Please read sections 2.4 and 2.5.
After reading section 2.4, 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? What are some ideas you had after reading the chapter?
After reading section 2.5, 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? What are some ideas you had after reading the chapter?
Once you are done with your post make list of the terms and terminology you used in your post.
Section 2.4
Before reading this chapter, I had no idea that there was a difference between extinction and punishment. I've seen many examples of extinction, but didn't realize what it was called. I also didn't understand the different forms and causes.
I will remember what makes extinction different from punishment, generalization vs discrimination, and superstitious behaviors.
This is important because once you realize the target behaviors you are reinforcing,then you can decide the most appropriate form of action. You might find that you are causing the target behavior by reinforcing it. All you have to do to extinguish the behavior is to emit an extiction behavior.
I didn't quite understand the difference between generalization and discrimination, so I read and reread it. As a result, I won't forget it anytime soon. This explains to me the reason why picky eaters are so unadventurous in what foods they try.
I found the superstitious behavior very interesting. I've always thought superstitions were useless, but I've always wondered why some people were so superstitious. This helps me understand what causes superstitious behavior, and lets me see that I use it without knowing it. I've been guilty of pumping the gas pedal on a truck that was fuel injected because I was reinforced with the truck starting.
I liked the use of the illistrations in this section. They really helped explain the terms in ways that the definitions weren't able to.
There wasn't anything in this section that elicited a dislike behavior. Most of it was new information, and I found it very interesting.
Terms: elicited, behavior, reinforced, superstitious behaviors, generalization, discrimination, target behavior, extinction, extinguish, reinforcing, emit, punishment
Section 2.5
I will remember continuous reinforcement, ratio schedule, and interval schedule.
Unitil reading this section, I hadn't really thought about continuous reinforcement. I hear about the other schedules of reinforcements from my intro to psychology class, but this added another dimension. I could see how when reinforcing a behavior you would start with continuous reinforcement then slowly transition to fixed or variable ratio or interval.
I've heard of ratio scehdule before, but I liked how the author used the graphs and decribed the reactions elicited from the consequence of using a ratio schedule.I will remember this because I plan to use it to reinforce higher pullup numbers in my workout group. The kids will be able to write down their scores on the pullup chart only when they increase by increments of 5.
I also liked reading about the interval schedule. It made sense when the author used the illustration of cooking because I like to cook and have emitted the behavior that he mentioned. I could also see this schedule of reinforcement used on checking things such as facebook for notifications. That would be an example of variable interval reinforcement. I could definately see extinction behaviors being elicited based on the variable interval schedule applied to facebook.
I liked how the author tied everything to real life at the end of the chapter. This sections also helped pull together the information on reinforcement and punishment that we just learned.
The one thing I disliked were the graphs, they were kind of confusing. I read the several times and I still don't completely understand them.
After reading these sections I now understand more how important it is to clearly define the target behavior. You also need to know the difference between reinforcement and punishment because everything builds on those concepts. After you have used reinforcement and punishment to start or end a behavior, you can look long-term by using schedules of reinforcment.
Terms: schedules of reinforcment, behavior, consequence, target behavior, reinforcement, punishment, variable interval reinforcment, emitted, elicited, extinction behaviors, elicited, ratio schedule, interval schedule, continuous reinforcement
Section 2.4
I think behavior modification is very complex. There are many different aspects to the concept. I have already learned so many things and we’re only through the second chapter. I’ve learned how deprivation and satiation are associated with behavior modification. When I thought of deprivation I thought of sleep deprivation. I definitely didn’t think the concept could be tied to changing a behavior.
3 things I’ll remember:
1.) One thing I really appreciated about this chapter is how much information was given over extinction. It went more into depth of extinction and the characteristics of extinction. One of the characteristics being extinction burst. I learned that the problem with extinction is that extinction burst are often more successful in obtaining the desired reinforcers.
2.) I like the fact that the new terminology was attached to the things I’ve already learned. It became easier for me to understand. For example, variability is involved in extinction burst. During extinction burst, the target behavior will not be emitted anymore because it no longer leads to reinforcement. This is when variability comes in, because once there is no reinforcement from the target behavior a variety of similar behaviors will be emitted to receive reinforcement.
3.) I’ll remember what discriminative extinction is because it reminds me of the extinction burst. Discriminative extinction occurs when a specific object in the environment indicated that no reinforcement will be reinforced for emitting the target behavior. The two seen similar to me because they both result in no reinforcement.
I really liked how more in depth this chapter went into extinction. It helped me understand the term that much better, along with the different characteristics that come along with extinction. I didn’t dislike anything about this chapter. I learned multiple things from this chapter. I think every chapter is beneficial to me because its only helping me understand behavior modification better.
Section 2.5
3 Things I'll remember:
1.) One of the things I’ll remember from this section is that a behavior under control of reinforcement does not need to be reinforced every time. Now I understand because at first I was a little confused. I was thinking that if the behavior was not reinforced every time the behavior being emitted would not be under control. This meant to me that the behavior was not being modified.
2.) I have always thought that the best type of reinforcement was the one that reinforces every time the behavior was emitted; this is referred as continuous reinforcement. In this chapter it stated that intermittent reinforcement is much more effective and desirable that continuous reinforcement.
3.) Different reinforcement schedules will elicit different patterns of responding. One that I’ll remember is fixed interval scheduling. This one seemed a lot easier for me to understand because the example referred to receiving a pay check every two weeks. This example made it easy to put in perspective to my life. I think the example made it easier for me to understand it.
I appreciated the examples in this chapter. They helped me understand the new terminology. Although, I am still having trouble understanding what VR, FR, and VI refer to, the examples still helped tremendously. I didn’t dislike anything in this chapter; I just had a hard time understanding some of the terminology and the concepts.
Terminology: Deprivation, Satiation, Behavior, Extinction, Extinction burst, Variability, Target behavior, Emit, Elicit, Reinforcement, Discriminative extinction, Renforcer, Continuous Reinforcement, Intermittent Reinforcement, Reinforcement schedules, Fixed Interval
Although we had gone over extinction, we went over even more in depth and variations of the process of removing the frequency behavior. I am enjoying learning this process and trying to target some of my behaviors and others to reinforce. There is a difference between extinction and punishment. This is going to be very useful information in my life. 1) I learned about extinction burst regarding variability to the responses emitted by the organism to get the reinforcement for the desired response. 2) Spontaneous recovery is another important factor with extinguished behaviors. The behavior can be come back out of past experience and stimuli. This has happened to me, eliciting and emitting a consequence of the behavior. 3) Superstitious behavior is where the organisms is by chance reinforced by other factors of chance to perform a task. I have noticed some of my behaviors that I do. 4) One of the ones I enjoyed the most was extinguish burst. This one deals with trying to remove a once reinforced behavior and the organism is deprived from the reinforcement. Although this is a common, I liked how it was explained and rationalized, this helps predict behaviors. 5) One of the things I did not like is that extinguished behaviors are aversive. They are taking away something and they can cause stress to the organism. I would like to start trying to employ these theories to influence peoples behavior using continuous reinforcement, know ling.
This was a long chapter and went into more specific details of reinforcement. 1) I like that they gave good examples and differentiated between the variables of reinforcement. 2) The operant chamber was very interesting, how they are able to use the antecedent and reinforcement of variables as (FR) of the pigeon to increase the frequency of the organism to emit behaviors. 3) Continuous reinforcer is another important variable because the organism is constantly being reinforced for a consequence. 4) I enjoyed the last examples with the video game reference to increase the frequency of behavior of gamers. 5) I did not like that some of the variables were not given proper introduction until the end of the chapter, also that there is no emphasis on organisms behavior of internal thoughts. I want to start pointing out and using the variables of reinforcement in operant situations.
Terms : Deprive, behavior, antecedent, consequence, variability, target behavior, extinction, emit, elicit, fixed interval, frequency, extinction burst, desired, reinforce, punishment, operant, aversive, continuous reinforcement, superstitious, operant chamber, spontaneous
I have been having a difficult time with what is negative reinforcement and positive reinforcement, I seem to have the same troubles with the punishment also. I also am having an issue with the Extinition. Im not sure exactly why.
3 thing that I will remember from this chapter;
1- with Extinition comes the extinguish. A person needs to extinguish the behavior BEFORE it can be extinit. It can be remembered by thinking of a fire, the behavior is the fire and the only way to put out a fire is by extinguishing it, when it is put out, that is the extinition.
2- Extinition is an aversive procedure. If a person is making fun of another person at school and the other kids join in, it is aversive to the child being made fun of. Now, if all of the kids who joined in last time, ignore the child doing the picking on, it is aversive to that child and extinguish their behavior, causing it to become extinct.
3- Extinction and punishment are not the same thing. The difference in them both are that extinction takes away a behavior that was being reinforced before and punishment is an aversive behavior that is needing to be punished. Punishment doesnt include being reinforced beforehand.
One thing that I didnt like about this chapter;
There really wasnt anything I didnt like in this chapter, it actually helped me fill in some of the "pot holes" that I had from reading chapters.
2.5 will be in the reply with terminology
Three things that I will remember are:
1- Continuous Reinforcement and Intermittent Reinforcement are the first things that I will remember. Continuous is exactly what it means, it continuously happens. Meaning that the reinforcement happens each time that we do something. When teaching a puppy to go potty outside, everytime they go potty outside, they get a treat. If we gave a treat only once in a while that would then be intermittent reinforcement.
2- Ratio schedules and interveral schedules are the second thing I will remember. Ratio deals with numbers, so a way to remember ratio scheduling is by thinking about the numbers, number of times a person has to emit that behavior to get the reinforcement. Think of children doing their chores. If they do the chores for a certain amount of days straight, then they will get the reinforcement of money to spend. Interveral schedules are a little bit different in a sense that they have to wait a certain amount of time before they can have another reinforcement. An example of this is if a person allows themself to have only 3 beers a day and only if they get the house work done. Once the house work is done and the three beers are gone, they have to wait until tomorrow afternoon in order to earn those three beers.
One thing I liked was how the chapter seemed intertwine in many ways like if fixed ratio or fixed intermittent reinforcement. and all of these can change depending on the situation.
One thing that I didnt like-
I really didnt have anything that I didnt like
fixed ratio, intermittent reinforcement, ratio schedules, intermittent reinforcement, interveral schedules, continuous reinforcement, behavior, extinction, extiquish, aversive
Section 2.4:
Before this section I though that EXTINCTION was related to PUNISHMENT because the extinction process was AVERSIVE. However, it is related to REINFORCEMENT, or the lack of.
1. From this section is learned that extinction is aversive and associated with reinforcement, not PUNISHMENT. Although the process may seem aversive (because it is) it actually occurs when reinforcement does not. If a child were at a supermarket, and they wanted a candy bar; throwing a fit might have worked in the past. However when they try it now ignoring them will make the EMITTED behavior EXTINCT. According to B.F. Skinner, punishing the behavior will just EXTINGUISH the EMITTED behavior at that location, or that one particular time. However, SPONTANEOUS RECOVERY is more likely to occur. I will remember this because it is opposite to what I originally thought. This contradiction makes the word easier to remember for me, because I just think the opposite of what I want to assume it means.
2. VARIABILITY is another term that I will remember from this section. After emitting the EXTINCTION BURST behavior and not being rewarded they change the TOPOGRAPHY but not the class of the emitted behavior. In other words, if a man is not reinforced for inserting his money into a vending machine he might try using different kinds of money (Ex: coins) I will remember this because of the example used. We also covered this term in class, with a similar example. This puts the word into a real life perspective.
3. SPONTANEOUS RECOVERY is the return of an emitted behavior after its been extinguished. If the man is never reinforced for inserting his money the behavior will become extinct. However, in a week he might try again. This is spontaneous recovery. I will remember this term because I found it to be interesting that someone would emit a behavior that was previously found aversive.
4. One thing I didn't like about this section is the review, it would have helped me a lot if the terms were put into a paragraph.
After reading this section I want to go sit by a machine, or sign that people might find aversive, and observe their behavior. The idea of people emitting such violent behavior towards a vending machine that is out of order completely baffles me.
Section 2.5
Before reading this section I did not know that there were different kinds of SCHEDULES FOR REINFORCEMENT. I just assumed that a reinforcement schedule meant that the REINFORCEMENT would happen at set times, This however has proves to be incorrect.
1. I will not forget about INTERMITTENT REINFORCEMENT this is defined as a desired behavior not being reinforced every time it is emitted or elicited. This occurs every day in life, but we continue to emit the rewarded behavior, because we don't know when the reinforcement will occur. I will not forget this because I found it to be interesting, and contradicting to my previous conception of reinforcement.
2. BIOLOGICAL CONTINUITY this is the belief that less intelligent animals learning process help explain more complex ones. In other words; studying the behavior of a rat, if the behavior is EMITTED in humans, the correspondence will show between human behavior and rat behavior. So, the findings found from the rat experiment, can be applied to humans. I will remember this because I found it to be interesting. I assumed that animals less intelligent than humans would not be compared to us; due to our complex depth of emotions.
3. I will remember the difference between FIXED and VARIABLE. A FIXED INTERVAL, or RATIO is a number that can be defined, where a variable ratio, or interval cannot be defined, or predicted. I will remember this because it is important. Reinforcement schedules are frequently used in behavior modification, and fixed / variable are the only two kinds there are.
4. I did not like all the fill in the blanks in this section, I thought there were a few too many.
After this section I learned that techniques applied to rats can be transferred to humans. I also learned that there are two different kinds of reinforcement schedules. These are things that I was unaware of before divulging into this section.
2.4
1. I have learned that behavior modification involves many levels of understanding. That there is a base like punishment or reinforcement but then the next level is it can be either positive or negative. There can also be other levels such as extinction, discriminitave stimuli, establishing operations, deprivation, and satiation. In other words I have learned that behavior modification is a complex system of interconnected parts. There is also the concept of classical conditioning which is matching a previously neutral stimulus with one that elicits a certain response to get the neutral stimulus to elicit that same response as the second one.
2. The first thing that I learned from this section is that extinction is not punishment. I know now that it is the removal of something previously reinforcing. I used to think that extinction was a punishing technique. The next thing that I will remember is that during an extinction burst there will be variability. The organism will try many different things to try to get the reinforcer it is no longer getting. This is easy to remember because I connect it with the clip from family guy we watched earlier in this class. The third thing I will recall from this section is the concept of aggressive behavior. This is when the variability is not working and the organism resorts to forms of aggression. This concept is easy to grasp because it is always seen in children. When they do not get something that want that they have had before they throw a fit and throw things as well as hit. Now I just know what it is called and why they are acting that way. It is their last grasp at getting what they want.
3. One thing I really liked from the chapter was the concept of spontaneous recovery. This is when a behavior that was previously extinguished returns again later. I liked this because I see it done all the time and do it as well. Like just last week I was taking an online test and the website was not working, it was not reinforcing my behavior of clicking start. So after trying a few things I gave up and stopped trying. I tried again the next day and it worked again.
4. I was not the biggest fans of the concepts of generalization and discrimination. The definitions seemed kind of vague and it sounded like something we had previously went over in one of the other chapters.
5. After reading the chapter I have a better idea of what extinction is and how it works. I know that it is not punishment it is just the removal of something previously reinforcing. I also learned that it is an aversive technique. It is something we are not fond of and it makes us uncomfortable when we no longer receive something reinforcing
2.5
1. The first thing I will remember is that continuous reinforcement is when something is reinforced every time a behavior occurs. I know that this is a good way to get a behavior under stimulus control but that other methods of reinforcement schedules can produce the behavior more often. The next thing I will recall is the fixed ratio schedule because it is the easiest of the schedules to grasp. There is a reinforcement for a fixed number of responses. The third thing that I will recall is that variable schedules work better to get an organism to respond more often. The organism does not learn when their reinforcement will come so they work harder to achieve the reinforcement.
2. One thing that I really liked that was incorporated into this chapter was the boxes that gave example of reinforcement schedules and we had to decide which one it was, fixed ratio, fixed interval, variable ratio, or variable interval. These concepts can easily get mixed up and the practice distinguishing between the four made it helpful in differentiating between them. Also along with the examples the graphs made it easier to see how each one functioned in producing the desired behavior, it made the differences in them easier to see as it was laid straight out for us.
3. One thing that was not my favorite was when we had to choose an example that was the hardest or easiest for each type of reinforcement schedule. I was really confused what the question was asking and I am not sure I answered it correctly? I didn't know if it was asking which of the examples we came up on our own was the hardest or easiest to come up with, but that is how I understood it and answered it that way.
4. After reading this chapter I now understand the differences between FR, FI, VR, and VI. I know how they are used to get new behaviors to occur and that variable schedules work faster. This is something that is tested on rats and pigeons but is extremely applicable to humans because of biological continuity. I understand the idea that reinforcement works better than punishment and that there are four dimensions of how to successfully reinforce a behavior.
Terms: punishment, reinforcement, elicit, extinction, discriminative stimulus, establishing operations, deprivation, satiation, classical conditioning, variability, aggressive behavior, extinction burst, aversive, generalization, discrimination, variable, fixed, continuous reinforcement, ratio, interval, biological continuity
2.4
1. One of the things I really want to try and remember is extinction. This is when a behavior decreases because it is no longer reinforced when it is emitted like it previously was. I know we’ve already covered this but I always get it confused with what I used to think it was, which was the behavior continues to occur successfully after the reinforcement stops.
2. The next concept I will remember relates very closely to the first; extinction burst. Extinction burst is when the target behavior that was previously reinforced initially stops being reinforced so the subject will try to perform the target behavior even more with more persistence to continue the reinforcement. An example of this given in class was a baby crying at night and the parents stop going to comfort it. That is why it is important for the parents to stick by their guns and let the baby self-sooth and not give in when the crying gets louder. It is also why it is important for babysitters/grandparents to not go sooth the baby or they could cause the extinction process to start all over again.
3. The last concept that I will remember from this section is spontaneous recovery. This is the return of a behavior after it has been extinguished. This is basically a random occurrence that just happens. It’s almost like a habit in the sense that we don’t always realize why we are doing it except that it only occurs once in a blue moon instead of all the time.
I liked the idea of superstitious behavior simply because I am a superstitious person. A superstitious behavior according to the text is when behaviors are sometimes emitted but that do not directly lead to reinforcement. An example of this could be a baseball player that thinks he has a lucky glove. He simply could have won a couple of games wearing that glove then randomly used a different game and lost. This created the superstitious behavior/belief for him that wearing the lucky glove means he will win the game.
The one concept or part of a concept I don’t like about extinction was the aggressive behavior that comes along with it. I’ve always thought of extinction burst as a positive thing. For example when we train animals (dolphins) we start out reinforcing something small (like going through the hoop under water) and move to reinforcing something closer to what we want (like going through the hoop above water. It is through the extinction burst concept that variability comes in and gets dolphins to try new things to get reinforced. The fact that aggression comes with extinction burst makes sense because it is an aversive thing to most subjects, but I still don’t like it as a side effect.
2.5
1. One new concept I will remember is the difference between continuous reinforcement and intermittent reinforcement. Continuous reinforcement is when the target behavior is reinforced every time it is emitted while intermittent reinforcement is only reinforced occasionally or every so often. The section also talked about how intermittent reinforcement can actually be more useful because it can make the subject perform the target behavior more often.
2. The next new concept that stuck out for me was the idea of biological continuity. This is the belief that all living things in the world can be ordered according to their complexity. Put more simply and less confusing the knowledge we learn from a rat about its learning mechanisms can be applied to more complex beings such as humans.
3. The last thing I will remember is that different schedules of reinforcement will elicit different responses. For example a variable schedule is more likely to produce a higher steadier response rate then a fixed schedule.
I liked the discussion about fixed versus variable schedule of reinforcement. With a fixed variable the number of times a behavior must occur is set and it can eventually be figured out. With a variable schedule the reinforcement varies in such a way it is unpredictable which means the subject probably will persist harder and longer.
The thing I did not like also stemmed from this discussion. I do not like a fixed schedule of reinforcement not only because of the fact that the subject can figure it out but because of the post-reinforcement pause factor. This is when the subject has a temporary pause in responding or making the target behavior because they know they will not be reinforced again right away.
Terms: extinction, behavior, emit, reinforcement, extinction burst, target behavior, spontaneous recovery, superstitious behavior, aggressive behavior, variability, aversive, continuous reinforcement, intermittent reinforcement, biological continuity, schedules of reinforcement, fixed schedule, variable schedule, post-reinforcement
Before reading these sections I started to believe that behavior modification is a lot more complex then I originally believed. I used to think that it was a lot simpler, but now that we have learned about things like extinction it has grown to be a lot more complicated.
2.4
1) One thing that I will remember is the different forms of extinction. To decrease the child’s behavior of yelling for attention the mother ignored him. Eventually it extinguished the behavior because he wasn’t being reinforced. This is an example of how the process of extinction was used, but I used the word extinguished to create the same meaning. Another word for extinction is extinguish. I could have said, in order to extinguish the child’s bad behavior the mother ignored him when he yelled.
2) The second thing that I will remember about his section is the difference between extinction and punishment. I was one of the people that kind of looked at extinction as a punishment. This section helped me understand the difference between them. Extinction is the process of stopping a behavior that used to be reinforced. Like when you put money into a vending machine you usually get candy out, but if it doesn’t elicit the behavior of giving you the candy then you will not use that vending machine any more. This would be an example of extinction. Something that used to me reinforcing, but isn’t anymore. Punishment occurs when something is aversive or when something desirable is taken away.
3) The third thing that I will remember about this section is that when there is a closed sign on a door of a store then it will tell the person that emitting the target behavior of opening the door will be unsuccessful. This is an example of Discriminative extinction. A discriminative stimulus is when there is a signal that you will get reinforced. For example if you go to the fudge shop they will let you sample two types of fudge for free.
4) One thing that I liked in this section was the part about extinction burst. I liked this section because it is something that you see all of the time. One example that I thought of was when you put money into a vending machine and you candy doesn’t come out. Some people will shake the machine, put their hand through the slot on the bottom, push the buttons again, or put more money in to see if it would work the second time. This is also an example of variability because of all the different things that the person tried.
5) There wasn’t really anything I didn’t like, but I had a hard time understanding spontaneous recovery. I think the examples are good, but I had a hard time trying to think of situations where this would occur.
6) Some ideas I had after reading this section was that now when I see people doing weird things like shaking a vending machine I am going to be able to understand why they are doing that. Also every time I see a closed sign or out of order sign I am going to think about discriminative extinction.
2.5
1) The first thing that I am going to remember is the difference between continuous reinforcement and intermittent reinforcement. I will remember that continuous reinforcement is when we are reinforced for emitting a certain behavior almost every time that we do it like typing on a keyboard, while intermittent reinforcement is when every now and then we are reinforced for doing something like being called on in class when you raise your hand.
2) The second thing that I am going to remember is that fixed ratio (FR) is a very certain type of schedule. It has very defined rules and or numbers. An example would be having your workers make a certain number of objects in a certain amount of time. I think that this is one of the easiest ones to understand.
3) The third thing that I will remember about this section is that variable ratio(VR). This schedule is a lot like a fixed ratio except for the fact that it is not as on schedule. This means that you still have to get so many of something done, but it may not be as clear as it is in a fixed ratio.
4) One thing that I liked about this section was that they used the words with the abbreviations for most of it. I think it was beneficial to see the words with their abbreviations because has one or the other went away I still knew what it meant. I also liked the picture of the 4 types of schedules.
5) I found myself getting really confused at the part with the cumulative number of responses. I didn’t really know how to follow it and just found myself having to reread it over and over again. I just think that it was difficult to follow.
6) After reading this section I was rather confused, but I will now think about what different games and occupations do. I think that video games are a good example used to explain the schedules of reinforcement.
Terms: Behavior Modification, extinction, extinguish, extinguished, reinforced, decrease, reinforcing, elicit, punishment, desirable, aversive, extinction burst, variability, target behavior, discriminative extinction, emitting, discriminative stimulus, continuous reinforcement, intermittent reinforcement, fixed ratio, variable ratio, reinforcement, schedules.
2.4-Before reading this chapter I had a basic understanding about the concepts that were talked about thus far regarding punishment and reinforcement. Punishment is used to decrease the frequency that something will happen and reinforcement increases the frequency that something will happen.
The first thing that I will evoke in my memory from reading this chapter is that extinction can and is mistaken as punishment. I have to make sure I realize these are 2 different things and use them in that way. The second thing I will evoke in my memory from reading this chapter is extinction can often lead to someone emitting aggressive behavior. I will remember this because this is something I can watch out for in my daily life when I see someone experiencing extinction. The third thing I will evoke in my memory from reading this chapter is discrimination refers to detecting subtle differences between stimuli and contexts to be able to tell them apart. I feel this is an important term to know considering many stimulus’s generalize with many things whether its people, jobs, or different types of foods.
One thing I found desirable about this chapter was the examples. It presented examples that are easy to remember when it comes to extinction and punishment. They are similar in being aversive but different in meaning. I found nothing undesirable about this chapter.
After reading this chapter I remembered how many times as a kid I experienced extinction and emitted a tantrum type of behavior. I never got aggressive just annoying.
2.5-One thing I will evoke into my memory from reading this chapter is B.F. Skinner was the first to bring reinforcement schedules into behavior modification. I find this desirable to know since it is the history of bmod and knowing how it started helps us know where its going. The second thing I will evoke into my memory from reading this chapter is there are many different types of reinforcement. It is good to know so that we can be specific as possible when talking about bmod. The third thing I will evoke into my memory from reading this chapter is different reinforcement schedules elicit a different pattern of responding. This is important to know so when you plan on reinforcing a behavior you can be specific to your need.
One thing I found desirable about this chapter was that it gave step by step examples for the different types of reinforcement like the one that was given for Janice and her car.
One thing I found undesirable about this chapter was the graphs and all of the vocabualary. It seemed like this chapter had a lot more information in it compared to all the other ones and more time was needed to understand it. The examples did help.
After reading this chapter I realized that there are a lot more variables involved in reinforcement then I had previously thought with the ratios and intervals and everything.
Terms: desirable, undesirable, behavior, evoke, stimulus, punishment, reinforcement, extinction, emit, discrimination, aversive
Week 6 Reading Response
Response to Section 2.4
Prior to reading section 2.4 (Additional Concepts Related to Reinforcement and Punishment) I related behavior modification to language modification, inspiration, motivation and confidentiality. I feel that each of these aspects is relevant to individuals and behavior emitted.
I may remember this section, definitions introduced and the revisiting of terms that have been discussed in a Behavior Modification class. I may remember differences and similarities related to extinction and punishment. The text did a fair job of making clear that extinction is process in which a previously reinforced behavior or variable is no longer reinforced, and punishment involves adding an aversive variable to reduce undesired behavior. I may remember that variability is defined in the text as emitting a variety of related behaviors in an attempt to receive reinforcement. I may remember that spontaneous recovery may be defined as emitting previously extinguished behavior, even when lack of reinforcement has become clear.
One thing I liked in the chapter was recognition of generalization that may occur in verbal behavior. I feel that verbal behavior is a significant topic within behavior modification.
One thing I disliked in the chapter was possible assumption that certain behaviors “will” occur within a process of extinction. I feel that many behaviors “may” occur within extinction, along with positive behaviors and attitudes as well.
I noticed that aggressive behavior was listed as a characteristic of extinction. An example given includes behaviors of explicit language and kicking and hitting a soda machine. I thought about behaviors that involve obtaining the distribution company information and contacting them to discuss not receiving a soda in exchange for coins. I feel that respectful behavior is a characteristic of extinction.
Response to Section 2.5
Prior to reading section 2.5 (Schedules of Reinforcement) I felt time may be considered in (behavior) modification. Modification may occur in a short amount of time or over an extended period of time, it seems.
I may remember from this section that reinforcement may not be reinforced each time that it is presented, there be schedules of reinforcement such as ratio reinforcement or intermittent reinforcement. I may remember abbreviation used in combination with Variable Ratio, Fixed Ratio, Variable Interval and Fixed Interval, however at times these abbreviations made some requested examples confusing. I may also remember that various reinforcement schedules may elicit various responses (I was reminded of matters of time and context).
One thing I values in this section was the 1579 drawing of “the great chain of being from Didacus Valades.” I felt that it was a refreshing sight as I read assigned material.
One thing I did not value in this section was the language communicating that schedules of reinforcement may ‘dictate’ behavior. I understand that these schedules may motivate specific behaviors.
Some ideas that I had while reading this chapter involved language modification and use of time.
Terms used: reinforcement, variable ratio, fixed ratio, variable interval, fixed interval, emit, behavior, punishment, extinction
SMW 9.25.12
9/25/12 Tuesday
After reading section 2.4, please respond to the following questions.
Prior to reading this chapter, what did I think about behavior modification? Why?
I think behavior modification is fairly boring repetitive, because I feel obligated with assignments.
What are three things you will remember from what I read in the chapter? Why?
I will remember extinction in bmod is when a behavior stops by process of obtaining not sufficient reinforcement. This was given an example in the chapter. I will remember variability in bmod as slight adjustments to a stimuli trying to elicit some reinforcement, because of the examples described in the chapter. I will remember spontaneous recovery in bmod as trying something, trying again, taking a break, and trying again differently, because of the examples provided in chapter 2.4.
What was one thing that I really liked that was in the chapter? Why?
I enjoyed the part about extinction burst, because I better understand now.
What was one thing that I disliked that was in the chapter? Why? What are some ideas I had after reading the chapter?
I disliked the car example for superstition, too long. Shorten it up, shorten it up. Thanks!! -ebs- 9/25/12 @ 1632hrs. CentricTime
After reading section 2.5, please respond to the following questions.
What are three things you will remember from what I read in the chapter? Why?
I will remember continuous reinforcement as occurring each time. I will remember intermittent reinforcement as occurring intermittently. I will remember fixed and ratio as these are some concepts discussed in the chapter.
What was one thing that I really liked that was in the chapter? Why?
I like the continuous reinforcement activity because I had fun thinking of examples.
What was one thing that I disliked that was in the chapter? Why?
I don’t like the operant chamber stuff, it is not becoming.
What are some ideas I had after reading the chapter?
I thought about making homemade tapioca pudding and mixing it with milk, grape nuts, and banana slices and reinforcing my brains out. Thanks!! –ebs- 9/25/12 @ 1643hrs. CentricTime
Term% operant chamber, intermittent reinforcement, continuous reinforcement, reinforcement, stimuli, discrimination, extinction, spontaneous recovery, extinction burst
2.4
Before reading this section thoughts I really had no idea just how complicated and nitpicky it can be. In these two sections I learned a lot about things I and other do that we don’t even realize we’re doing and I think that’s really interesting.
One thing I remember from the chapter is the very first thing we had to do which is have a paragraph using extinction, extinguish, reinforce, decrease, and behavior. I think I did a pretty good job and recognizing how each word works and this is my sentence: he little girls cursing decreased and was soon extinguished when her parents no longer reinforced the girls emitted behavior, using extinction.
Another thing I learned is the difference between extinction and punishment. We gave three examples of extinction which made it easier. I realize that at first I did think of punishment and extinction as one in the same, but I realize now that they are different. Extinction occurs when the behavior that was once being reinforced is no longer being reinforced. Punishment is when something aversive is added to the situation in the case of positive punishment or when something desirable is taken away in the case of negative punishment.
The third thing I remember is superstitious behaviors. When giving my three examples of superstitious behaviors I came up with lucky socks as one example. I chose lucky socks because, for instance, if whenever you won a baseball game you were wearing a certain pair of socks you might think they are going to help you win games. In reality though, they had nothing to do with you winning the game it was just by chance that you were wearing them.
I liked the discrimination versus generalization section. I never really realized that it occurs so very often and we don’t realize it’s happening. The examples I gave for discrimination and generalization correlate. For example in the generalization category I put baseball player and for the discrimination I put catcher, pitcher, 1st base, 2nd base, 3rd base, and so on.
What I disliked from this section is the discrimination extinction. I understand it’s importance and I actually did find this part somewhat intriguing, but if I had to choose this part is the least interesting to me.
2.5
The first thing I’ll remember is instances where we are reinforced each and every time the behavior is emitted. It took me a little bit to think of some because there are so many variables that could cause a reinforcer to stop reinforcing. The examples I came up with are every time I put socks on my feet are kept warm, every time I shower I get clean, and everything I drink water I’m hydrating myself. These examples are continuous reinforcement.
The second thing I remember is intermittent reinforcement. This is when we emit a behavior but we are only reinforced every now and then. The examples I came up for this is losing weight because you may be losing weight but you only go down in size after so many lbs so it’s not continuous, second is cooking something good because sometimes you get complimented on your cooking, and lastly reading a book because sometimes you gain knowledge that you’ll one day use.
The second thing I remember is variable ratio, fixed ratio, variable interval, and fixed interval. In my terms variable ratio means around how many times a behavior must be emitted before being reinforced. A fixed ratio is exactly how many times a behavior must be emitted before being reinforced. A variable interval is around how much time has to go by before one will be reinforced. A fixed interval is exactly how much time has to go by before one will be reinforced.
The third thing I remember is how the examples we had to give and then the examples that were given to us made it so much easier to learn. This is also the part I liked. It wasn’t until I had to give examples and place the books examples into certain categories that I fully understood what each of the four (VR, FR, VI, and FI) were trying to convey. So I really appreciate the examples and it helped me learn.
I disliked all of the graphs. I understand that graphs are important, but they’re just so boring they were by far the most boring part of this section. If it wasn’t for the two fill in the blank questions at the end I’m not sure I would have continued reading so kudos for that.
Terms: extinction, extinguish, reinforce, decrease, behavior, variable ratio, fixed ratio, variable interval, fixed interval, intermittent reinforcement, continuous reinforcement, variables, reinforcer, reinforcing, discrimination extinction, discrimination, generalization, superstitious behaviors, desirable, aversive, punishment, and emitted.
2.4
One thing I will emit the behavior of remembering is that extinction is associated with reinforcement, however, it is an aversive procedure. I will also emit the behavior of remembering that extinction and punishment are not the same. Extinction is different from punishment in that extinction occurs when a behavior that was reinforced before is no longer reinforced. Punishment has something aversive added to the situation or when a desirable stimulus is removed.
The third thing I will emit to memory is superstitious behaviors. Superstitious behaviors are those behaviors that are emitted and don't lead to reinforcement.
After reading this chapter my ideas of behavior modification are different. I have never heard of superstitious behaviors. I emit thinking that these occur quite frequently, If I elicit this it emits this outcome even if the elicited behavior has nothing to do with the emitted behavior.
I felt this chapter is the same as the rest of them. Examples, boxes etc. I actually found this chapter boring.
2.5
One thing I will emit the behavior of remembering is that there are different types of reinforcement schedules, ratio, interval, fixed, and variable. These then form fixed ratios, fixed intervals, variable ratio and variable interval. Schedules of reinforcement are a good thing to remember because not every pleasurable or aversive behavior need to be reinforced every time.
Biological continuity is another thing I will emit the behavior of remembering from this chapter. This can be helpful when emitting the behavior of investigating how people learn. Animals can be manipulated into emitting a learning behavior i.e., pushing a button, pulling a lever. This is more acceptable than manipulating humans. I will also remember that when manipulating an animal to emit a specific behavior they are put in an operant chamber. It helps to keep them away form disruptive stimuli.
The information in this chapter was very interesting the depth that it went into about the information was helpful in understanding the reinforcement schedules.
Terms: Behavior, emit, elicit, reinforcement, aversive procedure. extinction, punishment, reinforced, aversive, desirable stimulus, Superstitious behaviors, emitted, elicited, ratio, interval, fixed, variable, reinforcement schedules, fixed ratios, fixed interval, variable ratio, variable interval, pleasurable, biological continuity, manipulated, operant chamber, manipulating, disruptive stimuli
Section 2.4
Previous to reading this chapter, I wanted to learn about behavior modification. Now, these terms are starting to piss me off. Three things I remember about this chapter are 1) Extinction is a procedural process and is a noun, 2) extinguish is a verb and 3) extinguished is an adverb. I will remember these because otherwise I would mistake one for the other. One thing I liked about this chapter was the Family Guy reference because I’ve seen that episode and it’s hilarious. One thing I disliked about this chapter was all of the terms. There are so many and my brain simply cannot remember what they all mean. Extinction burst, discriminative extinction and spontaneous recovery are just too much for my brain to handle.
Section 2.5
Three things I will remember from this chapter are 1) schedules of reinforcements are freaking difficult to understand, 2) fixed means an actual number while 3) variable means it could be any number. I will remember these because schedules are horrid. One thing I liked about this chapter was that it explicitly explains what a ratio and interval is because I don’t know what they are. One thing I disliked were all the terms as I explained above. An idea I have is, “why do schedules of reinforcements need to exist?”
Terms: extinction, extinguish, extinguished, extinction burst, discriminative extinction, spontaneous recovery, schedule of reinforcement, fixed, variable, ratio, interval.
Section 2.4
Prior to reading this chapter, I had previous knowledge about psychology from previous sections. I thought about psychology as a way to study people’s behavior, and when you study their behavior, you kind of know what they are thinking about or what the situation may be. Three things that I will remember from this section are as followed: I will remember that “where reinforcement increases, the probability of the behavior reoccurring and where punishment decreases the probability of the behavior reoccurring,” (Section 2.4). I will remember this because, when you reinforce someone’s behavior into doing something, you are telling them that, that thing is good for their benefit. Punishing someone’s behavior by telling them to stop taking a lot of pills means, you are telling them that too much pill is not good for their health. I will also remember that, a behavior that occurs over and over, if ignored, it becomes extinct because, if the person doing the behavior do not get attention, the behavior is less likely to reoccur.
The third thing that I will remember will be extinction burst. I will classify this as a place to get resources. For an example, knowing where your dad puts his money and taking it to buy ice scream. But if one day you go there and not see any money, you will keep looking even if you have not seen anything previously.
I like how the terms extinction and extinguish are used, because sometimes, when my nephew was two year old, he cried a lot. So to make that behavior extinct, I decided to extinguish his crying by using extinction procedure as described in this section. Once I stopped going for him each time he cries, the crying behavior was extinguished and it stopped. Another example was when my sister always tries to get out of class late for me to pick her up, after deciding to extinguish picking her up by using the extinction procedure, her coming out late out of class extinguished. I did not dislike anything because the topic given was interesting. Reading this chapter has modified the way I really thought about psychology. I learned new terms that will help me better understand psychology. This is a relevant topic and it is meant to talk about more.
Section 2.5
The three things that I will remember from this section are as followed:
I will remember continuous reinforcement (CR) because, when I emit calling my girlfriend, sometimes she answers and sometimes she does not. Even though I expect her to answer every time I call, she does not answer. But yet, that does not punish me from calling her again, I usually try again few minutes later. I will also remember intermittent reinforcement. I remember purchasing grapes from the store once and knowing that when you are at luck, you can get a plastic of sweet grapes instead of sour, the one that I purchased that day was sweet. After that, this reinforced my behavior to buying more grapes again at that location especially. The third thing that I will remember is that, every time I make popcorn; putting it in the microwave, there is a specific time that I had to add in order for the popcorn to be prepared; which is 2 minutes 30 seconds. Every time I tend to put more or go over the given time, the popcorn gets burn. So this made me realized that it is a fixed ratio. I have to take it out no more or less of the given time because, if I take it out less then that, all the corn won’t pop and if more, it will burn. I like the content of this chapter and how there are new words that will help me better my psychology skill. I like the fixed ratio scenarios because, it teaches people how to be specific in doing things. When baking, even you put more fire underneath it; the break will burn, so you have to put a particular heat along with waiting to take it out at a particular time. I still do not dislike anything; I just think this information is relevant. Reading this chapter as stated previously, has improved my understanding of psychology. I am obliged to learn more and more about psychology.
Terms Used:
Reinforcement
Probability
Punishment
Reinforce
Extinct
Extinction burst
Extinguish
Extinguished
Continuous reinforcement (CR)
Emit
Punish
Intermittent reinforcement
Fixed ratio
Obliged
Prior to reading this section, I always thought that reinforcement was just reinforcement and punishment was punishment. I didn't know that there was so much more to each of those definitions.
Section 2.4
1. I will now rememver that BF Skinner was the one who demonstrated how superstitious behaviors occur with pigeons. I found that to be very cool that he tamed pigeons to learn a behavior.
2. Extinction occurs when an organism that has been reinforced for emitting a target behavior is no longer reinforced for emitting that same target behavior. An example is that if a kid acts silly in class and students laugh and disrupt the class, the teacher will tell the students not to laugh and the student will stop because no one is laughing.
3. Extinction is related to reinforcement because it involves a previously reinforced behavior.
There wasn't anything I didn't like in the section. They explained everything very well and it made it easier to understand. Some things can be difficult to follow but this was easier.
Section 2.5
1. Fixed refers to a set amount of behaviors or a set amount if time while variable refers to an average amount.
2. Ratio refers to the number of behaviors emitted while interval refers to the amount of time passing between each reinforcement period.
3. Different reinforcement schedules will elicit different patterns of responding.
I liked how they explained all of the terms and the examples that they used to define them. It can get tricky to remeber all of the terms that they throw at us but the examples really help me figure them out.
Reading both of these chapters has helped me better understand behavior modification and how it is applied towards the way people think.
Terms: extinction, target behavior, superstitious behavior, reinforcement, fixed, ratio, emitted
2.4
Before reading this I knew more about positive and negative reinforcement and positive and negative punishment. I had a better understanding of the terms and will hopefully be able to keep using them right. This was the second or third time we had gone over these terms, so I hope that I will be able to recall correctly what each behavior means.
One thing I will remember is extinction. Extinction happens when an organism is no longer reinforced for emitting a particular target behavior. An example I thought of is when one is putting quarters into a laundry machine, they are reinforced to do that because then the machine will start so they can wash their laundry. Extinction may occur if the machine eats the quarters or just doesn’t work, so the person is no longer reinforced to put quarters into the machine.
Another thing I will remember is extinction burst. This is when a reinforced behavior is no longer reinforced, an individual may keep doing the behavior in an effort of getting the desired response. An example I thought of is when someone emails someone, and they don’t get a reply right away, whereas they are reinforced to usually get a reply, they might keep emailing the same email in an attempt to get the desired response. This might spark spontaneous behavior because they will try to remember how they usually email the person, like if in a certain web browser or in a certain time period when really it might be that the person is sick and unable to reply.
Another thing I will remember is variability. Variability might occur when the specific target behavior is no longer reinforced so the organism tries other ways to reach reinforcement. In the example I used before, a person might try to call the person if they are not responding through email, or they might go to the person’s house. Those would be examples of variability.
I liked the way the examples were written, it made things easy to understand. I didn’t like that some of the material was kind of a repeat from previous readings. After reading this chapter I understand extinction better and the different ways it may occur.
2.5
One thing I will remember is continuous reinforcement. The example in the book talked about pressing the on button and the TV turns on. An example I thought of is when we push a certain floor button on an elevator we go to that floor. We are continuously reinforced that we’ll go to that floor, and we never think that it won’t take us to it. The only way that we could stop being reinforced is if the button broke, which I don’t think would be very long as people would complain, or if the whole elevator broke down. And even if that happened, I’m sure people would go through spontaneous recovery because they would still go up to the elevator and push the button to call it, even if it’s broken.
Another thing I will remember is fixed schedules of reinforcement. The book talked about having an interval or ratio type, and that means that either it’s reinforced by the amount of time or by the number of presses or action. An example I thought of for fixed ratio schedule would be knowing exactly how many points one would need in order to obtain the grade they want. An example of fixed interval would be that during class, we know exactly how long the class period will last.
Another thing I will remember is variable schedules of reinforcement. This means that it varies how many times, or how long one has to do the certain behavior in order to get reinforced. An example of variable ratio would be collecting things for a contest, one doesn’t know exactly how many they need in order to win, it would vary depending on how many other people find. An example of variable interval schedule would be winning a race, we don’t know how long it will take, it varies depending on how fast one runs and how fast others in the race run.
I liked the real world examples to help me put things in perspective. I didn’t like all the examples we had to write in, it became too repetitive for me. After reading this chapter I understand more about the schedules of reinforcement.
Terms: positive and negative reinforcement, positive and negative punishment, recall, behavior, extinction, organism, reinforced, emitting, target behavior, extinction burst, response, spontaneous behavior, variability, continuous reinforcement, spontaneous recovery, fixed schedules of reinforcement, interval, ratio, variable schedules of reinforcement
Section 2.4
1)Prior to reading this chapter, I didn't realize how much went into punishment and reinforcement. I also didn't relaize all the different ways to apply both of these terms to everyday senarios.
2) The first concept I'll remember is extinction. I'm glad we are finally getting to this topic because on the very first day, reading what other students from other sections liked best about behavior mod, a lot of the students said extinction was their favorite topic. The example of Ed actually helped explain extinction very clearly.
Another piece of information I'll remember is the use of extinguishing a behavior. By not reinforcing the unwanted behavior, it will eventually stop.
The last piece of information I found memerable was the difference between extinction and punishment. Extinction is when the behavior isn't reinforced so it stops, while punishment occurs when something is added or taken away to get a desired outcome.
3) One thing I liked about the chapter was how in depth the material went into the topics of punishment and extinction. At the beginning, I was confused I'd get them mixed up.
4) One thing I didn't like about the chapter is all the new vocab. This chapter seemed to introduce a lot of new concepts and material, more so than other chapters.
5)I didn't really come up with any new ideas after reading this chapter.
2.5
1) Three things I'll remember from this chapter are:
-Ratio vs. Interal:number vs. time
-ratio strain: potential for behavior to cease.
-the different schedules of reinforcement: each will produce a different response
2&3) One thing I liked about the chapter was that it went very in depth into the shcedules of reinforcement and explained them, however that was also what I didn't like about the chapter. It was a lot to take in and process at one time!
4)This chapter didn't originally change what I thought about bmod up to this point, but rather confirmed that it is a very complex topic.
Terms used: Ratio, Ratio Strain, Interval, Schedules of Reinforcement, Punishment, Extinction, Extinguish, Reinforcement, and target behavior.
Chapter 2.4
Before reading this section, I felt I had a grasp on reinforcement, punishment, ABC, and some of the terms that were associated with each of these main concepts. The three terms that I will remember from this section are: 1) extinction is aversive but completely different from punishment because even though they both decrease the occurence of a target behavior, an extinguished behavior can eventually result in a spontaneous recovery, 2) superstitious behaviors are the result of a belief that a certain routine will lead to the desired reinforcement, even though behavioral patterns aren't directly related to certain consequences, and 3) generalization occurs when a person emits the same behavior/belief under multiple contexts whereas discrimination occurs when subtle differences in various stimuli are learned and recognized. I liked how this section broke down the description of extinction to help me better understand real world situations that result in an extinguished behavior. I did not like the mentioning of discriminative stimuli and discrimination because it kind of confused me. The main message that was elicited from this chapter section that I learned was that every term we learn in this class can basically be broken down into multiple sub-sections with various definitions.
Chapter 2.5
The three things that I will remember from this chapter are: 1) continuous reinforcement is not required for a behavior to be viewed as reinforcing, it usually only required intermittent reinforcement, 2) A 'fixed' amount refers to an exact number of executed behaviors (ratio) or time (interval)will result in an expected outcome while a 'variable' amount refers to an average number of behaviors (ratio) or time (interval) will result in an expected outcome, and 3)ratio strain is the pause after a behavioral reinforcement is received. I liked how the four schedules of reinforcement were broken down individually and had examples provided. I did not like how long the chapter was because it made behavior modification seem way more complicated. This chapter section didn't really change my present perception of the class, it actually reinforced my perception from the last section.
Terms used: reinforcement, punishment, ABC, extinction, aversive, target behavior, extinguished, spontaneous recovery, superstitious behavior, consequence, generalization, emit, discrimination, discriminative stimuli, continuous reinforcement, intermittent reinforcement, fixed, variable, ratio, interval, ratio strain
Section 2.4
My perception of BEHAVIOR MODIFICATION has not changed. I still find it interesting and I continue to learn different behaviors and terms.
I will remember the difference between EXTINCTION and REINFORCEMENT and PUNISHMENT. Extinction comes from no longer reinforcing a behavior and is AVERSIVE. I will also remember that EXTINCTION BURSTS usually follow when a behavior is in the process of being EXTINGUISHED. This behavior can involve VARIABILITY of how an ORGANISM EMITS various behaviors towards the TARGET BEHAVIOR in hopes of getting reinforced. I found this to be interesting because it happens on daily basis and molds how we learn new habits and routines. Lastly, I will remember that it is important to not give in to an organism's extinction burst, if I am practicing extinction, because it will be more difficult to practice the behavior modification.
The one thing that I liked about this section was being able to get a better understand of extinction. I found that this may be helpful in the future when raising children or if I have employees working for me. Because I liked this section I could not find anything that I didn't care for in this section. Like I said before, the ideas that I have after reading this section will help with raising children or even watching other's children, as well.
Section 2.5:
One of the things that I will remember from this section is that I do not have to reinforce every time in order to have CONTINUOUS REINFORCEMENT. I found this to be interesting because you can use FIXED or VARIABLE RATIO, or FIXED or VARIABLE INTERVAL. Which leads into the second thing that I will remember from this section. I will remember the difference between ratio and interval, and fixed and variable. I will be able to recognize when these SCHEDULES OF REINFORCEMENT are being used on me. The third thing that I will remember is the difference in the patterns of responding, which will help me to effectively use the variety of scheduled reinforcement.
I really liked getting to understand the schedules of reinforcement. I found it interesting because I will be able to use these techniques in the future. I disliked the tedious busy work in this section and at one point I had to stop and regroup and to be honest I could not think of an ideas to connect to this section.
TERMS: Behavior Modification, Extinction, Reinforcement, Punishment, Aversive, Extinction Burst, Extinguished, Organism, Emits, Target Behavior, Continuous Reinforcement, Fixed Ratio, Fixed Interval, Variable Ratio, Variable Interval, Schedules of Reinforcement
Before reading section 2.4 I didn't know there was so many different terms and ways to categorize behavior. I had never thought of relating the term extinction and extinguish to behavior modification. Three things that I will remember after reading this chapter are extinction, superstitious behaviors, and discriminative extinction. Extinction is the procedure of stopping the reinforcement of behaviors that have previously been reinforced. When this process is done successfully the result is the behavior is reduced. This could be mistaken as punishment. Superstitious behavior is when a behavior is emitted and it doesn't relate directly reinforcement. It happens when someone believes that the reinforcement happens randomly. I thought it was interesting how Skinner studied this with pigeons. I have always thought that it could only be performed by humans. Discriminative extinction happens when a particular stimulus in the environment indicates that there will be no reinforcement for emitting a target behavior. One thing that I really liked in this chapter was how the words extinction and extinguish were used together. Using them together and how it was worded helped me better understand both terms. There wasn't anything specific about the chapter that I didn't like but it would have been a little easier to understand the vast difference between punishment and extinction if there were more examples. After reading this chapter I feel like I have a better understanding about more principles in behavior modification.
Three things that I will remember after reading section 2.5 are continuous reinforcement, intermittent reinforcement, and all the different measurements. Continuous reinforcement is when we are reinforced every time the behavior occurs. This rarely happens. Intermittent reinforcement is when you reinforce every now and then. There are different classes under this type: fixed or variable and ration or interval. One thing that I liked about the chapter was all the examples of continuous reinforcement it made it easier for me to completely grasp the concept. One of the things I didnt like about this chapter was all of the fill ins about notations. After reading this section has helped me expand my knowledge about all the different aspects there is to behavior modification.
Terms: extinction, extinguish, behavior, modification, fixed, ratio, intermittent, reinforcement, superstitious behavior, punishment
2.4
Prior to reading this chapter I though that punishment and extinction were the same thing. Extinction is when the target behavior is all the sudden no longer reinforced. That being said they are two very different things that can often be mistaken for the other.
3 Things I will remember from this chapter:
1. Extinction is when a previously reinforced behavior is no longer being reinforced causing the target behavior to occur less often. When the target behavior stops entirely it is extinguished.
2. When extinction occurs, it is often followed by an extinction burst in which the subject that is cut off from the reinforcement will start try to do the targeted behavior more and when that fails starts to do behaviors that were similar in an attempt to receive the reinforcement again.
3. The third thing I will remember is how superstitious behaviors develop and how if you really think about them most of them really don’t make that much sense in its entirety. A good example that the book gives is when people at a slot machine have to pull the lever because they believe it is lucky instead of pressing the button which has the same outcome.
The one thing I disliked about the chapter is having to give so many examples of each behavioral term. I found it very difficult for some words to come up with three different examples. It also seemed a little forced when at the beginning of the chapter you are asked to write a paragraph using extinction, decreased, extinguish, etcetera.
After reading this chapter I started thinking about myself and what my superstitions are. I don’t believe I am a superstitious person because I consider myself to think logically, but I think I may have one when I am playing Xbox. When I play Call of Duty I have to have the lights off and sit really close to the television because I believe it elicits me to play better.
2.5
3 Things I will remember from this chapter:
1. Biological continuity is the belief that all living things in the world can be arranged in order of complexity. The less complex animals use the same learning mechanisms as the more complex animals, so if we learn how pigeons or rats learn we can also apply that to humans.
2. I will also remember that continuous reinforcement (CR) is when you receive reinforcement every time the behavior occurs, but most the time in the real world this does not occur. When reinforcement occurs only some of the time it is called intermittent reinforcement.
3. The last thing I will remember is the difference between fixed versus variable schedule of reinforcement and ratio versus Interval Schedules of Reinforcement. Fixed schedule of reinforcement is a set number of times before reinforcement is acquired. Variable schedule of reinforcement is the exact opposite and is more at random. Interval schedule of reinforcement is based upon time and ratio schedule is based on the number of presses or stimulations.
I kind of disliked how the schedule of reinforcement was presented, I think it could have been broken down to be much simpler and understandable.
After reading this chapter it has me wondering what kind of schedule of reinforcement casinos use.
Terms: Punishment, Extinction, Target Behavior, Extinguished, Extinction Burst, Superstitious Behavior, Elicits, Biological Continuity, Continuous Reinforcement, Intermittent Reinforcement, Fixed Schedule of Reinforcement, Variable Schedule of Reinforcement, Interval schedule of Reinforcement, Ratio Schedule of Reinforcement
2.4
I think that there is a lot more to behavior than I ever thought that there would be. Like we are only on chapter two and there is so much information that I am trying to remember. With all of the vocabulary and different method type actions.
3 things I’ll remember:
1. The first thing that I learned from this section is that extinction is not punishment. I know now that it is the removal of something previously reinforcing. I used to think that extinction was a punishing technique.
2. Another thing I will remember about this section is that when an extinction burst is occurring there is going to be a variable, like someone or something may try to get the reinforcer they want by doing different things.
3. I’ll remember what discriminative extinction it is a more specified removal of a reinforcement for a specific target behavior. But none the less there is a removal of a reinforcement or stimulus.
4. I liked how this chapter helped me to understand extinction. And also it talked about different characteristics of extinction.
5. I didn’t like the review portion of this section. Only because of how it was set up.
2.5
Before section 2.5 I didn’t know that there are specific kinds of schedules for reinforcement. I just thought reinforcement happened whenever, I never put two in two together that there are specific times.
3 things I will remember
1. Intermittent reinforcement is a desired behavior but its not being reinforced every time that it happens. I will remember it because it is opposite to continuous reinforcement.
2. Then there is continuous reinforcement which is when something is reinforced every time that the behavior occurs. And continuous reminds me of all the time so the reinforcement will be all the time.
3. Third there si Fixed Ratio which is a more specific certain type of schedule. It is extremely defined
4. I really liked how there are abbreviations in this chapter for terminology only because it will be easier to remember a couple letters.
5. At the same time I also will be more likely to forget the real term for these abbreviations. These abbreviations will be a love hate relationship I believe.
The examples used in both of these chapters are more real and easy to understand.
Terminology:, Behavior, Extinction, Extinction burst, , Target behavior, Reinforcement, Discriminative extinction, Continuous Reinforcement, Intermittent Reinforcement, Reinforcement schedules, Fixed Interval, Punishment
Section 2.4
This section was a review of what we have previously learned in recent sections and an add on to what we have learned. Extinction was a huge part of this section. Extinction is not the same as punishment. However, they have one thing in common, it tries to decrease the behavior. We learned about the difference between extinction, extinguish and extinguished. I enjoy giving examples, it's repetition which helps me to remember the difference between the words. I really enjoyed reading this section, however, I am still a little confused on the difference between an extinction burst and variability. The both are so similar it would be been nice to have more examples of them. I enjoyed learning about generalizations, because people do it every day. You generalize people and put them into a category without really thinking you do. I know what discrimination is but wasn't really sure how to give examples. Whether to put "you don't hire someone for a job position because she's a woman" or "when you hear an alarm it means you should probably pay attention but it doesn't necessarily mean it is a fire alarm, you learn to distinguish the difference between the alarms". I wasn't sure which was right, it would of been nice to have more examples so I knew what context to use. I enjoyed and will remember everything I have discussed.
Section 2.5
This section was a little on the boring side. However, until I read this section I didn't think about continuous reinforcement. I could see how when reinforcing a behavior you would start with continuous reinforcement then slowly transition to fixed or variable ratio or interval. This section also said that intermittent reinforcement is much more effective and desirable that continuous reinforcement. Different reinforcement schedules will elicit different patterns of responding. I will remember fixed interval scheduling. I was a little confused but when the example referred to receiving a pay check every two weeks it was a lot easier to understand. I can relate to this because that I get a paycheck every two weeks as well.
Terms used: Extinction, punishment, behavior, extinguish, extinguished, extinction burst, variability, generalization, discrimination, continuous reinforcement, fixed, variable ratio, interval, intermittent reinforcement, fixed interval scheduling, elicit, reinforcement
2.4
Before reading this chapter I did not have a very good understanding of extinction. I will remember a lot of things from this chapter. One of the things I will remember from this chapter is that extinction occurs when an organism that has been reinforced for emitting a target behavior is no longer reinforced for the same behavior. Another thing I learned is that an extinction burst is when reinforcement that was initially withheld behavior that used to lead to reinforcement will occur. Extinguished occurs when something has been unsuccessful for obtaining the reinforcer. I really liked learning about extinction because it is an interesting concept. I learned a lot when reading this chapter including the definition of extinguished.
2.5
In this chapter I learned a lot about variables and reinforcements. One of the things I learned was that a continuous reinforcement is something that is reinforced every time. I also learned that an intermittent reinforcement is when the reinforcement is provided only once in awhile. I learned that a ratio refers to the number of behaviors emitted. I found this chapter really interesting. One of the most interesting things I liked about this chapter was learning about the different reinforcements.
Terms: extinction, extinguished, extinction burst, continuous reinforcement, intermittent reinforcement, and ratio.
For Section 2.4
Prior to reading this chapter, I thought that behavior modification included, but was not limited to, the ABCs (antecedent, behavior, consequence), reinforcement and punishment, the language of behavior, and everything else we have learned up until this point in time. I thought this because this is all that we would have been able to know until we progress and move forward. We are only into the second chapter, so I am sure that there is much more that we will learn in the weeks to come!
There are many memorable topics from this section of the reading, but one in particular that I will remember is extinction. I learned that although extinction is an aversive procedure, it is not the same thing as punishment. It is very similar to punishment in that it is used to decrease a specific behavior, but it is related to reinforcement because it involves a previously reinforced behavior. Extinction is what happens when a behavior that is usually reinforced is no longer reinforced. I know I will remember this stuff because of the fact that this reading section really focused on extinction and what it all entails. There was a lot of information to take in, but I found it to be very valuable and will continue to use it in the future.
Another thing that I will definitely remember from the reading is that behaviors that have been extinguished may reoccur after some time. This is known as spontaneous recovery. I know I will remember this topic because I was able to relate it to my own personal experiences. For example, when I moved away from home and went to college, my younger sister got to move into my bedroom. Yet, when I come home to visit, I still find myself walking to my old bedroom. When I get there, I obviously remember that it isn’t mine anymore, but it is hard to shake a behavior that previously occurred for so long in the past.
A final part of this section that I know I will remember is when it discussed superstitious behaviors. These occur when a behavior is thought to lead to reinforcement, but in all actuality is not directly related to the reinforcement. I know I will remember this because I could also relate superstitious behaviors to personal experiences. My high school volleyball coach was big into superstitious behaviors for our game day routines. He would have us wear certain things, sit in certain spots on the bench, and have us go through the same exact warm up drills because of the fact that we won under those circumstances for our very first game. He emitted these superstitious behaviors all throughout the entire season. All of us knew that our winning was not because of what we wore, where we sat, or the drills we did, but he thought it definitely had something to do with it, so we went along with it to make him happy.
One thing that I especially enjoyed from this reading section was when it discussed the topic of generalization. Generalization occurs when people emit the same behavior under a variety of circumstances beyond what the behavior was originally learned in. I found this to be interesting because I started coming up with a bunch of different generalizations in my head, and some of them seemed quite silly! I just really enjoyed applying what I learned about generalization to what I have seen or experienced in the real world.
One thing that I sort of disliked in this section was when it discussed discrimination. It said that discrimination occurs when subtle differences in stimuli and contexts are learned, but I felt as though I could not really get a great grasp on what the term actually entails. I hope that I will begin to put it together and really figure it out as we move forward, but as for now I am slightly confused.
After reading this section, I was surprised at how much I was able to connect my own personal life events to what I picked up from the text. It made me happy because when I am able to apply what I am learning, it shows that I am actually gaining something. I also hoped that there would be more in-depth information covering discrimination because of the fact that I was sort of confused with the topic. Otherwise, I was happy with what I learned from this part of the textbook!
For Section 2.5
There are multiple things that I will remember from reading this section, one of which is that the term ratio refers to the number of behaviors emitted whereas the term interval refers to the amount of time passing between each reinforcement period. I know I will remember these because it was somewhat easy to associate the meaning of ratio with numbers and the meaning of interval with time. I have used these words before and therefore I know that I will be able to remember and use them for future purposes.
Another topic that I will remember from reading this section is the difference between fixed and variable. Fixed refers to a set amount of behaviors or time, whereas variable refers to an average amount of behaviors or time. From here, we are able to set up different reinforcement schedules that can elicit different patterns of response. The different reinforcement schedules include: continuous reinforcement, fixed ratio, fixed interval, variable ratio, and variable interval. I know that I will remember this because of the fact that the reading went very in-depth about all of these reinforcement schedules, so I think that it is pretty stuck in my mind about what they are and when they are used in the real world.
A final thing from this reading that I know I will remember is that for a behavior to be under the control of reinforcement, it does not need to be reinforced every time. All of the information in this reading actually showed that reinforcing a behavior every single time it is emitted is not desirable. There needs to be some sort of an intermittent reinforcement schedule to attain desired behaviors. The graphs from this section showed that variable ratio schedules cumulated the most number of responses within the least amount of time, and they were also resistant to what is known as ratio strain. I know I will remember this information because of the fact that it truly makes sense to me that continuous reinforcement will probably not get you what you want and that intermittent schedules of reinforcement are much more practical.
One thing that I really enjoyed from reading this section was seeing all of the graphs and charts throughout all of it. It was nice to have visual stimuli to comprehend for a change instead of just words upon words. Plus, sometimes graphs and charts make it easier to understand a concept that may have been difficult to grasp in written language.
One thing that I disliked from the section was that it got hard to differentiate between the schedules of reinforcement as I got further into the section. I’m not sure if it was just how the section was worded or if there was just too much there to take in that it made it overwhelming to me, but it was definitely a bit confusing. I hope that I will be able to easily sort out my confusion and apply what I have learned to my personal experiences and daily life.
After reading this section, I basically just sat and tried to think of more examples of where the different schedules of reinforcement played a role in my life. It was tough, but I was able to come up with some pretty good ones! All in all, after completing this week’s reading, I can still say that I am excited to move forward and learn more about behavior modification!
Terms: behavior modification, antecedent, behavior, consequence, reinforcement, punishment, language of behavior, extinction, aversive, spontaneous recovery, superstitious behaviors, emit, generalization, discrimination, stimuli, context, ratio, interval, fixed, variable, elicit, continuous reinforcement, fixed ratio, fixed interval, variable ratio, variable interval, reinforcement schedule, intermittent reinforcement
2.4
One thing I will remember from this chapter is the definition of extinction. Extinction is when you remove a previous reinforcer in an attempt to reduce the behavior that the reinforcer was reinforcing. I liked the example of extinction that the book gave and will think of it if I ever get confused. I will also do the same for the books example of extinction burst. Extinction burst is another thing that I will remember from the chapter. Extinction burst tends to occur during extinction. The person who is undergoing extinction will seek to be reinforced, usually by repeating the behavior over and over, hoping that it will pay off. Extinction burst is sometimes confused with a failed extinction and you must be patient and wait for the behavior to cease. A final thing that I will remember from the chapter is the difference between generalization and discrimination. Generalization is emitting the same behavior to a wide variety of different stimuli because they may be similar in some way. Discrimination is detecting the subtle differences between stimuli, being able to tell them apart. I liked the example for generalization of picky eaters and feel that it will help me remember how it works exactly. Overall, what I liked most about the chapter were the examples for the various definitions. I didn’t dislike anything about the chapter, everything was helpful. Some ideas I had after reading the chapter are how often people, including myself, emit extinction bursts and how generalization and discrimination can be applied to life and how people view things.
2.5
One thing I will remember from the chapter is intermittent reinforcement and how it compares to continuous reinforcement. In continuous reinforcement, every time the behavior is emitted you are reinforced. In intermittent reinforcement, the behavior is only reinforced sometimes. I will also remember that intermittent reinforcement can be fixed ratio, fixed interval, variable ratio, or variable interval. A third thing I will remember is post-reinforcement pause. When someone is on a fixed schedule of reinforcement, they show a steady rate of responding until the reinforcer is delivered. After the reinforcer is delivered, there is a pause in responding, possibly due to satiation. I liked that there were so many fill in the blanks and other interactive examples to help ensure that I understood everything. The chapter was a bit confusing at times but I feel that I understood it after re-reading the parts that I was having trouble with. Some ideas that I got after reading the chapter are how reinforcement schedules relate to everyday things, such as gambling.
Terms: extinction, extinction burst, reinforcer, reinforcing, behavior, generalization, discrimination, emitting, stimuli, continuous reinforcement, intermittent reinforcement, post-reinforcement pause, satiation
Section 2.4
Prior to reading this chapter, I learned that behavior modification is complex and sometimes confusing. I underestimated the amount of content I was going to learn. We are only on chapter two and I'm already overwhelmed with terms. I am interested to find out what else I will be learning in the next few chapters.
This section of reading will elicit the behavior of remembering these three concepts:
1.) Extinction is a reinforcement procedure that is often mistaken for punishment. It occurs when a previously reinforced behavior is no longer reinforced. When done successfully, the frequency of the behavior will decrease. My mother has definitely used this procedure against me when I try to get her attention to tell her something.
2.) Extinction and punishment are two separate procedures that often get confused with one another. I will remember the main way to keep track of the difference between them because it is essential to know that extinction is a reinforcement procedure in order for it to be successful. Extinction involves a behavior that was previously reinforced. Once it occurs, the behavior will no longer be reinforced. Punishment involves the addition of something aversive or removal of something desirable. Once it occurs, the frequency of the behavior will decrease.
3.) An extinction burst occurs when a reinforcement is not given and the target behavior that use to receive reinforcement will occur more often. The person emitting the behavior will try harder to get the reinforcement and he/she will emit the behavior over and over again with variability. The person will emit similar behaviors in another attempt to receive the reinforcement. For example, Stewie tried several different names with changes in pitch and tone to get Lois's attention.
I really liked that this section of the chapter went in so much detail over extinction. It made it a lot easier to understand the term itself. I also liked how the section explained that extinction is a reinforcement procedure not a punishment even though the procedure decreases the frequency of a target behavior.
I did not like the reading about the term called spontaneous recovery because I go through this all the time with Sonic! I use to go to Sonic for a slushie, but the Sonic in Waterloo has been closed for almost a year now yet I still drive by Sonic or suggest going for food.
I want to try an extinction procedure with the class because I think it would be interesting to see how some of us react to it.
Section 2.5
This section of the reading will elicit the memory of these three concepts:
1.) Reinforcement procedures work more efficiently than punishment and can be so powerful that the reinforcement only needs to follow the target behavior once to be effective in maintaining or increasing the behavior. For example, typing on a computer. Pressing on the keys of the corresponding letters that I want and having them show up on this blog is reinforcement enough to increase my behavior to press the keys.
2.) Many behaviors in life are based on continuous reinforcement and when our behaviors are under the control of this type of ratio schedule (reinforcement), not being reinforced for the behavior every time can be troublesome. For example, if one of the keys on my keyboard broke and when I pressed it the corresponding letter did not show up on the blog, I would become extremely upset.
3.) There are several types of intermittent reinforcement such as fixed ratio, fixed interval, variable ratio, and variable interval. Ratio makes me think of number so it is easy for me to remember that ratio refers to the number of behaviors emitted. Interval makes me think of an amount of time. It will help me remember the interval refers to the amount of time passing between each reinforcement period. Fixed refers to a set amount of behaviors or time while variable refers to average amount of behaviors or time.
I really liked the examples of the different types of intermittent reinforcement because it gave me some practice recognizing the differences in each reinforcement. I will not have trouble picking out these reinforcements when they are being used.
I did not like how clustered this section of reading was. I felt like the terms were all shoved together and placed in one giant category. This made the reading difficult to follow on occasion. Also, it was hard to come up with an example for the reinforcement types so many times.
I do not know what kind of ideas I got from this reading, but I am really looking forward to finding out what we are going to learn in the next chapters. My frustration is staying intact and my boredom has subsided. Thank you.
Terms: Behavior, Target Behavior, Emit, Elicit, Reinforcement, Reinforcement Procedure, Punishment, Extinction, Extinction Burst, Intermittent Reinforcement, Fixed, Fixed Ratio, Ratio, Fixed Interval, Interval, Variable, Variable Ratio, Variable Interval, Spontaneous Recovery, Aversive, Desirable, Increase, and Decrease.
Before reading these sections I've realized that behavior modification is much more complex than I originally realized. It's gotten beyond the simple use of the ABC'S, and ideas of reinforcement and punishment. We've added ideas of using actions to have people bring out a desired behavior (elicit and emit). I can only wonder what will be added next
2.4
The first thing that I'll remember is that the process of extinction is not the same thing as punishment. Instead of taking something away to like time at the computer for misbehaving, extinction is more like not yelling at a child who purposely is eggging you on to get the attention. By removing the reinforcer (yelling) the behavior of the child egging you on will go extinct. The next thing I'll recall is extinction burst, which I'll definitely recall not only from the family guy example but from my own nephew who does the same thing as stewie to my sister. He'll constantly try and get her attention when she's talking with other adults and my sister will ignore him so as not to reinforce the behavior. Some days though whether its a bad day or maybe its dependent on the antecedent, she'll react and the consequence is that he'll know he can get away with it. Finally the third and favorite thing I learned from this section would be superstitious behaviors. The basis is that by doing certain behaviors reinforcement or punishment can come about at any time by doing/not doing the behavior. One I've picked up over my time as a restaurant waiter was after spilling a thing of salt you toss a pinch of salt over your shoulder. I know that nothing wrong can happen, yet enough things "coincidently" happened that I now do it everytime! After this chapter I want to try and help my sister improve her technique with extinction so that she has an easier time with teaching her son proper behavior.
2.5
One thing I'll definitely recall from this chapter is the idea of continous reinforcement. CR comes from the everyday things that we do so often that we expect a result from everytime. Like flipping a lightswitch or powering on the printer. As soon as something goes wrong (lightbulb burns out, printers out of ink) we go and remedy whatever is wrong so things can go back to status quo. The final things I'll remember is the differance between fixed reinforcement and variable reinforcement. Simply put fixed reinforcement happens at specific intervals so like the example from the section leveling up in an RPG. Lets say you need 100 EXP untill you level each time. You know that you'll need to grind out levels by beating enemies/levels in a stage etc untill you get that experiance needed. Now with variable reinforcement will use the same example. You still need that 100 EXP but now the value of enemies defeated coins gathered or the reward varies. This leads you to having to work out how many enemies you'll need to defeat etc. I really liked the reference to video games as someone who grew up with siblings playing videogames and someone who plays them I can relate to the references and will definitely remember them and will not be aversive to making up some mnemonic device.
Terms used: Consequences,reinforce, reinforcer, punishment, Antecedent, emit, elicit, Continous Reinforcement, Variable Reinforcement, Fixed Reinforcement, Extinction, behaviors, superstitious, ABC'S, Aversive,
Section 2.4
Before I read these sections, I thought controlling target behavior with stimulus and response is a fairly easy task. Yet the text shows that there are different responses to different reinforcement schedules, so we need to keep this issue in mind when we use the techniques taught in this course.
The three things I remember in this section are extinction burst, variability of behavior, and discriminative extinction stimulus. Extinction burst is an interesting reaction because it shows that there is a biological mechanism that elicit behavior when an organism has expectations. This phenomenon is explored in neuroscience as which brain part motivates an animal to emit certain behavior for an expected consequence. The variability shows that animals have intelligence and creativity to explore the environment and learn from trials. It also demonstrates how association was established in the first place. Finally, discriminative extinction stimulus is a discriminative stimulus that works during extinction instead of reinforcement. I suppose the traffic light would be a good example. We move around when it is green and stop at the red light.
I like the explanation of superstitious behaviors. The samples in the text clearly illustrate some situations where this kind of behavior might occur. That part of the section is written quite well.
I didn't like the example of Jeanne ignoring her son. This kind of treatment to a child may lead to negative result in the long run. There are more researches related to this issue in the developmental psychology. The least I can say is that there are better ways to adjust the behavior of a child.
I thought about the difference between extinction and negative punishment. Is the presence of extinction burst the only distinction between these two? Maybe sometimes an intended punishment can also lead to a result similar to extinction burst. That could be a possibility, right? The occurrence of spontaneous recovery also interests me. I think this has something to do with cognitive psychology and learning. I will hold on to this term until I take those classes.
Section 2.5
I can recall three things in the section. They are the number after the abbreviation, post-reinforcement pause, and ratio strain. Putting a number after terms like fixed ratio is pretty handy, so we could write "FR10" or "FI10seconds." The post-reinforcement pause simply shows that animals get lazy after getting rewards. Again this should have something to do with brain mechanism related to expectation. The term ratio strain is really looking at extinction from a different perspective. In reality what happens at the point of ratio strain is simply extinction. So why do people invent another term for something we already know?
I like the graphs with lines and curves in this section. They illustrate the relationships between different reinforcement schedules very well. We can easily tell the differences from these graphs.
I dislike the examples of video games. The intention of using these examples is very good, but I think people would have different experiences with various games. Very often some people are unable to relate to some of the described conditions, so the samples are not necessarily helpful to the communication.
I was thinking about the experiment of different interval schedules. The invention of clock had no doubt advanced our ability to think. Suppose you arrive at a train station with no clock, watch, or any timing device whatsoever. You would have no idea when these trains come and go. Yet with timers you will be able to observe whether a train is on time or misses a specific time by how many minutes, and you would be able to tell if a crew member should be rewarded or fired. Timers provide important cues of discriminative stimuli, so we don't have to press bars like crazy as those hungry and clueless mice did. Instead we can just sit back and complain why the paycheck is late this month.
Terms: target behavior, reinforcement, extinction burst, variability of behavior, discriminative extinction stimulus, elicit, emit, consequence, superstitious behaviors, negative punishment, spontaneous recovery, post-reinforcement pause, ratio strain, fixed ratio
2.4
Before the reading I felt as if behavior modification was pretty relative to my everyday life because concepts were connecting and I would recognise this. After reading, I realized that there are even more complex concepts that can relate to simple everyday tasks as well.
1. I will remember that there is a differnce bewteen extinction and punishment because after reading about it, I feel as if an extinction procedure requires less effort. Many times you just ignore a person. The issue them comes in to play of beging able to comfotably emit the "ignoring" behavior, which I admit can sometimes be tough because people start in with extinction bursts, variability, and/or aggression. Which all just seems annoying. So..I feel like it could be a matter of personal prefernce which procedure will work best when it comes to dealing with people and behaviors.
2. I will realte extinguish with extinction because of the "ex". We extingusih behaviors so that the target bahavior becomes extinct.
3. I will remeber my Mcdonalds cookies example to remember what extinction is. I ordered three cookies to be warmed up in the drive thru, got them, and they were go good. I went again, and I ordered them the same way, they were cold. I was disappointed. I ordered again, cold. I eventually stopped ordering them because they didn't listen to my order right more than they did. The reinforcing warm, good cookies was by chance I guess.
I liked the examples. They made everything clear.
After reading I felt like we are not very good at extinction in everyday life. I feel like I try without realizing it and always break because people become annoying.
2.5
1. I will remember the notations: VR FR FI VI. It makes it easier to write and I like that there are notations.
2. I will remember the pay check schedule for the FI. That was a good example and will help me remember.
3. I will also rememer to think numbers with ratio. Ratio and numbers go together.
I liked the way the graphs we explained. When I looked at them before reading, I was confused, but the explaination was good.
terms: (2.4 and 2.5) : extinction, punishment, extinction bursts, variability, agression, emit, extinguish, VR, FR, VI, VI,
2.4
This chapter expanded on the broad definition of extinction that was previously taught. When extinction is practiced in behavior modification, you witness responses from the organism. One of these responses, known as extinction bursts, happens when the organism continues emitting the behavior that was previously reinforced, but has since stopped being reinforced. These extinction bursts are sometimes followed by variability. Variability is a response emitted by the organism that maintains the same function but changes in topography. This is a desperate try for reinforcement of anything that might work. Spontaneous recovery happens when the target behavior is shown later on even after extinction. Sometimes there are warnings for extinction. These are known as discriminative extinction stimuli. Generalization is when someone emits the same behavior in a variety of circumstances and discrimination is when you learn of some of the differences in context and stimuli involving a behavior. Sometimes we emit behaviors even though they are not reinforced. This is known as superstitious behavior. I like learning about the terms involved in extinction because they can serve as a measure for how well you are doing in trying to modify a behavior. It is kind of hard to come up with examples for different kinds of variability. After reading the chapter I really got to thinking about spontaneous activity and how I had never really taken the time to acknowledge the origin of those kinds of behaviors. I think it would be very interesting to hear some of the origin stories of common superstitions.
2.5
This chapter dives into reinforcement and the various procedures and methods of reinforcement. Sometimes reinforcement can be so rewarding that it doesn't have to happen every time to increase the target behavior. B.F. Skinner is examined with his studies of pigeons and rats in operant chambers. Here we are introduced to biological continuity which suggests that in order to understand more complex works, you can study them on a more simple level. In this case, study animal behavior to try and better understand the way humans operate. Continuous reinforcement deals with being reinforced every time you emit the target behavior. Ratio refers the number of times a behavior is emitted and interval refers to the time that elapses before reinforcement occurs again. These two terms can be expanded into even more specific terms when you integrate fixed and variable schedules of reinforcement. Reinforcements that use fixed ratios or intervals happen after the same amount of the behavior or the same amount of time has passed. Variable ratios and intervals are the same except for that the amount is averaged or ranged so that you don't have the same number or time every time. The numbers usually don't range too far away from each other though, and there is usually a maximum and minimum. I found it very difficult at times to come up with examples for some of the terms like variable ratios and intervals. That's the part of the chapter I disliked. I do like the practical involvement with the real world. Using examples like B.F. Skinner to get a better understanding of reinforcement schedules was good. After reading this chapter I got to thinking of all the things you could train rats and pigeons to do using the schedules of reinforcement. I was immediately reminded of the video on B.F. Skinner where the two pigeons must communicate with each other in a way, in order to get reinforcement.
Extinction, Extinction Burst, Emit, Variability, Topography, Spontaneous Recovery, Discriminative Extinction Stimuli, Generalization, Discrimination, Superstitious Behavior, Biological Continuity, Ratio, Interval, Fixed, Variable,
When I read the title of chapter 2.4, I wasn’t sure how much more there could be to reinforcement and punishment. For chapter 2.5, I was thinking of something between steps and an actual schedule. As if every week the behavior was again reinforced, but in a way that modified the target behavior towards a more proffered behavior.
Section 2.4
1) The first thing I will remember is how just like with reinforcement, there are different types of extinction. Thanks to it being mentioned in earlier chapters the original concept of extinction made sense and I think it will be easier to use all three forms of the word. 2) I liked how the chapter talked about superstitious behaviors. With football starting up, many people are going to be carrying around their lucky rabbit’s foot. These behaviors can almost seem insane sometimes but people still believe that if they do this one behavior that they will get the outcome they are looking for. 3) I will definitely remember the examples used in this chapter. I love Family Guy and Stewie’s ‘mum mum mum’ is something I can say I have worked with before. My sister used to do it to my Mom when they were in different parts of the house and my sister didn’t want to go looking for her. So instead she would start shouting down the stairs. It never took long for that to get VERY annoying and without knowing it my Dad and I used the punishment procedure. When my sister would do this and my Dad and I were sitting in the living room (typically between my Mom and sister) so we would start doing our own Stewie impersonations. It took some time, but with consistency on my Dad and I’s part we finally got my sister to stop shouting down the stairs. My sister was still about 10 years old when she did this so she was starting to grow out of the age where she could holler for Mommy and Mommy would come running.
I liked how the chapter made extinction a relatively easy concept to understand. I feel more confident when I can use the term in day-to-day life because thinking up examples is so easy.
I would have to say that the one thing I dislike is that extinction is one of those terms (like reinforcement) that you really have to look at how the terms is used. Nouns, verbs, and adverbs are not interchangeable. This just means I will have to really think about what word I want to use and how I use it so that I will be more fluent in the language of behavior.
After reading the chapter I kind of want to see what else I can use extinction on. Only problem would be that I would have to start over in whatever procedure I was originally using.
Section 2.5
1) Fixed versus variable schedule of reinforcement, only because it made me think back to one of my stats classes. We were talking about the number of times that there is a chance of a behavior happening and in the chapter it talks about the number of times that the reinforcement will happen. 2) Between fixed interval, fixed ratio, variable interval and variable ratio, variable ration seemed to result in the highest number of desired behaviors. It makes sense, we are emitting the behavior because we are being reinforced and we want to be reinforced. When we know that the behavior will result in reinforcement we will emit the behavior for it. 3) I will also remember B.F. Skinner and his pigeon’s’, I kind of always thought that rats were the more preferred test subjects but the birds were mentioned in the last chapter also.
The comparisons between fixed interval, fixed ratio, variable interval and variable ratio. They can all be used but which one should be used when is important for the successful change of a target behavior.
I am typically pretty good at reading charts, but for whatever reason I have to go over the charts more than once to get what they were trying to show.
After reading the chapter, I didn’t know how much went into behavior modification that I already did or could point out when I had a term and definition to work with.
Terms: reinforcement, punishment, reinforced, target behavior, extinction, superstitious behaviors, language of behavior, fixed interval, fixed ratio, variable interval, variable ratio, and emitting.
2.4
Before reading this chapter I had a basic understanding about the concepts that elicited a learning behavior from me thus far regarding punishment and reinforcement. Punishment is used to decrease the frequency that something will happen and reinforcement increases the frequency that something will, or that we can make happen.
Emitting a reading behavior on section 2.4 seemed to sail by quick quickly; because I found the information pleasurable and interesting it reinforced my reading behavior. One of the three things I will take away from this particular section is that of extinction deals with the process of reinforcement, is aversive, but is not yet punishment. It somewhat elicits the sense of being the black sheep of behavior modification in the fact that it breaks the rules we have since emitted a learning behavior on. Another point I will remember is extinction burst and the example from Family Guy. This example positively reinforced my comprehension of the term also while giving me a good laugh. Anyone with children or younger siblings have most likely had this occur and it elicited a major behavior of frustration. It was also a great example of variability and how it interacts with an extinction of a behavior. It elicited a sense of shame too because I believe I have emitted this exact behavior. Not anytime lately mind you, but in my early youth for certain. If I had to choose one thing that was less pleasurable in this section was just the part that touched on discrimination. It was not aversive in the fact that it was a hard concept to emit a learning behavior on, but the lack of examples in the section. The one thing that I really liked in section 2.4 was the generalization coverage and example. Most of us have encountered someone who automatically emitted a generalizing behavior once we disclose that we are studying psychology.
2.5
Emitting a reading behavior on section 2.5 was less pleasurable than doing so in section 2.4, but still very worthwhile. Of the things that I will remember from this section, the first is that of continuous vs. intermittent reinforcement. Up until now, while emitting a learning behavior in behavior modification I never entertained the idea that reinforcement doesn’t have to happen every time to elicit a certain behavior. I should have anticipated this coming seeing that we have slowly expanded on reinforcement in many ways already. I feel I will be more apt to emit an intermittent reinforcement procedure in my workplace when it comes to reinforcement in a grander context and continuous in a smaller scale. Another thing I will remember is that of fixed vs. variable reinforcement and ratio vs. interval. The examples in this section were abundant and vast in variety and helped me get a grasp on being able to emit them correctly. One thing I did aversive about section 2.5 was the later part that went into vast detail on fixed vs. variable and ratio vs. interval. At first as I emitted a reading behavior, I began to think I truly understood the material, but after reading on I found my head spinning. I’m confident once I begin to use the terms I will gain a better understanding. I will most likely benefit from emitting a re-read over the material. The part I really enjoyed was in the first section of 2.5 where it covered continuous vs. intermittent. I really like and agree with that not all behaviors need to be reinforced every time to increase the frequency of behavior. I have often been hard on myself at work thinking I don’t often enough reinforce the desired behaviors, but too often punish the aversive. This section elicited a sense of confidence within me.
Terms Used: elicited, punishment, reinforcement, frequency, emitting, pleasurable, reinforced, extinction, aversive, learned behavior, extinction burst, discrimination, continuous reinforcement, intermittent reinforcement, fixed reinforcement, variable reinforcement, ratio vs. interval,
2.4
Prior to reading this chapter I thought that behavior modification; specifically reinforcement and punishment, when applied correctly would lead to a linear pattern of either a decrease or increase in a behavior. I think I thought this because I figured the procedure when applied made the organism’s behavior that of the desired outcome; basically a+b always follows in equaling c. After reading the chapter I realized that not only does behavior modification not function like an equation every time but that sometimes in order to equal c sometimes there is an addition of an aversive d or a pleasurable e and in the case of this chapter the subtraction of the e. (A,B,C, etc are just to illustrate my thinking rather than to refer to the ABCs of behavior) So basically things can get worse before they get better to reach the desired outcome.
The thing I will most remember about this chapter is what I actually a lot of what I said previously. The idea that in order to reach the desired outcome there is an extinction burst of aversive behavior in order to attain the reinforcement but if the reinforcer is withheld it will make a behavior extinct. (Then there is always spontaneous recovery, which makes an organism try the same behavior again thinking they may get the reinforcement; but after not receiving said reinforcer the behavior will stay extinct)
I think I actually get extinction now and the difference between that and punishment. Whereas before I’m pretty sure in my examples I said something was punishment when now I realize it was extinction because it was the removal of a previous reinforcer rather than the removal of a pleasing stimulus.
I found the section on the superstition and the pigeons very fascinating. I think the mental image of a pigeon doing a superstitious dance to get food will stay with me. Then to think that actually probably all of us have done this in some way. It’s interesting that in reinforcing a behavior when it is a randomly scheduled reinforcement that it actually produces other behavior that does not actually affect the reinforcement but still feels reinforcing to the organism.
I really like how clear the examples were in the text and that key ideas have been repeated throughout. It was especially important for me to see how extinction related to punishment and reinforcement. I think without that I wouldn’t have gained as clear of an insight into the procedure of extinction. There wasn’t anything I really disliked about the chapter.
2.5
One of things I will remember is that the Variable Ratio is more effective for getting a desired behavior and faster learning. At first I was thinking that it would be the one where the ratio was fixed but after thinking about it more it made a lot of sense that not knowing exactly when a reinforcer would be given would increase the number of times the behavior was emitted.
Another important thing I will remember is the differences between FR/FI and VR/VI. I think the examples did a good job of drilling into my head that Fixed FR/FI is something that requires a certain amount of tries or time to pass to receive reinforcement whereas Variable VR/VI is the average and less predictable when the reinforcer is to be given.
It makes sense, but also is something I will remember, that when using a fixed ratio/interval and slowly increasing it makes the possibility of extinction greater because the organism is use to the reinforcement at a certain fixed time or point so it stands to reason that it doesn’t think its going to get the reinforcer if it doesn’t come at the time or point it was learned.
I really liked the use of the charts and diagrams, I think they helped me visualize and better understand the schedules of reinforcement. I didn’t like doing the amount of examples that were asked for, I thought 2 or 3 would do, but it definitely drilled the ideas into my head
Behavior modification, reinforcement, reinforcer, punishment, extinction, organism, procedure, aversive, desirable, variable, fixed, extinction burst, spontaneous recovery, superstition
2.4
My view of behavior modification hasn’t really changed since the last reading.
What are three things you will remember from what you read in the chapter? Why?
1) There is a difference between extinction and extinguished
2) The difference between extinction and punishment
3) Spontaneous recovery is when the behavior that was extinguished comes back
What was one thing that you really liked that was in the chapter? Why?
I liked how the clarifications were made in regards to some of the vocabulary words that were very similar. Such is extinction and extinguished.
What was one thing that you disliked that was in the chapter? Why?
I felt like there was a lot of repetition in this chapter. I understand that we need to make sure that we understand what we are learning but I felt that there were a few many examples of the same thing.
What are some ideas you had after reading the chapter?
Reading this section has made me realize that there is a lot more to behavior modification than just punishment and reinforcement even though many modification techniques are based on those.
2.5
What are three things you will remember from what you read in the chapter? Why?
1) The way an animal learns can be used to determine how a human will learn because of biological continuity.
2) Continuous reinforcement can be something as simple as pressing a button on a remote.
3) Scheduled reinforcement has many variations such as intermittent, ratio, and continuous. There are small variations in these forms of reinforcement which are what makes them separate from each other.
What was one thing that you really liked that was in the chapter? Why?
I liked that there are abbreviations for some of the new terms which I believe will make it easier to learn and remember.
What was one thing that you disliked that was in the chapter? Why?
There really wasn’t anything I disliked about this chapter. I think it would be more confusion than disliking. Trying to keep all the variations of scheduled reinforcement separate from each other was a little difficult.
What are some ideas you had after reading the chapter?
After reading this section it made me realize that there are things we do every day that are reinforced and/or punished. We don’t realize it but these are all basic concepts of behavior modification.
posted for WC:
2.4
Prior to reading this chapter, what did you thing about behavior modification?
Progressing through this semester, behavior is slowly turning more and more mechanical. It's neither good nor bad, but free will seems to be slipping out the window.
What are three things you will remember from what you read in the chapter?
1)Extinction- when a reinforced behavior stops being reinforced, the behavior stops occurring. After extinction occurs, the behavior is then classified as "extinguished"
2)Extinction burst- This is right before complete extinguishing. This is where the subject emitting the behavior actually emits the behavior more frequently in order to get reinforcement. If absolutely no reinforcement is given, extinction occurs.
3)Superstitious behavior- superstitious behaviors occur when an organism mistakenly believes reinforcement for completely random circumstances.
What was one thing that you really like that was in the chapter?
I thoroughly enjoyed the section about superstitious behavior. It really shows how superstitious behavior is meaningless, but we are somewhat controlled by it through reinforcement.
What was one thing that you disliked that was in the chapter?
I disliked the section about extinction. There was nothing terrible about it, but I thought it was an easy concept to grasp and it went on for awhile.
2.5
What are three things you will remember from what you read in the chapter?
1) Reinforcement does not have to occur every time for the behavior to persist. To maintain the controlled behavior, we must occasionally reinforce, but it is not necessary to reinforce every time the behavior is emitted.
2)The fact that laboratory animals can be controlled and used to show behavior much like humans. Even though humans feel distant to other animals on the Earth, most share very similar qualities, much like behavior modification.
3)Continuous reinforcement- every time a behavior is emitted, reinforcement is given. For example, every time I press the "h" key, "h" is displayed on the monitor.
What was one thing that you really liked that was in the chapter?
The different kinds of reinforcement. It shows how behavior can be controlled by different kinds of reinforcement.
Before this section I thought that EXTINCTION was closely related to PUNSHMENT because the extinction, I know understand that it is more related to the lack of reinforcement. Although we have gone over extinction, this chapter went in more depth and variations of the process. I also enjoyed the examples given by the author for extinction; they really helped me understand what he was trying to say.
Three things I will remember from this chapter are 1) EXTINCTION BURST- this is when the individual is not REINFORCED after EMITTED a behavior he/ she was once reinforced for. This then causes the individual to us VARIABILITY in attempt to receive the desired reinforcement. 2) Superstitious behavior- 3) SPONTANEOUS RECOVERY- This is when an organism emits the same behavior after it has been extinguished before. For example, if I put money into a soda machine and it takes my money with out giving me a soda (reinforcement) and then after a month passes I put money in it again to see if I will be reinforced.
I liked the examples the author gives to tie everything together, I would have liked it more if maybe there was a side bar to remind me what some terms where.
2.5
This chapter went more in detail over REINFORCEMENTS
The first thing i will remember is the difference between CONTINUOUSLY reienforcements and INTERMITTENT reinforcement. continuously reinforcement is exactly how it sounds, this is when there is a constant reinforcement given to the organism when the TARGET BEHAVIOR is EMITTED properly. Intermittent reinforcement is when a reinforcement is given to an organism sometimes or everyone in a while. When the organism emits the correct target behavior. 2)Biological CONTINUITY this is the theory that animals learning process helps explain more complex ones. For example studying behaviors in mice and pigeons can be applied to human behaviors. 3) Ratio Schedules- this is easy for me to remember because it deals with numbers. It has a set time for example like every 10 sec. a reinforcement is given. I like the example given in this section it was easy to read and understand.
posted for KN:
Week 6 RA
After reading chapter 5, the topic I found to be most interesting was under the heading Charles Darwin’s’ theory of evolution. I find evolution to be interesting, but reading about Darwin’s’ background was something I would never have guessed. He lived a normal life, spoiled by his wealthy parents. Unlike his father, Charles didn’t have a lot of ambition and had a poor attitude toward school which led to bad performance. Charles was sent to study medicine at Edinburg, one of Europe’s best medical schools. Due to anesthesia not being invented yet and having to sooth a patient until the procedure was complete, Darwin decided medicine was not for him. The next stop for Darwin was Christ’s College, where he studied clergy. Even though it was not something he did for long, he did however find his calling there. He had a close relationship with geologist Reverend Adam Sedgwick. He taught Darwin basic tools of the geologic trade and sharpened his ability to make precise observations by taking him on geological trips with him. This eventually brought on the Voyage of the Beagle, which is something Darwin is still known for. This goes into something else I found interesting in this chapter, Darwin the geologist. Darwin’s prime interest was geology. He wrote a book called the Principles of Geology, which was destined to have the same effect on geology that this book would have on biology. There was some argument on the theory of geological change, called catastrophism, which is the attempt to maintain the supremacy of God and the Bible while accounting for what scientists were discovering about nature. I find this interesting because I have understood the theory of evolution (basic level) for a couple years due to many classes covering this topic. I have never really gone into depth though of his early years, never really learned about what kind of person he was. It surprised me to learn about his background, where he came from, and the different subjects he studied. Another topic I found interesting was After the Origin of Species, what the reaction was to Darwin’s theory. Because he didn’t mention humans in the Origin, it was thought to be a threat to the Church of England. Darwin decided to let other people argue over this and stayed out of the debates. This theory caused and still causes several concerns with the religious community, and the reaction to the scientific community was general acceptance. Which is how it is today, the religious community stills looks at this theory as wrong and harmful while the scientific community looks at this the opposite. There wasn’t a topic I found to be not interesting, one topic that was a little confusing was George Romanes and the anecdotal method. Romanes combined Darwin’s data with information he had collected, and shortly after Darwin’s death he published Animal Intelligence. A book with great discussion on animal behavior. Romanes was later credited for the founder of comparative psychology. This was something that was interesting just slower, and the wording didn’t make it very clear. I feel as if understanding the people who helped with a study or combined data with someone is important to know who all was involved. Making sure you are aware of all the aspects of something will help better understand what you are learning. Something I would like to learn more about would be the nature of intelligence, more basic information from the early years. Not just what is being said or what was said then but what they said before.
One thing I did realize while reading the chapter was over evolution, how it never really talked about how Darwin’s theory is that us humans evolved from monkeys. I wonder why? It did discuss the difference of the theories and why the scientific side and the side church had a problem, if they did, but never went into much discussion about the actual evolution of humans from monkeys. I would say I was disappointed to not learn about this as well, I have an idea of what Darwin was saying but for it not to be in the book still surprises me.
Posted for BW:
Reading Activity Week #6 (Due Tuesday)
Before reading this section I did not know there was extinction. I mean, I knew that hopefully the behavior would change and eventually would happen in most cases but I did not know that there was an actual term for it. Extinction is something I will remember from this section. Like, I said I knew it would happen, but I did not know the actual term for it. Extinction is when the subject being reinforced for emitting a target behavior is no longer reinforced for emitting that target behavior. When this happens it usually continues into the behavior happening less and less. Another thing I will remember is variability. Variability is when extinction is happening the subject will do things in variance to the target behavior to try to get reinforcement. This means when they realize they are no longer getting reinforced for something, they will try other things very similar to the first target behavior to try to get reinforcement again. Aggressive behavior is another thing I will remember from this chapter. This will stick with me because the example they used is something I have done multiple times in the past. Aggressive behavior is when extinction is happening and the variances of the target behaviors are not receiving reinforcement either they will result in doing something extreme. The example they used was if you yell “mom” and she does not respond you may throw something at her or hit her or something. I have never hit my mother or threw something extreme at her but I have maybe flicked a paper ball at her or something to get her attention. Something I enjoyed about this chapter were the examples that they used. I felt like I could relate to a lot of them this week for some reason. Using the example of the aggressive behavior is just one of the few. Something I did not like about this chapter was that there are so many sub topics of extinction. There was a lot to remember and this actually took a lot more time to comprehend just because of the amount of terms and ideas that we needed to learn. Some ideas I had after reading this chapter was to just look back and look at extinction and extinguished behaviors from my own life. Another one was trying to do this to someone else and look at extinction first hand with someone close to me.
Something I will remember from this chapter is continuous reinforcement. Continuous reinforcement is when you are reinforced every single time or at least most of the time for the desired behavior. An example of this would be every single time you do well on a test you get a gold star. Therefore you strive to keep doing well on test so that you can keep getting gold stars. I will also remember what operant chambers are. I will remember this not just because of the section I read but mainly because of the videos with the pigeons and the rats. Those really put in perspective what exactly operant chambers were. These were “chambers” used to have scheduled reinforcement for rats and pigeons. An example of this would be pigeons pecking a lever to make food fall into a hole for them to eat. Every time they hit the lever in the operant chamber they received food. Another thing I will remember from this section is the difference between interval and ratio reinforcement schedules. Interval schedules have to do with a certain amount of time in between each reinforcement. Ratio schedules have to do with a certain amount of times the behavior happens in between each reinforcement. Interval schedules would be getting reinforced every 10 minutes while ratio reinforcement would be getting reinforced every six times the behavior happens. Something I enjoyed about this chapter, again, were the examples they used. I love how they relate everything back to my life even as a college student. Something I did not like about this section was sometimes they asked you to give your own examples before they gave you some. I tend to learn better from examples rather than just definitions. I would rather them give me examples and then ask me to give my own instead of the other way around. Ideas after reading this chapter are just thinking of things that have scheduled reinforcement in my life. This would be things like slot machines at casinos, praise at the calling center for doing well, and even praise for good test grades in my health psychology class.
Terms: Extinction, reinforced, emitting, target behavior, variability, reinforcement, aggressive behavior, continuous reinforcement, operant chambers, reinforcement schedules, interval schedules, ratio schedules
Posted for DT:
2.4
What I think about behavior modification during this chapter was emit everything is. Some of the terms I learned in this chapter I didn’t know that we use them on a daily basis when it comes to either reinforcing or using punishment. The three things I remember in this chapter was the term extinction. Extinction means that it is the process of stopping the reinforcement of behaviors which have already reinforced. It occurs when an organism that has been reinforced for emitting a target behavior is no longer reinforced for emitting that same target behavior. It also can get confused with punishment so that was a good thing to point out cause I was thinking that it was the same thing as punishment but it’s not. I also learned the term Variability and it’s when behavior occurs because the organism is not reinforced for repeatedly emitting the target behavior. Basically when the behavior becomes “desperate”. People keep complaining or whining until the person gets what they want. The last thing I learned was generalization which refers to emitting the same behavior to a variety of different stimuli and a variety of contexts. The one thing I really liked about this chapter was definitely all the examples when describing all the terms. It really helped me understand all the terms and help fill out the blanks as well. Even though when filling out the blanks I wanted to use some of those examples because when I was reading the material those were the ones that came in mind. There wasn’t really anything that I didn’t like about this chapter because I thought all the examples were great and the terms were well defined and there wasn’t a lot of fill in the blank which is totally okay with me! Some ideas that I had in this chapter is that when I go out into the public or the environment I’m really going to try to point out some the terms we used in this chapter and how often they are used.
2.5
One of the things I learned from this chapter was continuous reinforcement (CR) schedules are important to initially get a behavior under stimulus control. I didn’t realize that many behaviors in world are based on this term so to me that makes sense that it is an important term to memorize. Another thing that I’ll remember from this chapter is the term fixed term which means a fixed number of times. It’s 1 of the 4 different types of reinforcement schedules. The last thing I’ll remember in this chapter is the graph that Skinner made that used the different types of reinforcement schedules but it described the responding rates. At first when I looked at it I was so confused but then once I learned it and how I might have to use this graph in my daily life is very helpful! The one thing I liked about this chapter was the all the visuals and the graphs. It made it easier for me to understand on how to read it and get a better understanding of how we use the different types of reinforcement a lot better. There really wasn’t anything I didn’t like about this chapter cause I thought it was all explained well and the diagrams were very helpful! An idea that I might start doing is keeping track of my reinforcement schedule and just sees how I end up!
Emit, reinforcement, punishment, target behavior, Extinction, Variability, generalization, continuous reinforcement,
Posted for JM:
2.4
I think that there is a lot more to behavior than I ever thought that there would be. Like we are only on chapter two and there is so much information that I am trying to remember. With all of the vocabulary and different method type actions.
3 things I’ll remember:
1. The first thing that I learned from this section is that extinction is not punishment. I know now that it is the removal of something previously reinforcing. I used to think that extinction was a punishing technique.
2. Another thing I will remember about this section is that when an extinction burst is occurring there is going to be a variable, like someone or something may try to get the reinforcer they want by doing different things.
3. I’ll remember what discriminative extinction it is a more specified removal of a reinforcement for a specific target behavior. But none the less there is a removal of a reinforcement or stimulus.
4. I liked how this chapter helped me to understand extinction. And also it talked about different characteristics of extinction.
5. I didn’t like the review portion of this section. Only because of how it was set up.
2.5
Before section 2.5 I didn’t know that there are specific kinds of schedules for reinforcement. I just thought reinforcement happened whenever, I never put two in two together that there are specific times.
3 things I will remember
1. Intermittent reinforcement is a desired behavior but its not being reinforced every time that it happens. I will remember it because it is opposite to continuous reinforcement.
2. Then there is continuous reinforcement which is when something is reinforced every time that the behavior occurs. And continuous reminds me of all the time so the reinforcement will be all the time.
3. Third there si Fixed Ratio which is a more specific certain type of schedule. It is extremely defined
4. I really liked how there are abbreviations in this chapter for terminology only because it will be easier to remember a couple letters.
5. At the same time I also will be more likely to forget the real term for these abbreviations. These abbreviations will be a love hate relationship I believe.
The examples used in both of these chapters are more real and easy to understand.
Terminology:, Behavior, Extinction, Extinction burst, , Target behavior, Reinforcement, Discriminative extinction, Continuous Reinforcement, Intermittent Reinforcement, Reinforcement schedules, Fixed Interval, Punishment
testing
POsted for KK:
Section 2.4
Prior to reading this section,
I think behavior modification is allowing you to recognize or manipulate why or how behaviors occur. Behavior modification can be elicited through desirable reinforcement or aversive punishment. Behaviors can also be emitted through operant conditioning, extinction, and satiation. The language of behavior modification is still increasing and allowing my understanding to grow.
1. The first thing I will emit to remember is the term extinction. Extinction occurs when a recent reinforced behavior is no longer reinforced. It is important to remember how extinction is a process just like reinforcement, however it is always aversive.
2. The second thing I will emit to remember is extinction will create variability with responding. Variability occurs during the extinction burst, which emits a variety of other similar behaviors to try to receive reinforcement. This occurs because the organism being emitted towards the target behavior is not being reinforced. The example emitted from the book was the child changing his pitch or amplitude to get his moms attention (increase the variability).
3. The third thing I will emit to remember is the term superstitious behaviors. Superstitious behaviors are known as a certain behavior which leads to reinforcement, however is not really related to the reinforcement. The example used from the book was slot machines from casinos. Someone is more likely to emit a target behavior (pulling lever) when receiving desirable reinforcement. Even though there are other ways to be reinforced (push the button) that person is more likely to emit the behavior he/she was reinforced from before. Both behaviors results in the same consequence, but one is to believe a certain behavior being emitted works more pleasant.
I really liked how extinction was explained in this section. It allowed me to have a better understanding of what it meant. I didn’t dislike anything from this section, besides trying to come up with my own examples of generalization and discrimination (challenge).
Section 2.5
1. The first thing I will emit to remember is the term continuous reinforcement. Continuous reinforcement is when a behavior being emitted is always reinforced. For example turning on your radio in your car when driving. However, a non-reinforced response can “troublesome” (as stated in the book) the behavior. For example the volume button on the radio might break off, which emits you to buy a new radio.
2. The second thing I will emit to remember is the term intermittent reinforcement. Intermittent reinforcement is when a behavior being emitted is reinforced every now and then. This term is different from continuous reinforcement because is not always being reinforced. For example buying fruit from the market is not going to be pleasant every time you buy it.
3. The third thing I will emit to remember is the difference between ratio and interval scheduling. Ratio scheduling refers to the number of times a behavior is being emitted. Interval scheduling refers to the passage of time the behavior is being emitted.
I really liked learning about continuous and intermittent reinforcement. The examples provided allowed me to have a better understanding. However I disliked learning the mixtures of all the different types of scheduling at one time. I still have a hard time knowing what FR, FI, VR, and VI refers too. The examples allowed me to have a little more understanding, but I am still puzzled with all the different types.
Terms: elicit, emit, behavior, consequence, reinforcement, punishment, aversive, desirable, pleasant, satiation, extinction, operant conditioning, reinforcer, Variability, extinction burst, target behavior, superstitious behaviors, generalization, discrimination, continuous reinforcement, intermittent reinforcement, ratio scheduling, and interval scheduling.
2.4
MORE R&P STUFF
In the last reading assignment I stated my feelings toward punishment as opposed to reinforcement. I would like to add that I also support extinction over punishment because, though it is still technically aversive, there is no one target to the ill feelings of the individual. This means they can recover more fully from the negative emotions and still extinguish the undesirable behavior. What I found interesting about extinction is the concept of the extinction burst. The individual will actually increase the previously-reinforced behavior in an attempt to gain reinforcement. Sometimes, they will even try similar behaviors to try to elicit reinforcement. This is called variability. Often, as seen with children in the supermarket who get their way after throwing tantrums, the reinforcer is given after much hesitation. This just implies to the organism that repeating the behavior will gain reinforcement, and what should have extinguished the behavior has increased it. One must be aware of the extinction burst and variability in order to use the technique properly to eliminate undesirable behaviors.
Superstitious behaviors intrigue me a little. These are behaviors that once were reinforced but no longer are, so the individual continues emitting the behavior in the hopes of receiving the reinforcer once more. As pointed out in the chapter, the casino is the best place to observe superstitious behaviors. If a man blew on the dice and won a large payout last year, he probably still blows on every pair since even though the money hasn’t yet returned. This happens with my computer, the one I’m using right now. The wireless adapter needs to be repaired so my wireless internet doesn’t always work. There’s a program I can run through My Computer that is supposed to search for a connectivity problem and fix it. Sometimes this works and fixes the problem for a short period of time. Sometimes it doesn’t and the issue won’t go away. However, I will still reclick on the program and run it again and again until I’m fed up and unplug the router (usually upsetting my roommates in the process). I really need to repair my laptop so I can eliminate this superstitious behavior.
2.5
SCHEDULES OF REINFORCEMENT
I really enjoyed this section because it answered a very pertinent question: How can you possibly reinforce an organism every time the target behavior is emitted? Well, using fixed ratio, variable ratio, fixed interval, and variable interval reinforcement makes it so you don’t have to. The first bit of information that stuck out to me is that B. F. Skinner was the one to notice that rats and pigeons didn’t need to be reinforced after every instance of emitting the target behavior. Continuous reinforcement is natural in some instances, but the majority of the time one can’t offer a reinforcer each time one sees the target behavior. What will happen as soon as the reinforcer is weaned out? We could witness extinction of the target behavior. Therefore psychologists use intermittent reinforcement to change behavior.
There are four different types of intermittent reinforcement, depending on when the reinforcer is administered and what determines its release. Fixed ratio reinforcement involves reinforcing the target behavior after a set amount of emitting said behavior. For example, after the student raised his hand five times in class instead of blurting out the answer he was rewarded with a gold star. Variable ratio reinforcement is when the organism emits the behavior a certain amount of times, but the set number is an average rather than an actual number. To demonstrate, the woman called the phone line to vote for her favorite contestant, but received a busy signal the first few times. She does this every week; sometimes it takes three tries to get in her vote, sometimes it takes ten. Then there’s fixed interval reinforcement. This means that after a set amount of time passes the behavior is rewarded (i. e. Patty always showed up to work and never called in sick, so she walked home happily with a paycheck in hand). Finally, variable interval reinforcement needs time to pass, but the amount of time is an average and therefore varies each time the reinforcer is given. I struggled to come up with an example for this that wasn’t used in the book.
Looking at the graphs in the chapter, I was shocked to learn that variable ratio reinforcement is the fastest way to alter a behavior. After thinking about it though, it makes total sense. The variable aspect keeps the organism guessing as to when the reward will be given, while the ratio aspect keeps them from ceasing the behavior, because they have to continue emitting it to eventually be reinforced. This section really helped me begin to understand the mechanisms of behavior modification, and I can’t wait to read on.
Terms:
Punishment, Reinforcement, Extinction, Extinguish, Extinction burst, Elicit, Variability, Reinforcer, Superstitious behaviors, Emit, Target behavior, Fixed ratio, Variable ratio, Fixed interval, Variable interval
2.4
Prior to the chapter, I thought behavior modification was simplistic and not full of a lot confusing topics. I didn't think there was a lot that could be connected to modifying behaviors. However, this has been proven false after reading a few sections.
Three things I will remember from this chapter are: extinction in-depth, discrimination extinction, and how Skinner used pigeons. First, this section went into detail about extinction, allowing it to be more understanding than just a simple definition. When aversive behavior is emitted, many use punishment to end, or extinct, the behavior. Second, discrimination extinction occurs when a specific object in the environment indiciates that no reinforcement will be reinforeced for emitting the target behavior. Third, I will remember that Skinner used pigeons to demonstrate superstitious behaviors. I will remember this because that was an interesting way to understand and explain the behaviors.
One thing I liked about this section was the Family Guy reference. Family Guy is a popular show so it was nice to see the connection. There wasn't one thing I really didn't like about the section. It gave a lot of good information in good detail.
2.5
There are three things I will remember from this section. The first is that behavior under control of reinforcement does not need to be reinforced every time. The behavior may be emitted soley for the reinforcement and not for the desired reason. Second, different reinforcement schedules will elics it different patterns of responses. Third, the biological continuity is belief that all living things in the world can be arranged in order of complexity. No matter how big or little the complexity of the animal, the same learning mechanisms can be used. This makes learning how rats or dogs learn can also be applied to how humans and more complex animals learn.
I liked how the section went into detail about the schedules of reinforcement. This seems to be slightly difficult to understand, so the more explanation the better. However, the section was long, making it hard to read and stay focused the whole time.
Terms Used: extinction, aversive, emitted, punishment,extinct, discrimination extinction, reinforced, target behavior, reinforcement, reinforcement schedules, biological continuity,