about this chapter was the introduction to the chapter. It made me feel better knowing that reading the chapters and doing the assignments will actually benefit me and isn't done just for the fun of it. I will actually learn something.
4. & 5. One thing I disliked about the chapter was trying to translate the dog story. I don't feel like I know enough or know any of the terms well enough to translate the story the way it is suppose to be done. This chapter, however, helped me see their is way more to behavior modification than just reinforcement and punishment.
Section 1.4
1. From this chapter I will remember operant behavior. Operant behaviors are important because based on the environment you are in determines whether you are going to be reinforced or punished for your behavior. In reality you should be able to decide what behavior is appropriate for the environment in which you are in.
I will also remember the term target behavior. The target behavior is the behavior you are trying to increase or decrease the frequency of. It is important to identify it as a target behavior because many behaviors could be occurring.
Deprivation is another term I will remember. It is to withhold anything that serves as a reinforcement. For instance if I am on a diet I am going to emit the behavior of depriving my body the junk it is use to getting. However, by doing this I may be able to have a cheat day which may reinforce me to continue my deprivation.
2. For this chapter I liked how it went into detail with the terms. It made it easier to understand. It also give more examples for the terms, which helps as well.
3. There wasn't much that I disliked about the chapter. I think it went into good detail with everything.
4. This chapter just did more to better my understanding of behavior modification.
1.3
One thing I will take away from this chapter is a better understanding of self-reinforcement. In order to be able to self-reinforce yourself in certain situations, you need to have a strong will. You always have the ability to reward yourself, but you need to show yourself that you deserve it first. In order to see your reinforcement play out into target behavior. Another thing I took away was an even better understanding of elicit and emit in use with behavior modification. I feel like in every ABC you should hear of a behavior being emitted or a stimulus eliciting some kind of operant behavior. I find it much easier to use those words and they come in handy when trying to think of examples. I also learned the "bmod" definition of extinction and how it is used with the chapter. I really like the quotes that were used in the chapter. Skinner's quote on self-reinforcement makes you think. Once you figure it out it gives you a better understanding of the term. I also really liked taking the story and rewriting it using the terms you learn. I thought of this as a very creative and productive way of learning. The only thing I didn't really like about the chapter is it seems that at times the examples part gets a little bit of overkill. I just feel like you don't need that many examples to grasp the main points or definitions of the terms. This chapter really helps you to take terms like elicit, emit, and extinction, and put them into practical use with the subject. You learn not only what they mean, but what they mean when used in this context.
1.4
Obviously the main things I hope to take away from this chapter are the new terms and their definitions. Some where just reruns, but terms like Operant Behavior vs. Target Behavior, Discriminate Stimulus, Satiation (vs. Deprivation), and Establishing Operation where brought up for the first time. None of the terms are too dificult to grasp but I feel as though that was the point of this chapter. Introducing terms and getting us to use them in a way that is relative to the chapter. One thing I really like about the chapter is the way the author gives you a definition of the term and then you are asked to give your own idea of what you think it means. I don't think there is a better way to get someone to understand what a word means than by making them come up with their own definitions. Again with this chapter the elicitation of examples and the constant reinforcement is a bit much at times but practice makes perfect I guess. I guess you could say that the examples grow to a point of satiation.
Terms Used: Self-Reinforcement, Target Behavior, Elicit, Emit, Operant Behavior, Extinction, Satiation, Discriminate Stimulus
When I first learned about behavior modification, I thought it was a few principles. I didn't realize behavior modification had it's own extensive language.
I liked that the author compared behavior modification lingo to learning how to speak spanish. I learned spanish in high school and could identify with what he was talking about.
1. I won't forget the part where the author said, "frustration just means that you are in the process of learning". I really liked how he said it because it applies the same way to exercise. If you aren't struggling, then you aren't getting stronger.
2. I will remember the establishing operations because I will remmeber the ice cold lemonade after mowing a 1/4 acre lawn with a push lawn mower. I will think of DQ on a 100 degree day after selling sweetcorn all day. I will think of a glass of ice water after biking 13 miles. Nothing compares to something cold after being in the heat for a long time.
3. I will remember extinction burst because I understand it well enough that I know I want to learn more. The concept of extinction is very important when training animals commands like "COME". It also applies to getting people to stick with an exercise routine. I want to learn more about the reponse elicited as a result of extinction.
I disliked that the author didn't go into as much detail as I would have liked. I would like to understand some of the terms better for example topographically, and extinction burst.
After reading this chapter, I now know that behavior modification has it's own language with words that have distinct meanings and applications.
Section 1.3 ^
Section 1.4
1. I will remember target behavior because in my mind it's the central theme to behavior modification. Behavior modification is all about identifying a behvaior then figuring a way to manipulate it with reinforcement or punishment.
2. I WILL REMEMBER what word stands for voluntary and which word stands for prompted in reference to elicit and emit. I will keep them straight by thinking of "solicitor" and "eliciter". Both terms refer to some sort of prompting.
3. I will remember the term satiation because it seems so counterintuative. It reminds me of the term from microeconomics (law of diminishing returns). After a certain point, increases in the reinforcer will not effect the target behavior.
I liked how the author used wiki-definitions, it gave some "technical behavior modification" definitions that were fun to interpret. It also gave me two different ways to look at each term.
All in all, I really liked the chapter. One thing that I didn't quite understand was "operant behavior". I would also like to learn what the relationship is between satiation/deprivation and establishing operation.
After reading this section, I learned many more terms that I can start using. I hadn't really heard of any of the terms before, so it's fun to try putting them in sentences.
Terminology: establishing operations, extinction, elicit, topographically, statiation, deprivation, operant behavior, reinforcer, emit, reinforcement, punishment, target behavior
Before reading this chapter, I thought that behavior modification only had to do with using the ABC method to try and figure out why people do what they do. Now I know that there is a lot more to it then just using the ABC system.
1.3
1. I found this section to be very interesting. I will remember that you can there are ways to write a sentence by using behavioral terms. It also has to do with being able to write a sentence using different terms but they can all mean the samething. An example of that is: When I came into my room, my friends gave me a dirty look. Or you can say; Upon opening the door I was met with an aversive response from my friends. They both mean the same, you're just using different terms. Another thing I found interesting was how they talked about extinction and how it only occurs in situations that were previously reinforced, but are no longer reinforced. the last thing i will remember was how they took the fable and turned it into a story using behhavioral terms. I thought it was very cool to see how it can look and sound by using behavioral terms.
2. I actually liked the whole section. I found it all to be very interesting and it gave me a lot of information about the language of behavior and how it works, along with how it can be applied to different things.
3. There wasn't anything that i didn't like. I think it went into detail with everything the section talked about.
3. This section made me realize that the language of behavior is very important the behavior modification and it's not just about the ABC's and why people do what they do.
1.4
1. One of the things that I will remember from this chapter was the term emitted. This had to do with behaviors that set the occasion for either reinforcement or punishment. An example woud be paying for a parking meter because your friend didn't have money. This showed a helping behavior. Another term I will remember is operant behavior. this is based on the environment which determines whether you will be punished or reinforced for the behavior that you performed. The last thing I will remember is target behavior. this is a behavior we want to either occur more often or less often.
2. In this chapter, I liked how they went into detail about everything. They showed great examples for each definition and it helped me understand them more.
3. There was not anything I didn't dislike in this chapter. It was all very helpful information.
4. This chapted added more meaning and terms to the overall meaning of behavior modification.
1-3
1. Before reading this section of the book I thought that behavior modification was more about the ABC’s . I This is because the first two sections were more about the ABC’s and I also didn’t realize how much and how important terminology was going to be to understanding behavior modification. I really don’t know why I thought this. Just it has been a huge surprise with how much there really is.
2. The first thing that I really remember is seriously how important terminology is. I’m honestly starting to panic about how much there really is. And how different one word can be but in slight variations. I know that I am going to remember it because right now I’m in a panic about all of it.
3. The second thing that I am going to remember is establishing operation. I will remember that it used to make a reinforcer more reinforcing. And how I know this is because I feel bad for the lab rats being deprived food or water so that they will be more compelled to do something for the food and water.
4. Finally I will remember the story about the crow and how he would drop the stones in the water so that he could rise the water level so he could drink. He was experiencing extinction from not being able to drink the water, so he would had have died, to then learning about the stones which after one stone his behavior was reinforced by getting a little bit closer to the water. I will remember this only because the bird almost died (extinct) and then after dropping a stone repetitively because of reinforcement he lived.
5. I liked how there were stories. The stories helped to understand the vocabulary better. And for some reason this chapter in the beginning made me laugh out loud a little bit. I’m really enjoying actually reading from this book while in other classes I seem to be doing everything I can to avoid the reading.
6. What I didn’t enjoy in this section was the second writing portion. I had a very difficult time trying to figure out how to go about doing this. I wish I could have asked more questions in class before having it due.
7.. I don’t think that this section is really changing what I think about behavior modification. Only because before I really started taking this class I didn’t put very much conscious thought about specific behavior modification. So everything that I have been reading has just been making sense and adding in.
1-4
1.The first thing I am really going to remember is reinforcement and punishment. That when you reinforce you will want to increase behavior while punishment you want to decrease behavior. This is because we have gone over these two terms repetitively
2. The second thing that I am going to remember is the word deprivation and how it means holding back a certain stimulus to try to get something to do what you want it to do. I know that I will remember this because deprivation like deprive means that you hold something back.
3. The third thing that I will remember target behavior. Because it just fits in with thinking that the behavior of a certain thing (target). It is quite obvious.
4. What I liked about this chapter is that the vocabulary is starting to make a little more sense. It goes into more detail about how we can use the words and more in depth.
5. I’M STILL HAVING A HARDER TIME UNDERSTANDING OPERANT BEHAVIOR! If we could please go over this more in class that would be awesome!
6. My opinion of behavior modification is still about the same. I’m still just going along with the class and learning as I go. In this chapter though a lot of terminology was clarified which was nice!
Terms: Behavior, Reinforcement, establishing operation, reinforcing, reinforcer, extinction, deprivation, punishment, target behavior, operant behavior.
Section 1.3:
Prior to reading this chapter, I thought that behavior modification was going to be a little less complex. I was not aware that this was going to be like learning a new language.
The three things in this chapter that I will remember are the fact that this is like learning a new language, the ability to use past terms and translate in to behavior modification terms, and I will be able to remember establishing operations and extinction. Remembering that this is like learning a new language will help me to know that it is ok to be frustrated because that means that I am trying to learn and I am not giving up. I will remember that I can go back and use past terms and translate them if I am having difficulty grasping a new term that you have elicited. I will remember establishing operations because its important to remember that it make the reinforcer more reinforcing. Lastly, remembering that extinction occurs and it often causes extinction bursts.
The one thing that I really liked about this chapter was the reinsurance that I don't have to be perfect every time when learning about behavior modification. This helped me to not get caught up in memorizing everything at once.
I disliked translating the story because I felt that I needed more information, which caused me to be a little insecure that I wasn't doing the translation right.
After reading this chapter, I know that I will be in for a long ride and that I will have to buckle down and make sure that I study and practice the terms and translations because this isn't going to be a easy as I thought.
Section 1.4:
The three things that I will remember from what I read in the chapter are I need to be able to build on what I have already learned because it is cumulative and we will always be using the terms that we learn from previous chapters. I will remember how to use elicit and emit properly because elicit is used be the reinforcer and emit is part of the behavior the organism uses as the consequence. I will also remember the relationship of satiation and deprivation because satiation is when the reinforcer can no longer reinforce because the organism is full and deprivation is denying the organism access to vital necessities.
The one thing that I really liked about this chapter was seeing the new terms and be able to add more words to my behavior modification dictionary. I liked this because I can now use more then just elicit and emit.
The one thing that I disliked in this chapter was I think it was a lot of information to take in at once. I think this could have been broken in to two more sections so I could completely grasp everything.
After reading this chapter I am even more confused but yet intrigued at the same time. I am looking forward to reading more about behavior modification and I hope that I can keep up with expanding my knowledge.
Terms: Behavior Modification, Emit, Elicit, Consequence, Extinction, Extinction Burst, Satiation, Deprivation, Organism, Reinforcer, Reinforcement
Before reading this chapter I thought the main things that this class had taught me were that punishment and reinforcement were the ways behaviors were altered.
Some things I will remember from this chapter are that it is important to be able to speak and a language based on behavior modification. Behavior modification uses a specific language that is important to understand because it helps to influence the perspective we see behavioral management. I also found it to be interesting the new terms that were discussed, such as extinction, aversive, and establishing reinforcement.
I really liked how this chapter was set up asking for feedback and providing activities to help the understanding process. Using the terms and ideas discussed right after learning them is a reinforcement for them because it helps them stick in my head.
Reading this chapter didn't change what I thought about behavior modification but it added to it.
In section 1.4 I learned a lot of new terms and how they are important in everyday life. The terms discussed in this chapter can help with behavior modification in people I see every day and even myself.
I will remember a lot about this chapter, I will definitely remember the term reinforcement. This chapter did a good job of getting me to remember this term. It is the process of increasing the strength of a behavior.
Another thing I will remember from this chapter is that a response is the result of a behavior.
The third thing I will remember from this chapter is deprivation, which means withholding a stimulus that acts as a reinforcement.
I found this chapter interesting and full of information. I learned a lot from all the terms that were present and explained. I really liked the questions that were asked during the chapter because they gave me a chance to think about the terms more in depth.
Terms: Deprivation, reinforcement, punishment, response.
1.3
At first, behavior modification seemed fairly simple. However, after reading this chapter the terms and statements given made me question how easy behavior modification is. Three things that I will remember from the chapter are some of the vocabulary that was introduced. One example would be extinction burst. The extinction burst is the first stage of the extinction behavior. One point that drove it home for me was how you described how the extinction burst is where frustration sets in for a correct behavior. Another example would be deprivation. This is where you would withhold some type of object (food, water, etc.) in order to elicit a greater reinforcement for a behavior. Finally, the last vocab word was satiation, which couples with deprivation. This is where you give complete access to an object in order to make them "full".
The one thing I really like about that chapter was how you explained the vocabulary words and made sure that we understood that these words are important in the field of behavior.
One thing I didn't particularly like was that the section was almost completely encompassed with definitions of vocabulary and we didn't delve into concepts of behavior modification.
This chapter changed my perspective of how important scientific jargon is to behaviorists and behavior psychologists.
1.4
Three things that I will remember from the chapter are:
1) el burro sabe mas que tu means my donkey knows better than you, or you're really stupid.
2) That a discriminate stimulus is a stimulus which creates an opportunity for an operant response to occur.
3)I talked about satiation in the previous section, but this section goes into greater detail, it means that when an organism is satiated, reinforcement will no longer work for that stimulus.
One thing I liked about this chapter was that you went into greater detail about all of the terms that was briefly discussed in the last section.
The one thing I didn't like about the section was that the examples made up about half of the entire section.
This sectioned really gave me a refocusing about behavior and the analysis of behavior modification.
terms: extinction burst, deprivation, satiation, discriminate stimulus, operant response, reinforcement.
1.3
Before reading this chapter we had really only talked about punishment, reinforcement, and the ABCs and were still getting into all the terms that are used in behavior modification. I’m kind of getting overwhelmed with all the terms and terminology, but I know that after time they will become more natural when we use them. Having class also helps to clarify the terms and it helps me understand them better. One thing I will remember from this chapter is establishing operation. It was defined in the book as a procedure that makes the reinforcer more reinforcing. The example that was used if we don’t eat for awhile and then get the chance to eat, we will eat a lot. It reminded me of in high school we would do the 40 hour famines where we would go 40 hours without food and then have a big pizza party afterwards. I feel that when something is taken away we dwell on it more, and realize how much we rely on food and like to eat food and when it’s taken away all we want is food more. Another thing I will remember is extinction. Extinction happens when a situation that was being reinforced is no longer reinforced. An example I think of for this would be like if a child gets an allowance every week for doing chores, and then the parents stop giving them allowance. This would make the child very upset, and they might stop doing their chores until they are reinforced to do them again. I also will remember that all the examples we are using and writing examples for are here to help us understand things more. I will remember elicit and emit and keeping them straight. I’m sure I’m still making mistakes, but I am learning and trying and it helps to have constant examples of what the correct way to use a word is.
I liked that we are still using the terms that we used before and are being pushed to still use them to help us use them correctly. That is also what I disliked. I wrote this before, but I am a little overwhelmed with all the terms and trying to keep them straight. I think if there were more examples written down, I would be able to understand how to use them more.
After reading this, I’ve learned a lot more about the various terminology and was able to use those words in describing the man bitten by the dog story. I know that behavior modification is more than just punishment and reinforcement, and that I have a lot to learn still as this semester goes.
terms: punishment, reinforcement, ABCs, establishing operation, extinction, elicit, emit, behavior
1.4
One thing I will remember is satiation. I put down that it is when one is ‘full’ of something, and they are not able to be reinforced anymore by whatever it is. I feel like this word is similar to saturation, and it makes sense that once somebody is being reinforced by something for so long, they eventually get tired of it and will have to be reinforced by something else. My example I had was when I go shopping, I’m reinforced by all the sales and cool displays to go into stores, but after awhile I get tired of seeing them and I just want to go home. Another thing I will remember is deprivation. Deprivation is when something is deprived of one and they are not able to have it for a time being. Something that is very common in college students is sleep deprivation, and I think that when we have it, we aren’t able to function well and we will do anything in order to get more sleep the next night. Or if someone goes to study abroad and they don’t get much junk food while they’re away, they are deprived of that until they get back, and they just want that junk food even more until they can have it again. Another thing I will remember is discriminative stimulus. It is basically how one should act or behave. The book gave the example of stopping at a stop sign. I put down for me like going to a food counter, we just know that when we get to the front we tell the cashier our order.
One thing I liked in this chapter was the review of all the terms. It really helped me clear things up, because I was getting really confused with keeping things straight. I feel a lot more confident in my abilities now. There isn’t anything that I particularly dislike, I still felt like it was a lot of words coming at us, but its slowly getting clearer how to use them all.
My opinions on behavior modification haven’t changed since the last section. I’m still in the transition of learning all the terms and trying to be able to use them correctly. I have not looked ahead, but I hope that we are able to continue to practice with them and become more and more familiar with what they mean.
terms: satiation, reinforced, deprivation, discriminative status
1.3
Before reading this chapter I didn’t know that behavior modification’s terms could be used to practically form a new language. Three things I will remember from this chapter are the term “topographically similar”, the difference between elicit and emit, and Aesop’s fable about the crow. I will remember that an easy way to remember “topographically similar” is to imagine a topographical map. I’ll also remember that to elicit a behavior is to make it to occur and that to emit a behavior is to actually do it. Lastly, I will remember Aesop’s crow fable and how it relates to reinforcement and extinction. I liked the relation of behavior modification to Aesop’s fables and how the chapter showed that they could be translated into behavioral speak. I didn’t particularly dislike anything in this chapter, everything was fairly easy to understand and related well to each other and what I’ve learned previously. This chapter has changed how I thought of behavior modification because I never thought behavioral speak as its own kind of language.
1.4
Three things I will remember from this chapter are the terms target behavior, satiation and deprivation, and the difference between emitted and elicited. Target behavior is the behavior that you’re trying to change, whether to increase or decrease it. Satiation is when adding more reinforcement won’t change the frequency of the behavior that is trying to be reinforced and deprivation is withholding the stimulus (such as food) that is being used as reinforcement. Deprivation can be used to avoid satiation. Emitted refers to the occurrence of voluntary behaviors and elicited refers to the occurrence of behaviors that are cause by the presentation of a stimulus. I liked that the chapter stressed making use of the terms that it was introducing and gave good examples of how they can be used properly. One thing that I didn’t like in the chapter was the number of new terms that were introduced. Reading this chapter hasn’t really changed what I think of behavior modification but it did help give me more terms that I can use in the behavioral speak introduced in chapter 1.3.
Terms: topographically similar, elicit, emit, reinforcement, extinction, target behavior, satiation, deprivation, emitted, elicited
For Section 1.3
Prior to reading this section, I thought that behavior modification was basically just about punishment, reinforcement, and the ABCs of behavior. I thought this because we hadn’t really covered any other material besides that.
There are many things that I will remember from this specific section in the reading. One is that the language of behavior may seem like a foreign language, but the more you work at it, the easier it should become to comprehend and fully understand. I will remember this because of the simple fact that it was very hard for me to translate sentences and Aesop’s fable from everyday language into the language of behavior. But, if I keep working at it, I know that I should be able to get it down pretty well.
Another aspect of this section that I will remember has to do with extinction and extinction bursts. Extinction happens when a behavior that was reinforced before isn’t reinforced anymore. An extinction burst happens during extinction and includes different types of behavior that are very similar to the previously reinforced behavior. I will remember extinction because it is easy to understand, and I will remember extinction burst because I know that if someone were to stop reinforcing a behavior of mine that they previously reinforced, I would try behaving in all kinds of ways to see if the reinforcement would occur again.
A final topic from this reading section that I will remember has to do with using words such as elicit and emit. To elicit a behavior means to make a behavior happen, whereas to emit a behavior means to do the behavior. I know I will remember these words because writing them out in sentences as an exercise really made it clear to me what they meant. I feel as though I will begin to use those words more often in my writing.
One thing that I really enjoyed from this section was when it discussed establishing operations. I found it to be rather interesting that researchers manipulate whatever they may be researching to make their reinforcer more reinforcing. If I were a lab rat that was deprived of food, which was used as the reinforcer, I would run a maze or press a bar in double time to finally get something to eat. I can totally see how establishing operations make a reinforcer more reinforcing.
One thing that I disliked from this chapter is realizing how difficult the language of behavior is right now. It was so frustrating to try to figure out what the different examples meant, and at this point in the game I feel slightly stupid when trying to translate. I know that it will continue to get easier the more I work at it, but at this point in time it is truly difficult.
Reading this section has changed what I originally thought about behavior modification in many ways. Like I stated before, prior to reading this section, I believed behavior modification to be all about punishment, reinforcement, and the ABCs of behavior. But, after reading this section, a whole different realm of behavior modification has opened up to me. The language of behavior is obviously a very crucial part of behavior modification, solely because one should be able to “talk the talk” before they can “walk the walk”. I can see that there is a lot more to be worked on in the weeks ahead, and I am excited to find out what’s next!
For Section 1.4
There are many things that I will remember from reading this specific section of the text. One is that the language of behavior is obviously cumulative. Everything keeps building on top of what we have previously learned. I know that I have to keep using the new terms to be able to progress and get better at speaking the language of behavior. I know I will remember that the language of behavior is cumulative because in the chapters to come, I am sure that I will come across many topics that relate to what we are learning now. I need to work at keeping all of the new material in my brain.
Another topic that I will remember from the reading is the relationship between satiation and deprivation. Satiation means that you are full from whatever you had, and having any more of it could potentially be undesirable. Deprivation, on the other hand, means not giving or withholding a reinforcing stimulant from someone or something. Satiation and deprivation are somewhat opposites because satiation has to do with not having the want of more, whereas deprivation is the want of more of what is being withheld. I will remember the distinctions between the two terms because I have used them before, and they make pretty clear sense to me.
A final piece of this section that I know I will remember is what a target behavior is. A target behavior is a behavior that you want to either increase or decrease. I will remember this because it seems rather simple. If I want to increase the amount of times I shower, then showering is the target behavior. If I want to decrease the amount of times I crack my knuckles, then cracking my knuckles is the target behavior. Easy.
One thing that I especially enjoyed from this section was the workbook aspect of it. I was happy that you had us write down sentences using terms and examples over and over again. Although it was tedious, it really helped me get a grasp on what everything meant and what was going on. The practice examples are very beneficial to my learning, so I appreciate you putting all of the little exercises within the reading.
One thing that I disliked from this section was how it just kind of threw a bunch of terms at us that we may have not ever used before. It was difficult for me to comprehend what each of the terms meant and then be able to apply them to examples. It definitely pushed me a little bit. I know that learning new terminology is never an easy thing, but it was just a little bit frustrating.
Reading this section has opened up my eyes and made me realize that behavior modification has a lot more to it than meets the eye. There are so many terms to learn and apply to the language of behavior, and it all feels slightly overwhelming right now. I am sure that it will all get better from here on out though, so I am looking forward to learning more!
Terms: punishment, reinforcement, language of behavior, extinction, extinction bursts, reinforce, elicit, emit, establishing operations, manipulate, reinforcer, deprivation, satiation, target behavior
Section 1.3
Prior to reading these sections, based on the previous sections, my idea of behavior modification was primarily focused on reinforcement and punishment of specific behaviors. I never really thought too deeply into what behavior modification is all about. I just thought it was interesting and could be useful in my future career.
1.) I will remember that elicit and emit are two terms with two very different definitions. Elicit means to make a behavior occur where as emit means to do the behavior. For example, this assignment elicited a reading behavior. I, the reader, emitted the reading behavior.
2.) I will remember that the establishing operation is the procedure that makes the reinforcer more reinforcing. For example, depriving myself of relaxation will reinforce my behavior to finish this assignment so I can relax. This idea was hard to understand at first but the laboratory rat example made it much clearer.
3.) I will also remember the difference between extinction and extinction burst. Extinction occurs in situations that were previously reinforced, but are no longer reinforced. For example, this assignment elicited a reading behavior that I, the reader, emitted the reading behavior. By emitting the reading behavior I am reinforcing myself to finish the assignment so I can be reinforced with a pint of ice cream. When I finish the assignment, I experience extinction when looking in the freezer only to find no pint of ice cream. An extinction burst occurs during extinction where the person begins to vary his/her behaviors in hopes of being reinforced. For example, to add on to the previous example, after I experience extinction I emit the behavior to drive to the gas station to buy a pint of ice cream but am still not reinforced even after my extinction burst.
I will remember these three ideas because they were repeated and explained thoroughly enough for me to have a full grasp on their concepts.
I really liked the examples and practice examples for this section, especially the last one about the man bitten by a dog. It helped me understand the terms much easier and then be able to use them in my own way. I'm still getting use to the language of behavior and using it in these assignments but it's getting easier as I understand it more since terms from the previous readings are being reviewed.
I didn't like how this section started because it was long and drawn out. I was actually confused on what I was suppose to be focusing on and started to lose focus on the reading itself. There was so much going on and several advanced vocabulary words.
Reading this section has increased my interest in behavior modification and helped me realize that manipulation of behaviors is not just being reinforced or punished. There is so much more going on in the manipulation process. I am intrigued to learn more about what is going on throughout this book.
Section 1.4
1.) I will remember that the discriminate stimulus is any stimulus which sets the occasion for an operant response to occur. For example, the sign posted on the restaurant that reads "no shirt, no shoes, no service" elicits the behavior to have clothing on before entering the restaurant or you won't be served. You, as the customer, emit the behavior to have clothing on because you want to be reinforced with food rather than be punished with no food.
2.) I will remember that an operant behavior is one which sets the occasion for either reinforcement or punishment to occur. For example, in social environments or situations (funeral), a person's actions (telling a joke) which are either desirable or undesirable for other people in the same environment set the occasion for either reinforcement or punishment (getting dirty looks).
3.) I will also remember the difference between satiation and deprivation. Satiation is the sufficient access to a reinforcer (full) which the additional reinforcement will not alter the frequency of the behavior which is being reinforced. For example, being reinforced with ice cream too much may eventually not reinforce me because I am satiated (full). Too much of one thing is not always a good thing. Deprivation is when the reinforcers are withheld which serves as a reinforcement to an organism. For example, the laboratory rat being deprived of food to elicit a specific behavior to receive the food. Eventually the rat will understand that emitting that specific behavior will give the rat the reinforcer.
I will remember these three concepts because it makes me understand more of the process of manipulating behaviors. There is so much going on that I never knew about until now.
I really liked that the section explains that the language of behavior is similar to learning a foreign language in that they are both cumulative. I learn much better when concepts are repeated and reviewed. The way this book is setup, I have an overview of old information and learn a little new information each section I read.
I have nothing I dislike in this section. I thought it was all very useful and straightforward. I thought the practice examples were helpful and the reviewed terms were beneficial to my learning.
After reading section 1.4, my thoughts on behavior modification have not changed from what they were after reading section 1.3. There wasn't enough new information to dissuade my thoughts, but I am still very interested to learn more about the language of behavior.
Terms: Behavior, Elicit, Emit, Reinforcement, Reinforcing, Reinforcer, Extinction, Extinction Burst, Deprivation, Satiation, Operant Behavior, Establishing Operation, Discriminate Stimulus, and Punishment.
1.3
Before reading this chapter I mostly just thought of behavior modification as when someone manipulates another person using punishment or reinforcement. Basically the only things I knew about behavior modification are the things we have talked about in class. I definitely will remember that learning the language of behavior is a lot like learning a foreign language. We need to be specific and be precise about using it correctly. If I become frustrated it is just part of trying to learn something. It means you’re trying. I never would have thought about learning this like that, but it makes sense. It will help me get through times when I am struggling. The other two things I will remember from this section are establishing operation and extinction, mostly because they are written in big and bold in the text. So, I know they are important. This makes the reinforcer more desirable because the reinforcement is something in demand to the person. An example is telling someone who is hungry they can have food if they do something else first. It creates motivation within someone. Extinction is when something that was reinforce before is no longer reinforced. An example would be not being able to get food, like going to the cafeteria and for some unexpected reason they are closed. I really liked the Aesop’s Fable is made some terms more clear and easier to understand. I didn’t really enjoy trying to make my behavioral speak for the man bitten by dog story. I still find this difficult and feel like I need more in class examples in order get used to it. Reading this widen my knowledge of behavior language. It gave me more terms and practice at trying to apply behavior language to my writing.
1.4
I found the term satiation interesting, so it is something I will remember. This is the idea of giving too much reinforcement. My example of this was giving someone a huge main course for dinner and not leaving them any room for their favorite dessert that you made them. I had never heard the word before so it struck my attention. Another term I will remember is discriminative stimulus. This is when a response needs to happen so something else can occur. An example would be for everyone needing to stop talking so a professor can start class. It is something we do all the time without even realizing it. I really enjoyed the first paragraph where the language of behavior is compared to math. I made me realize why I find so of this difficult to understand. I have never been good at math. I really liked getting some more practice applying the terms emit and elicit. I have difficulty remember what they mean and which one means what. So, extra exercise was very helpful. I think this chapter made me realize some of the reasons why forms these sentences are hard for me. I need a lot of practice in order to become good at applying them.
Terminology: language of behavior, establishing operation, extinction, reinforce, reinforcement, satiation, discriminate stimulus
Section 1.3
Before I read these sections, I thought behavior is always considered in a simple context. I thought the events are connected in a simple chain of causal relationships, so that one follows another. Yet from these sections I can tell that there are also different conditions that lead to different consequences. For example, an antecedent may have different levels of quantity, and this quantity in turn affects the frequency of behavior.
There are three terms that made better impressions on me. The first one is the topographical attribute of behavior. The notion that similar actions may be based on different reasons is quite interesting. How do we know that behavior can have different functions? I would like to see how this will be explained in the future. The other two terms of interest are "elicit" and "emit." They demonstrate that behavior can be either an active or a passive occurrence. Yet this leads to the possibility that someone may emit the behavior without an obvious antecedent. This concept needs to be explored.
The name Bable Fish sounded really interesting to me, so I searched the origin of this thing. Its correct spelling seems to be "Babel fish," which is the name of a fictional creature that came from a radio show called The Hitchhiker's Guide to the Galaxy. This unique animal can translate anything on the fly, which would be the reason why a translation website is named after it.
I am still not satisfied with the description provided in The Man Bitten by a Dog. I have difficulty understanding what the conversation means in the story. Maybe I should find that book and read it again.
After reading the section, I realize that operant conditioning is an important part of behavior modification. This method demands us to promote new behavior by modifying the environment. I thought we could easily change behavior, but apparently we need to change many antecedents for the behavior to occur. This is more complicated than I thought.
Section 1.4
The three terms I can easily recall from the section are operant behavior, satiation, and free feeding weight. I remember two of these because I like the idea of free feeding weight and dislike the detail provided for the term operant behavior. The concept of satiation is especially interesting to me. I think there may be a curvilinear relationship between reinforcer and behavior. Thus satiation may occur on one side of the curve, showing that the reinforcer can actually decrease the frequency of behavior after certain amount. Well, that is a possibility.
I think the idea of free feeding weight is really funny. It basically quantify the natural desire of an organism. When you think about this, there are so many numerical indexes people use to measure human desires: currency, credit score, grade point average, body mass index or even carbon footprint! Measuring the desire of a mouse by putting it on a scale is a brilliant idea.
One thing not satisfying in this section is the explanation of operant behavior. I could not get a clear idea of the term from the text. Perhaps more examples can help people understand exactly what the term is referring to.
This section changed my idea of the linear relationship between reinforcer and behavior. Now I know that I need to consider the effect of satiation as well. This means that there is a natural limitation of modifying behavior.
Terms: consequence, antecedent, elicit, emit, operant conditioning, operant behavior, satiation, free feeding weight, reinforcer
I did think that the terms could be used wherever they seemed to fit, I didn’t know to the extent in which seriousness the terminology is used when talking about behavior.
Section 1.3
One, B. F. Skinner being mentioned. I would say that I will remember his quote but that probably isn’t accurate because I didn’t write it down or anything but I will remember him being mentioned. I would have to (again) look up what his contribution to psychology was exactly but I remember he plays a somewhat important role because he has been mentioned in my other psychology classes. Two, I liked how the book reinforces group activities in class and using the terms to become familiar with the terminology. I know that when I learn something I retain the information for a longer period of time when I have to work with what I have learned. Like in high school, we would learn about the eye or ear and then have to make a model of what we had learned about. Three, the Aesop’s Fable. I have a book of old fables and the “The Crow and the Pitcher” is one of the stories. I love old fables and fairytales so to be able to use them to practice the language of behavior and reinforce correct usage of the terminology.
I thought it was thought-provoking how strict and sometimes complicated the terminology can be in its usage. Throughout the day I can be with friends and family who without actually finishing a sentence or making a lot of sense know what you are trying to say. That is not the case with the language of behavior, but it presents a new challenge to really know the material and use terminology properly.
I would have to say that the one thing I did not like was how much it connected learning the language of behavior to learning a foreign language. It is a great way of explaining it but I don’t have a lot of confidence after reading that. I struggled to just learn reading and writing in English even though I was born in the US with English speaking parents. It was hard for me to make connections. I struggled even more in Spanish and French. I had no self-reinforcement because I didn’t get the best grades, unlike my other classes.
I don’t think this chapter has really changed what I originally thought. I think it has helped me look at how stories or simple behaviors can be described or explained in a different way using the language of behavior.
Section 1.4
One, discriminate stimulus. I think the ‘STOP’ sign example was a great way to show how a stimulus can be targeted for a behavior. This just made me question what other types of discriminate stimulus are out there that I never thought of before. Two, I have ‘emitted’ down but I was having a little trouble with ‘elicited’. The example made sense, but trying to use it in another example that is not somehow similar in context to the example already given was not easy for some reason. Three, going over earlier terminology. It all ties together in the end but it is not always easy to remember what you read in chapter one when you are one chapter five. I learn through repetition so I think this is going to be a chapter I go back to a lot because it has the definitions in one section and not spread out.
I liked that it started getting at environmental factors for behavior. I think the environment can play a bigger part then we realize when it comes to how we behave in different situations. Along with who is in that environment with us at the time we emit a behavior.
I didn’t find the formal definition as helpful as the examples when it came to understanding the term. I am one of those people whose notes may mainly consist of definitions for terminology like this, but they were not helping be define what the word or phrase really implied. I can’t really use the terminology properly if I don’t truly understand it.
Sadly, it hasn’t changed my original thoughts about behavior modification yet. A lot of this is still pretty basic terminology that I think I have either heard at one time or another or just didn’t know the proper name of it before.
1.3
Before I read this section I was not prepared for how much terminolgy we need to know for this class and alot I didnt think it would be as complex as it is. I also thought that behavior mod focused mainly on the ABC's.
1. I will remember how to translate a story into a behaviorial speak. It was a lot more complex than i thought it was going to be, but after reading through the example stories provided for us it gave me a clearer picture on how you need to translate the stories into behavior speak. Reading the examples really helped me understand it a lot more.
2.I will also remember that the language of behavior is very percise and I know it will take time for me to get the terminolgy down perfect but after reading through this section it was very helpful with the definitions of each word and how to use them in context
3. finally another thing i will remember is when it says not to give up because you are frustrated it just means you are in the process of learning and giving up means that you only have ended the process of learning. That really relates to me becuase i know i get frustrated a lot when it comes to school work and i want to give up but i know that if i keep trying i only can get better.
One thing i disliked about this chapter when the begining section of the chapter. It seemed to be very repetitive and always talking about how it was a foriegn language i think it could of be shortened a lot just by not repeting its self multiple times
The chapter just made me realize all of the terms that i will be using for behavioral speak such as consequense, elicit, emit, and reinforcement
1.4
1. I will remember the difference between elicit and emit. Emit means to do a voluntary behavior and sets up for either reinforcement or punishment. elicit means behaviors caused by the presentations of a stimulus.
2. I will also remember how important this terminology is for this class. This whole chapter was about becoming familiar with the terminology that we will be using throughout this whole semester so I think this was one of the most important chapters and is also very important to always review the words so I become more confident in what each word means.
3.The last thing I remember is the term establishing operation and how the example given talks about how commercials are used to make a product look better and how commercials make a good establishing operation.
One thing I didn’t like about this chapter was how it was an overload of terminology. I understand that we need to learn that in the early chapter so we understand the rest of the material we are learning the semester but I just felt like there was an overload of terminology in this section of the chapter.
Reading this chapter just made me realize how important it is to know this terms to be able to better understand the rest of the chapters we go over this semester.
1.3
Before I read this section I was not prepared for how much terminolgy we need to know for this class and alot I didnt think it would be as complex as it is. I also thought that behavior mod focused mainly on the ABC's.
1. I will remember how to translate a story into a behaviorial speak. It was a lot more complex than i thought it was going to be, but after reading through the example stories provided for us it gave me a clearer picture on how you need to translate the stories into behavior speak. Reading the examples really helped me understand it a lot more.
2.I will also remember that the language of behavior is very percise and I know it will take time for me to get the terminolgy down perfect but after reading through this section it was very helpful with the definitions of each word and how to use them in context
3. finally another thing i will remember is when it says not to give up because you are frustrated it just means you are in the process of learning and giving up means that you only have ended the process of learning. That really relates to me becuase i know i get frustrated a lot when it comes to school work and i want to give up but i know that if i keep trying i only can get better.
One thing i disliked about this chapter when the begining section of the chapter. It seemed to be very repetitive and always talking about how it was a foriegn language i think it could of be shortened a lot just by not repeting its self multiple times
The chapter just made me realize all of the terms that i will be using for behavioral speak such as consequense, elicit, emit, and reinforcement
1.4
1. I will remember the difference between elicit and emit. Emit means to do a voluntary behavior and sets up for either reinforcement or punishment. elicit means behaviors caused by the presentations of a stimulus.
2. I will also remember how important this terminology is for this class. This whole chapter was about becoming familiar with the terminology that we will be using throughout this whole semester so I think this was one of the most important chapters and is also very important to always review the words so I become more confident in what each word means.
3.The last thing I remember is the term establishing operation and how the example given talks about how commercials are used to make a product look better and how commercials make a good establishing operation.
One thing I didn’t like about this chapter was how it was an overload of terminology. I understand that we need to learn that in the early chapter so we understand the rest of the material we are learning the semester but I just felt like there was an overload of terminology in this section of the chapter.
Reading this chapter just made me realize how important it is to know this terms to be able to better understand the rest of the chapters we go over this semester.
Before and after: Before reading these two sections I expected more terms. There weren't as many and they all related to one another so the relationships helped me understnad them. It wasn't just random terms to memorize, the worked together and flowed more easily than I expected.
1.3: I will remember "topographically similar" because I will think "on top" and know it's how behaviors appear similar on the surface. I will also think of food deprvation as a quick example of establishing operation. I easily understood it this way. Lastly I will remember the way bahavior talk is an eloqent way of ruining a good story. This was put nicely. I am a writer and love stories that sound nice so reading the fable in the language of behavior was horrible and I was thinking that as I read...then you said it. I know the terms and using them does just that. I liked the fables as examples, they were simple and easy to translate. I did not like the tons of boxes to fill out. I know they are for the best though. In behavioral speak: emitting the behavior of practice by filling out example boxes will result in the pleasurable consequence of not being embarressed in class when I am called on because I will have a decent response. This is reinforcing, I will therefore increase the amount of boxes I fill out. Mostly because I was sleepy I disliked them. But there were no real aspects that I disliked about the section. All of the information was clear and I recieved adequate examples.
1.4 I will remember that when one emits a behavior, they are doing so voluntarily. The word sounds kind of automatic at first and I think it was good to touch on the voluntary aspect because I did not really think about it before. Secondly I will relate target behaviors to goals. It's which behavior you want to increase or decrease. What you're shooting for, a target. Just a simple connection but nice that the term is so apparent. Lastly I will remember a commercial as an establishing operation. This painted a clear picture of this term. So I will think of them if I ever get confused and try to relate it to that if all else fails and try to find a connection. I liked the overview layout, how the terms were listed and some were further explained. Not all, since some are more basic. There was nothing that in this section that elicited an aversive response like slamming my laptop shut. It was all unpainful to cover and breif enough, yet complete.
terminology used: Elicit, establishing operation, deprivation, topographically, reinforcing, emit, elicit.
1.3
There was quite a bit of information to take away from section 1.3, but there are three things that stuck with me.
1.The first is learning the behavior of speaking in behavioral speak. I will most likely remember this the most because I found it to be very aversive in the begininng as I emitted my reading behavior on section 1.3. I found the tip that said if I was finding it frustrating, I was leaning the material and if I was bored, I had already learned the material. It is something that I am still continuing to learn.
2. The second thing I will take away is the continued practice of using reinforcement and punishment. Emitting the behavior of practicing brings about a positive consequence in a better understanding the terms.
3. Third, I will take away the difference between elicit and emit. Now that I have leaned the difference, I find it aversive if I hear them being misused. I emit the same kind of punishment as when people misuse the terms 'borowed' and 'lend.'
The part of this section I really enjoyed was again learning the correct way to use emit and elicit. Feeling confident in emitting the correct behavioral speech gives me reinforcement.
The part of this section I did not enjoy, well at least in the beginning, was translating the stories and fables into behavioral speak. At first I thought it was some type of punishment, haha, needless to say I found it aversive.
1.4
There were so many terms to learn it is hard to choose just one, but as I emitted my reading behavior on seciton 1.4 these are the three things that will stick with me.
1.I enjoyed the term, 'Target Behavior.' The reason I think I enjoyed this term over some of the others is that it was easier to grasp and in return it reinforced my reading behavior I was emitting.
2. Some of the terms that elicted an easier abilitly of incorporating them are: Target Behavior, Response, Emit, Elicit, Satiation, and Deprivation. I will be more likely to emit these terms in my everyday written and verbal communication about behavior because they are more concrete terms that are easier to grasp.
3. Also, reinforcement and punishment will be easier to emitt as well because I have had more practice with these terms.
Operant Behavior and Establishing Operation will most likely be the terms I have the hardest time incorporating into my everyday written and oral communication about behavior. The reason being is that I did not emitt a behavior of attending class this week so far so I haven't been exposed to some of the examples to better my learning behavior. I wasn't able to grasp these terms as easily as the prior mentioned.
I believe I will be able to emitt a better understanding of these terms as the semester goes along. Along with a continued practice of all terms as the continue to build on the knowledge we've already learned.
Terms Used: aversive, emitted, reinforcement, punishment, positive consequence, elicit, emit, target behavior, satiation, deprivation, response, operant behavior, establishing operation, learned behavior.
Response to Section 1.3
Before, during, and after reading section 1.3, I had and have particular ideas regarding behavior modification. These ideas include not only the material studied, but also language modification, values, morals, influences, inspiration and motivation.
I feel that I will remember particular things that were printed in Chapter 1, entitled “Behavioral Principals”, specifically Section 1.3, entitled “The Language of Behavior”. First, I may remember information discussed in the second paragraph. This section says that individuals rely on one another to be precise in chosen words and how they are used. The paragraph ends with the following sentence, “It matters which word (you) use and when it is used.” Within class discussions, I feel that I have voiced my opinions regarding importance of language and how individuals may interrupt specific terminology.
I may also remember that an emphasis of the text, as well as the Behavior Modification class in which I am enrolled in, will focus on providing an opportunity to practice (new) language. I appreciate some of the terms used and repeated within the chapter. I also feel that I would appreciate respectful feedback regarding terminology discussed within the classroom. I feel that if an individual raises a hand and is called upon, that particular individual has the right to finish sentences and discuss relevant topics with one’s professor, without interruptions from other students. I understand that topics discussed within a Behavior Modification class may raise thoughts and emotions, sparking spontaneous behavioral responses, however, respect and confidentiality are important and should be practiced by folks involved.
I may remember the following phrases within section 1.3: There are specific words that mean specific things. Language (of behavior) is very specific and it matters if it is used correctly. It is ok to be creative.
One thing I like within section 1.3 was the quote by an allegedly famous researcher named Goldiamond. Goldiamond (1976) is quoted as saying, “Self-reinforcement of operant behavior presupposes that the individual has it in his (or her) power to obtain reinforcement but does not do so until a particular response has been emitted.” Our text asks what (I) think this may mean. I feel this may communicate that one’s own behavior may produce strengthening effects, but this may only be possible if said behaviors are carried out.
One thing I did not like within section 1.3 was a quote in Spanish that I will not re-type. Our text says the Spanish quote may not be politically correct today, so I do not feel that it should be written or REINFORCED by students or faculty today. Repeating words and phrases may give them power.
I feel that I have learned from the act of reading section 1.3. I have learned about how another individual feels about behavior modification and I have considered ideas from another perspective other than my own.
Response to Section 1.4
I may remember certain information that I read in Chapter 1, entitled” Behavioral Principals”, specifically section 1.4, entitled “Some behavioral terms that are used quite often.” I may remember that I identified reinforcement with support. I may remember identifying target behaviors with goals. I may remember that I identified discriminate stimuli with influences.
Currently, I remember that definitions for terms used within the text were sourced from Wikipedia. A headline (typed in bold) on Wikipedia.com reads this: Wikipedia, the free encyclopedia that anyone can edit. I feel that sometimes when I use or am referred to Wikipedia, I consider trust. I feel that I trust the definitions given within the excerpts of the text, however, I, personally, tend to trust definitions a bit more when I cite them from a source such as Merriam-Webster Dictionary, An Encyclopedia Britannica Company.
One thing I enjoyed doing while reading section 1.4 was using my Webster’s Dictionary to look up words used in the text. While looking up the definition for the term satiation, I found the root word as sate, which is a verb meaning to satisfy fully. I like the word sate. I also used a Merriam-Webster Dictionary to look up the word deprivation. I found it interesting that a synonym for the word deprivation is the word privation. The root word of privation is the word private. I was again reminded of confidentiality.
I did not like the phrases in the section that stated, “You should.” One may?
I feel that I have learned from the act of reading section 1.4. I have learned about how another individual feels about behavior modification and I have considered ideas from another perspective other than my own.
Some (more) behavioral terms that I considered while reading section 1.4: Support, Influence, Goals, Underpinnings, Suggestions, Learning, Inspiration, Relationships, Experiences, Respect.
SMW
Response to Section 1.3
Before, during, and after reading section 1.3, I had and have particular ideas regarding behavior modification. These ideas include not only the material studied, but also language modification, values, morals, influences, inspiration and motivation.
I feel that I will remember particular things that were printed in Chapter 1, entitled “Behavioral Principals”, specifically Section 1.3, entitled “The Language of Behavior”. First, I may remember information discussed in the second paragraph. This section says that individuals rely on one another to be precise in chosen words and how they are used. The paragraph ends with the following sentence, “It matters which word (you) use and when it is used.” Within class discussions, I feel that I have voiced my opinions regarding importance of language and how individuals may interrupt specific terminology.
I may also remember that an emphasis of the text, as well as the Behavior Modification class in which I am enrolled in, will focus on providing an opportunity to practice (new) language. I appreciate some of the terms used and repeated within the chapter. I also feel that I would appreciate respectful feedback regarding terminology discussed within the classroom. I feel that if an individual raises a hand and is called upon, that particular individual has the right to finish sentences and discuss relevant topics with one’s professor, without interruptions from other students. I understand that topics discussed within a Behavior Modification class may raise thoughts and emotions, sparking spontaneous behavioral responses, however, respect and confidentiality are important and should be practiced by folks involved.
I may remember the following phrases within section 1.3: There are specific words that mean specific things. Language (of behavior) is very specific and it matters if it is used correctly. It is ok to be creative.
One thing I like within section 1.3 was the quote by an allegedly famous researcher named Goldiamond. Goldiamond (1976) is quoted as saying, “Self-reinforcement of operant behavior presupposes that the individual has it in his (or her) power to obtain reinforcement but does not do so until a particular response has been emitted.” Our text asks what (I) think this may mean. I feel this may communicate that one’s own behavior may produce strengthening effects, but this may only be possible if said behaviors are carried out.
One thing I did not like within section 1.3 was a quote in Spanish that I will not re-type. Our text says the Spanish quote may not be politically correct today, so I do not feel that it should be written or REINFORCED by students or faculty today. Repeating words and phrases may give them power.
I feel that I have learned from the act of reading section 1.3. I have learned about how another individual feels about behavior modification and I have considered ideas from another perspective other than my own.
Response to Section 1.4
I may remember certain information that I read in Chapter 1, entitled” Behavioral Principals”, specifically section 1.4, entitled “Some behavioral terms that are used quite often.” I may remember that I identified reinforcement with support. I may remember identifying target behaviors with goals. I may remember that I identified discriminate stimuli with influences.
Currently, I remember that definitions for terms used within the text were sourced from Wikipedia. A headline (typed in bold) on Wikipedia.com reads this: Wikipedia, the free encyclopedia that anyone can edit. I feel that sometimes when I use or am referred to Wikipedia, I consider trust. I feel that I trust the definitions given within the excerpts of the text, however, I, personally, tend to trust definitions a bit more when I cite them from a source such as Merriam-Webster Dictionary, An Encyclopedia Britannica Company.
One thing I enjoyed doing while reading section 1.4 was using my Webster’s Dictionary to look up words used in the text. While looking up the definition for the term satiation, I found the root word as sate, which is a verb meaning to satisfy fully. I like the word sate. I also used a Merriam-Webster Dictionary to look up the word deprivation. I found it interesting that a synonym for the word deprivation is the word privation. The root word of privation is the word private. I was again reminded of confidentiality.
I did not like the phrases in the section that stated, “You should.” One may?
I feel that I have learned from the act of reading section 1.4. I have learned about how another individual feels about behavior modification and I have considered ideas from another perspective other than my own.
Some (more) behavioral terms that I considered while reading section 1.4: Support, Influence, Goals, Underpinnings, Suggestions, Learning, Inspiration, Relationships, Experiences, Respect.
SMW
terms: positive reinforcement, negative reinforcement, influence, classification, deprivation, opportunity, language of behavior, modification thanks!! -ebs- 9/5/12 @ 1854hrs. Centric Time
1.3
I really dont have a different thought on behavior modification yet.
Three things that I will remember from this chapter is to keep an open mind and be willing to just listen to the words, even if you dont understand what they are talking about, language is complex and can be used in many different ways, and that deprivation occurs where food, water, or other reinforcers are withheld. The reason I will remember these ideas and terms are because of the way they effect our own lives. Think about times when a person is talk and you cannot understand what they are saying, and you ask over and over what they said until you finally get it. Now think of the different ways we use words. When people come to the U.S. and learn language, they dont learn the "slang" terms, only the politically correct terms. So, if I say, is that cool for you? They may believe I asked if they were cold, whereas I actually meant is that okay or fine with them. And last is the deprivation. How many times does a person in their lifetime try to lose weight? They try to deprive themselves of food to lose weight. Heck, I've done it plenty of times and dont get anywhere cause I like food!
One thing I liked in this chapter is how we are told it is okay not to understand the language of behavior at first. It makes a person feel at ease, almost like it is okay not to know everything!
There really wasnt anything I didn't like in this chapter.
One thing that has changed my thought on behavior modification is that it doesnt always have to be understood, but it should be listened to.
1.4 will be in reply
1.3
Before reading this chapter my idea of Behavioral modification, had already changed from the previous sections. The breakdown of behavioral modification into the ABCs really helped me wrap my mind around the idea of behavior modification. After class last Thursday, I had a better understanding of how to use the ABC’s along with a few new words such as pleasurable and aversive. It was clear early in the chapter that language and use of words is very important in behavior modification. Especially after reading 1.3 with the introduction of even more new words!
1. First thing I remember are the words emit and elicit, both words sound very similar to one another. Although they both have very different meanings such as one makes a behavior occur and the other is actually doing the behavior.
2. Secondly I remember the term extinction, this term is one of the few I don’t think I will have a problem with remember how to use since it is similar to the terminology I am use to using it in. Extinction in behavioral modification means that in a situation that was previously reinforced and for whatever reason is no longer being reinforced.
3. Third I remembered the word topographically which means the words look similar on the surface, such as reinforce, reinforced, and reinforcement. It is important to remember that even though the terms may be topographical, they do not mean the same thing functionally.
Similar to the other chapter I liked how it allowed me to interact with the words as I was reading the book, giving me an example and then allowing me to try it myself. Although I sometimes feel I may be using the word wrong, and I will have to wait till Thursdays class to find out.
1.4
Three things that I remember from this section are target behavior, discriminate stimulus, and satiation. Target behavior refers to the behavior you are interested in attempting to increase or decrease. Discriminate stimulus is any stimulus that sets the occasion for an operant response, for example while you are driving and the light turns yellow, you slightly press on the breaks or let your foot off the gas to slow down. The light turning yellow is the discriminate stimulus. Satiation, this term means that if you introduce any more reinforcement to the organism it will not work on the behavior that is being reinforced. This is due because the organism has had enough, and repeating the reinforce will not help modify its behavior.
I did like this chapter although I did feel like it was a little over whelming to take in reading it alone. I do like the interaction with the textbook allowing me to make examples on my own. But since I am unsure if I understand the terms correctly, I cannot be certain I am using the terms correctly in my examples. Or if I have using the right type of examples, I am glad to know we will go over this in class to refresh my memory on the terms and to make sure I’m on the right track.
list
emit, elict, extentioin, topographical, reinforce, rinforced, reinforcment, discriminate stimulus, staition, and target behavior
Before I read this latest chapter I was thinking that behavior modification was fairly simple and was going to be easy to understand. Up to this point I felt really good about what we had learned and it seemed easy to understand and implement. Now not so much. According to the text I must be really learning because I’m pretty frustrated. The first thing that stands out to me in this chapter is thinking ‘what in the freakin’ world are these people talking about.’ Now I wouldn’t say I’m the smartest super intelligent woman by any means, but I don’t like to feel dumb…I literally reread that passage about self-reinforcement a dozen times and still at the end I was thinking what the crap? It does feel like learning a different language and it is frustrating. The second thing that I really remember was the example that explained the concept of stabling operation. From the definition I was thinking ‘ok it’s something that is making the reinforcement better or more likeable so it must be very very nice.’ Because of the example I think I have a better grasp on this concept from the perspective of a behaviorist and seeing it not in terms of good or bad but what enhances or makes the reinforcement more effective. This then made me think of positive/negative reinforcement and positive/negative punishment. The third concept that stood out to me was the stress given to understanding and using behavior terms correctly. It made me realize the importance of learning these concepts and really understanding how they should be used because if I don’t I think it will be incredibly hard to understand the rest of classroom discussion and scholarly sources of information. Something that I really liked in this chapter was actually what was said about learning the terminology when it talked about it being frustrating. I appreciated that it was said that it is frustrating and difficult and it’s funny because it worked as a reinforcer as I read that it was encouraging and even though I found the terminology ‘aversive’ it added the reinforcer which helped the reinforcement of me to emit the behavior of reading. (Funny how that works) Something I disliked in the chapter was not being able to grasp everything immediately and having to fumble around with ideas. I pride myself on getting concepts quickly so to be shown something that is difficult to me was hard for me at first, but also makes me determined. I thought behavior modification was a simple A-B & C…well apparently it’s a lot more than that and I think it’s going to take a lot of work to learn these concepts and especially learn how to implement them effectively.
I think the concept I will most remember from the second reading is the Discriminate stimulus. The reason I will remember it is because at first it confused me because it said it was something that sets up the occasion, so I was thinking ok you just told me that was the operant behavior… but then as I read further and processed I started to understand it to be the stimulus that sets up for the response to occur and that it is basically the thing around us that gives us the cues on what to do. Right after that the concept of Discriminative Stimuli was intriguing to me, of course I wasn’t thinking behaviorally and was like ok how did discrimination get into the mix here? Kind of like the word manipulation we have a bad connotation of the word affixing it with the act of discrimination against people. When really the word discriminative just describes how things are different based on situation. Another thing that stood out to me was the example of establishing operation in commercials. I already knew that media does a good job of reinforcement of our buying behaviors but it was neat to think of it in terms of behavior and that they are making the reinforcement even more reinforcing by the way they show things. This chapter had a lot of terminology which I understand is super important to know but rather less intreging than actually discussing behavior…although the examples did help to alleviate the aversive nature of the terminology and definitions. Basically this chapter has continued to make me realize that I know very little and I have a lot to learn, but on the positive side I think because behavior modification is all about behavior it will be easier to grasp this terminology and use it because we will be interacting with it.
Section 1-3
Prior to reading this section I believed that behavior modification was all about why people do what they do using the ABC approach. Behavior modification is really a simple process when you think about it. Some people just get lost in all the terminology but behavior is something we do every day. We are reinforced and punished every single day, we just do not think about it. After reading this section I'll remember after reading this section is that the language of behavior may seem like a foreign language. I could relate to the story of learning Spanish because in Spanish we didn't just learn words and take tests; we interacted with each other because it would make it easier and we would benefit from it. Also, numerous behaviors are topographically similar (the behaviors look the same on the surface), which leads to the fact that it is very important to be able to distinguish the differences between the behaviors. I will always remember the difference between elicit and emit. Elicit means to make a behavior occur, to make it happen. Emit means to do the behavior. Such as, the sign elicited a braking behavior and the driver emitted the braking behavior. These words had me a little confused at first but practicing these terms has me comfortable now. I really enjoyed all the opportunities to give examples of the terminology. It's one thing to read about the chapter, it's another to put the terminology to use in examples. I learned that the language of behavior can be used to describe almost all situations. This section added on to what I already knew about behavior modification.
Section 1-4
From reading this section I will remember satiation and how to use it. When you reward an organism with the same thing over and over again until the organism does not want anything to do with the reward anymore. For example, you give a boy hamburgers repeatedly. At first, he is thrilled about the idea because he loves hamburgers but having them every day is too much. He becomes uninterested in the reward and it no longer has an affect on him. I will remember deprivation and what it means. Deprivation withholds something from the person, which serves as a reinforcement to that person. For example, you are going to starve a rat. The rat becomes deprived of food so you train him to do something and when he does what you want, you give him food. It is his reward and because he is so hungry he will do whatever you train him to do to get the reward. I enjoyed reading this section because again it gives you numerous opportunities to practice the terminology given. It gets you thinking to be very detail-oriented when looking at behavior. Noticing everything. The one thing I did not like about this section was that I had trouble understanding what operant behavior meant. I still am not a hundred percent sure what it means and I think that this section could have done a better job at explaining it. This section gave me a better understanding of some of the vocabulary.
Terms used: Behavior, reinforce, reinforcer, reinforcement, topographically, deprived, elicit, emit, antecedent, satiation, operant behavior, and deprivation, reward.
Section 1-3
Before reading this chapter, it seemed to me that behavior modification was a fairly simple concept because it seemed to only encompass the idea of changing someone's behavior because when you break down the phrase to its literal meaning that is what you will get. Behavior modification seemed to connotate that you would be acting upon a person which would then make them assess and then modify what they were doing before, in a more basic sense, rewarding good behavior and punishing bad behavior.
Three things that i will remember from this chapter is first how to translate everyday language into "behavior language." Like taking a simple sentence such as, I ate a cookie and it was good, and saying I emitted the behavior of taking a cookie and i was rewarded with satiation. The second thing i will remember is that eliciting means to make a behavior occur and emitting means to do the behavior. The third thing i will remember is that behavior modification can seem like a foreign language.
I really liked the practical uses of how to change everyday conversation into behavioral language. It puts into perspective how behaviors can truly be modified through a system of rewards and punishment. When everything is translated, though it may be long and unnecessary it helps convey a clearer message about the behaviors.
What i didn't like about this chapter is that the introduction to the material took so long. I was reading the introduction about it being a foreign language thinking to myself, "when do I learn how to speak this language?"
This chapter has opened my eyes to the complexities of behavior modification. It is not as simple as it seems and all the terms that will be used such as reinforce, reinforcer, operant behavior...etc, are necessary to the process of properly understanding how to modify a person's behavior.
Section 1-4
Three things that i will remember from this section are acquiring the target behavior through reinforcement and punishment. I will also remember that responses are behaviors that occur in result to stimuli from the organisms environment. Behaviors which are emitted are typically operant behaviors which set the occasion for reinforcement or punishment.
What i liked about this section was learning about the discriminative stimuli. All the different factors in an environment could determine behavior throughout the life of an organism.
What i disliked about this section was relearning certain terms after just reading them in the last chapter, though it helped to review the material, it seemed a little repetitive.
This section has enlightened me on how stimuli can effect behavior. The use of stimuli seems to be very important in behavior modification.
Terms used: behavior, reinforcement, reinforcer, reinforce, emit, elicit,satiation, reward, stimuli, discriminative stimuli,operant behavior, punishment.