Reading Activity Week #7 (due Monday)

Section 3.1
Before emitting the behavior or reading section 3.1 I thought behavior modification was just changing people’s behaviors according to the ABCs and schedules of reinforcement. I had heard of classical conditioning but never of the puzzle box. The puzzle box is one thing I will remember from the section because I found it interesting. I think that it is amazing that the researcher built their own puzzle boxes and used them to research learned behaviors. It was interesting how Thorndike used the puzzle box to study the intelligence of a cat and how long it took the cat to learn how to get out of the box. I will remember that the methodological construct of the cats learned behavior is based on the fact that it got out faster and faster each time it emitted the escaping behavior. I will remember that the law of effect states that the emitted behaviors that are unsuccessful, or follow by aversive outcomes, will be stamped out or unlearned. If the cat emitted the behavior and was not rewarded then it would cease to emit that behavior again. The law of recency says that the cat will use the last emitted behavior that it was reinforced for. Finally I will remember some important parts of the graph as being title, y-axis representing the dependent measure (or what we are measuring), the y-axis values, the x-axis label (or how often we measured the variable), and the x-axis value. I found the whole section pleasurable but I really enjoyed learning about the puzzle box. I found the law of effects a little aversive at first because it was hard to think up examples of things that might be stamped out until I thought of extinction.

Terms used: emit, classical conditioning, puzzle box, methodological construct, law of effect, law of recency, behavior, pleasurable, aversive, extinction

Section 3.2
One thing I will remember from section 3.2 is the conditioned reflex which Pavlov believed that understanding it in animals would help understand it in humans. Pavlov used padded walls and soft soled shoes to decrease the likelihood that the dogs he was researching would be able to detect when they were being reinforced. I will also remember that in stimulus/response the stimuli has to come before the response and in response/stimulus the response has to come before the stimuli. In classical conditioning the stimulus and the response start of as biologically relevant or they are not learned behaviors but rather reflexes. The neutral stimulus can be conditioned to become the conditioned stimulus with the right circumstances. In order for the neutral stimulus to become the conditioned stimulus it has to be salient enough to elicit a behavior. If it is not noticed in the environment or salient enough then it will not elicit a behavior. I will remember that unconditioned stimulus and unconditioned response are not learned but are reflexes the animal or human has before the conditioning. The conditioned stimulus and the conditioned response are learned behaviors occurring after the conditioning. One thing I found pleasurable about the section was learning about the behaviors of some of the dogs when they were no longer able to predict the reinforcement. I liked how it discussed some of the dogs becoming aggressive and some of them becoming unresponsive. One thing I found aversive about the section was that telling the difference between when the stimulus was neutral and when it was conditioned. It took me a little longer than I thought it would to do the examples but I believe that I figured them out. I now understand more about classical conditioning and how it ties in with behavior modification. Using conditioning is a way to modify behavior and depriving the organisms of the reinforcement can result in different consequences from the organisms.

Terms used : conditioned reflex, reinforced, stimulus/response, response/stimulus, neutral stimulus, conditioned stimulus, salient, elicit, unconditioned stimulus, unconditioned response, conditioned response, pleasurable, reinforcement, aversive, classical conditioning, depriving

3-1
Before reading this chapter we had been learning about different organisms target behaviors and ways to manipulate them, but now after reading this chapter i have a better insight of specific experiments involved with this topic that had actually been done. One main thing that i will remember from this chapter is the experiment done testing a cats trial and error of escaping a box, the process of stamping out various behaviors that, in the past, provided negative outcomes or no outcome at all, and stamping in new information because they are the behaviors that we end up emitting to get the desired outcome because we use trial and error a lot more than we think and it can be so easily applied to our everyday life. One thing i didn't really like was the law of recency because i wasn't quite sure if it was the recent behavior that will reoccur sooner or the recent outcome. I especially liked the video with the cat escaping just because it semi proved just how intelligence they really can be.
3-2
Three things i will remember from this chapter are; salient stimuli, how different stimuli can be considered both salient and not, and conditioned stiuli in our lives because all we had to do was take different objects that we may or may not see or hear about everyday and use them as examples. I didn't really like the examples for the various conditioned/unconditioned stimuli/response because i feel that even after reading the given example and answers, i still had a difficult time applying them to the other examples. I did really like trying to think of new salient stimuli of our own and explaining why they may not be salient after all.
Terms: Emit, Organism, Target Behavior, Trial and Error, Uncondidtioned stimuli, Conditioned Stimuli, Unconditioned Response, Conditioned Response

3.1
Prior to emitting a reading behavior of this chapter, I had learned above Pavlov, but I had never heard of Edward Thorndike. The fact that I had never heard of Thorndike reinforced me to learn about he was interested in animal intelligence. Three things that I will remember reading from this chapter were how Thorndike tested intelligence in cats, our use of trial and error, and how negative outcomes can stamp out behaviors. Thorndike studied cats’ intelligence by examining how a cat learned to manipulate strings and levers built into a box allowing a door to open that releases the cat. From this, he developed the methodological construct for intelligence. Through trial and error, the cat learned what behaviors would lead to his escape from the box. Trial and error is widely used in our everyday lives, because we are constantly searching for ways to complete tasks. For example, through trial and error, one can discover which key can manipulate a door to unlock. They will go through a sequence of trial and errors to find the correct key. Relatable to trial and error, negative outcomes can stamp out behavior. A negative outcome of a certain key not unlocking a door will stamp out the behavior of trying out that same key. One thing that I really liked in this chapter was the law of effect. This law states that when behaviors or responses are followed by positive outcomes, that association is stamped in and strengthened. When the person finally discovers the correct key, that key will be stamped in their memory as the correct to unlock the door. One thing that I found aversive in this chapter was the law of recency, because there was only a portion of a sentence on it, and I would have liked to read more into detail about the law.

Terms- Behaviors, aversive, emit, manipulate, methodological construct for intelligence, law of recency, trial and error, law of effect.

3.2
Three things that I will remember from section3.2 was the invention of the Pavlov Pouch, how a neutral stimulus can become a conditioned stimulus after conditioning, and how the neutral stimulus needs to be salient. Pavlov was an expert at surgical techniques which helped him to invent the Pavlov Pouch. This pouch isolated a section of the stomach, so that ingested food would not enter that section and contaminate saliva. Before conditioning, the sound of a bell is neutral, and is just another sound that occurs. After the sound of that bell had been paired with an unconditioned stimulus and condition with and unconditioned response, the bell becomes a conditioned stimulus. Most things can be used as a neutral stimulus in classical conditioning, but they do have to be salient. This means that these neutral stimuli have to be noticeable in our environment. Loud noises and bright colors are examples of neutral stimuli that are salient. One thing that I really enjoyed in this section was how classical conditioning can be used to condition dogs to differentiate between different shapes. Pavlov conditioned dogs to discriminate between a circle or a square. The square was associated with no delivery of food and the circle was associated with the delivery of food. One thing that I disliked in this section was how a bunny was used as an example for classical conditioning. This was aversive to me because every time the text talked about an eye blink or a puff of air, I got the picture of a white fluffy bunny stuck in my, and I found it distracting.

Terms- Salient, classical conditioning, pavlov pouch, neutral stimuli, unconditioned response, conditioned stimulus.

3.1
Before reading this chapter I knew that behavior modification was learning about ways to emit a spacific target behavior out or people that are desirable to us. When reading this chapter it gives me a better understanding of how we have been able to find out all this with the experiments from the past.

some things that I will remember from this chapter is the puzzle box. Not just because it proves how reinforcement can work to get the the someone to emit the desired behavior. But also because there was a video of it the consequence of me watching a video of it is that I will remember the information in it better. I will also remember is law of effect because it a lot of what we have already learned when it comes down to positive reinforcement. And law of recency because I have learned in the past about how we remember stuff from the end of like a speech then the middle of it.

something that I did not like in this chapter was the graphs they didn't seem very clear to me.

something I liked was the video like I said earlier I seem to remember things better when there are in a movie or a video of some sort.

3.2
I have learned about pavlov in the past and remember the experiments he did with the dogs. I will remember condition reflex because I have heard about multiple times. I will remember stimulus response because we have talked about the order of things work. and also response stimulus.

something I liked in this chapter would be the multiple choice type questions at the end of the chapter

something I didn't like was the silent vs um silent part it just fells back words but I know I will get the hang of it soon.

emit, behavior, reinforcement, consequence, target behavior, desired, law of effect, positive reinforcement, law of rencency, condition reflex

sec 3.1
Before reading this last section of Behavior Modification I had never heard of Edward Thorndik. I have emitted reading lots of psychology papers, and I never heard anything about him. I thought the target behavior of behavior modification was for you to try and have us elicit an understanding of punishment and reinforcement. I thought this because so far most of behavior modification has focused around this.

One thing I will remember after reading this section is what Edward Throndiks study was all about. He developed the Law of Effect through trial and error. Trial and error states that after emitting a variety of behaviors one developes either a positive or negative consequence thus reinforcing or punishing the behavior the rate just tried to emit. If the rat is positively reinforced for emitting the certain behavior the behaviors frequency will increase.

Another thing I will remember after reading this section was how Throndiks developed the Law of Recency. This states that the most recent response to occur is the one that you are most likely to reoccur. Weather or not the response is positive or adversive it is the one you are most likely to remember.

Finally the last thing I remember after reading this section is how to correctly label a graph. You need to have a title, on the x-axis you have the measurement periods, and on the y-axis you have what you are measuring. I know after reading this section that I need to remember how to correctly do this, although I already knew how to do this, this chapter just reinforced me that what I already learned was correct.

Something I really liked about this section was the length. I loved how short this section was. It made emitting a reading behavior less adversive than it usually was.

I really didn't think about this section was very adversive. The only thing I could think of is learning about graphs. I already knew so much about graphs I felt as if I shouldn't have had to learn it all over again.

Sec 3.2
After reading this section I will remember the difference between unconditioned stimulus, unconditioned response, conditioned stimulus, and conditioned response. An unconditioned stimulus is an object that was not conditioned with a certain response. An unconditioned response is a response that occurs naturally without being conditioned. While a conditioned response is a response that you have to form with a certain object. Also a conditioned stimulus is an object that is conditioned to have a certain response to it. Before reading this section I would have never known the difference between them.

The second thing I will remember is talking about salient stimuli. For something to be salient it means it has to be noticed. If the stimuli isn't salient enough we don't notice it, and if the stimuli is salient there are different degrees of being salient. Some are super obvious, but some are not.

Finally, after reading this section I remember how it recapped on topographically the same and functionally the same. Topographic means that they look same on the surface, but they may serve different functions. Functional means they have the same function, but they may look the same. These can get really confusing at times, because you can have one without the other, or you can have them both at the same time.

I really liked how much detail this section went into with explaining the difference between conditioned/unconditioned response and conditioned/unconditioned stimuli. This really helped me to understand them, expecially when we had to put them into the examples.

Something I didn't like about this section is how much we talked about Pavolv's dog and classical conditioning. I already knew so much about it, and I felt like it was just too repetitive and it became very adversive for me.

emitted, target behavior, elicit, punishment, reinforcement, positive consequence, negative consequence, reinforcing, punishing, emit, law of effect, emitting, positively reinforced, trial and error, Law of Recency, adversive, unconditioned stimulus, unconditioned response, conditioned stimulus, conditioned response, salient, stimuli, topographically, functionally, topographic, functional, classical conditioning

Section 3.1

Before reading this section, I thought that behavior modification was simply the ABCs (antecedent, behavior, consequence). I had heard of conditioning although I was not familiar with the work of Edward Thorndike.

Three things that I will remember from this section are:
1. A methodological construct is a way to indirectly measure something. Thorndike was measuring the intelligence in cats by placing them in puzzle boxes. He measured how fast the cat was able to escape. He reasoned that the faster the cat was able to get out of the box each time was the measure of how much the cat was learning. This meant that the cat getting out of the box faster was the methodological construct for intelligence.
2. Thorndike defined “trial and error” which means that over a period of attempts, some attempts will lead to success, while others will not. Those attempts that do lead to success are more likely to be repeated and therefore more likely to be learned.
3. When attempting a behavior, those attempts that are failed or met with aversive outcomes will be “stamped out” and the associations will be weakened.
Something that I really liked about this chapter was that it was short and to the point. There wasn’t much fluff in the middle, just the basic information and examples that helped understand the concepts. What I found aversive about this chapter was where I had to come up with examples of the law of recency. I have trouble coming up with my own examples.

Section 3.2
Three things that I will remember from this section are:
1. Pavlov’s experiments were a lot more complicated than simply having a dog salivate upon hearing a bell. Pavlov was interested in using the conditioned reflex to better understand how the brain functioned.
2. For the most part, anything can be used as a neutral stimulus as long as it is salient. This means that it has to be noticed in the environment. Also, the neutral stimulus must have regularity in its presentation. This means that the neutral stimulus needs to occur in a regular method. Finally, the neutral stimulus must be presented a sufficient number of times before association can occur.
3. The unconditioned response and the conditioned response are both topographically and functionally similar , so it can be hard to tell them apart. To tell them apart, you must ask yourself was elicited the response. If the unconditioned stimulus elicited the response, it is an unconditioned response. If a conditioned stimulus elicited the response, it is a conditioned response.

I liked this chapter because it was taking something that I already was familiar with an extending my knowledge of it. I had heard of Pavlov and his conditioning experiments, but now I know a lot more. What I did not like about this chapter was all the talk about conditioned and unconditioned stimulus and response. I started to get very confused although I think I have it down now.

Terminology: behavior modification, antecedent, behavior, consequence, methodological construct, trial and error, aversive, conditioned reflex, neutral stimulus, salient, regularity, unconditioned response, conditioned response, unconditioned stimulus, conditioned stimulus elicit.

Sec. 3.1

Prior to emitting the behavior of reading this section I thought that behavior modification was all about using punishment and reinforcement in order to increase or decrease the frequency of a target behavior being emitted. After reading this section I am able to better understand how individuals like Thorndike used the ideas of reinforcement and punishment in their animal experiments in order to learn more about the manipulation of specific behaviors.

Three things that I will remember from this section are; trial and error learning, the law of effect, and the law of recency.

The term trial and error learning elicited a remembering behavior because I have heard of this concept in several other psychology courses. I remember covering Edward Thorndike and his ideas such as the puzzle box. So reading about it again in this section was just like a refresher for me. I also have witnessed several examples of this from working in a daycare. The kids will first ask politely if they can go outside, if this does not work they will then begin to whine. If the whining still does not get the workers attention, the kids will begin to cry and throw tantrums. They will try many different things until they finally get the desired outcome they were looking for. So thinking back to my past experiences where trial and error learning was employed helps me to understand and remember exactly what goes into this type of learning.

The second concept that elicited a remembering response was the law of effect. The law of effect says that when behaviors are followed by positive outcomes, that association is stamped in. And the association is strengthened and therefore more likely to happen again in this future. I found this very interesting which is why I emitted a remembering response for this concept. After thinking about it for a few seconds this concept really made sense to me. If a behavior did not lead to a desirable outcome, why would the organism continue to emit the same behavior? But on the other hand, if emitting a specific behavior led to you getting what you wanted, why not try that same behavior again?

The third concept that I will remember from this section is the law of recency. The law of recency states that the most recent response is the most likely to reoccur. I am likely to remember this because I learned about the law of primacy and the law of recency in another psychology course. So this is just a refresher for me.

One thing that I really liked about this chapter was that it was short and interesting. It did not take hours to complete like many of the previous ones have. Since there were only a few example boxes I did not become satiated and therefore I found the examples enjoyable. Also it kept me interested and I think this helped me remember more of the concepts and terms.

There was nothing that I disliked in this section. I thought that it was the perfect length and was pretty interesting.

Sec. 3.2

Three things that will elicit a remembering response from this section are; the three necessary conditions to make the neutral stimulus become the conditioned stimulus, which are stimulus salience, the regularity of presentations, and the number of presentations, as well as the fact that Pavlov was the first to discover classical conditioning, and that the unconditioned response and the conditioned response are both topographically and functionally similar.

There are three necessary conditions to make a neutral stimulus become the conditioned stimulus. First of all, the neutral stimulus must be salient. This means that it has to stand out and be noticed in the environment. If a stimulus was quiet or did not grab your attention in the environment, then it could never become a conditioned stimulus because people would not pay attention to it. Also, the neutral stimulus must have regularity in its presentation. If there is no reason to why and when the neutral stimulus occurs, then an association between the neutral stimulus and the unconditioned response will not occur. They must be paired together each and every time so that an association develops. And last of all, the neutral stimulus must be presented a sufficient number of times. If the neutral stimulus was only presented one time, then the organism would not have enough time to create an association between the two. This concept elicited a remembering response because I found it very interesting. Things that I find interesting are easier for me to remember because I find myself just randomly thinking about them.

The second concept that I will remember from this section is that Ivan Pavlov was actually a physiologist that studied the salivation reflex of dogs. He accidentally discovered classical conditioning which soon spread to the United States. This is easy for me to remember because I have talked about Pavlov in several of my biology courses in much more detail. So this was just a little reminder for me.

The last concept that will elicit a remembering response from me is the fact that the unconditioned response and the conditioned response are both topographically and functionally similar. This can become very confusing at times. But it is not too bad if you first think about what caused the response. If it was a conditioned stimulus, then you have a conditioned response and vice versa. This is something I will remember because we talked about it a little in class. Also I found this topic a bit difficult so I spent more time on it which led to me remembering it better.

One thing that I really liked about this section was the examples. They were a little difficult for me at first but I feel like a learned a lot by completing them.

There was nothing that I disliked about this section. I found it very interesting and enjoyed reading it.

Terms: Emitting, Behavior Modification, Punishment, Reinforcement, Frequency, Target Behavior, Manipulation, Trial and Error Learning, Law of Effect, Law of Recency, Elicited, Puzzle Box, Edward Thorndike, Desired Outcome, “Stamped In,” Satiated, Neutral Stimulus, Conditioned Stimulus, Stimulus Salience, Regularity of Presentations, Number of Presentations, Ivan Pavlov, Classical Conditioning, Unconditioned Response, Conditioned Response, Topographically, Functionally, Association

Before reading this section, I was a little confused after reading the last section. The abbreviations were a little tough, but I enjoyed reading about extinction. This section showed how to emit experiments and discussed different ways to elicit different consequences.

3.1
1. The first thing I will remember is trial and error in Thorndike's Law of Effect. When you emit the behavior that reinforces you, you know that behavior was desirable and you associate that behavior to be the target behavior. When you emit a certain behavior and get an aversive reaction, you try to make that target behavior extinct. Trial and error is used in everyday life, and it was easy to remember with the examples given.

2. The Law of Effect is when behaviors are followed by positive outcomes, that association is going to be stamped in. When a behavior is emitted and a desirable reinforcer is introduced, the organism is going to increase the frequency of that target behavior. When the target behavior is not successful, aversive outcomes are going to be stamped out.

3. The Law of Recency states that the most recent response is the most likely to reoccur. When you emit a behavior, that behavior is going to occur more often until the process of extinction is used to elicit the target behavior that is wanted.

I liked how this section was short and to the point. I still learned new things, and the examples elicited me to start thinking about how to stamp out or stamp in target behaviors. I did not like how it asked for examples of testing animal intelligence, because it was hard to think of new ways to emit experiments.

3.2
1. I will remember that salient stimulies are stimulies that have to be noticed in the environment. A certain behavior has to be emitted to disrupt the envirnoment and to elicit the organism to notice it, otherwise it is a neutral stimulus.

2. I will remember conditioned stimulus because we condition ourselves with a lot of behaviors. We are conditioned at a young age to to certain behaviors because adults want to elicit a desirable response. An example is when the fire alarm goes off in school, we have been conditioned that the alarm elicits us to leave the building.

3. I will remember stimulus response relationship and response stimulus relationship. It is easier to distinguish between these two responses if you know if the stimulus came first, or the behavior.

I liked this section because you had to pick out certain answers in the examples. After emitting an answer, the correct answers were there so you can check your work. If you were wrong, it gives you the correct answer so it was easier to elicit why you were wrong. I did not like the abbreviations because they are all so similiar and it is hard to distinguish between them at first. With practice, the desired behavior is emitted though.

Terms: trial and error, Law of Effect, emit, reinforce, disirable, target behavior, elicit, behavior, aversive, extinction, stamped in, stamped out, salient stimuli, neutral stimuli, conditioned stimulus, stimulus response relationship, response stimulus relationship.

3.1
Last week in Bmod we were learning more in depth about reinforcement and reinforement schedules. This included FI, FR, VI, and VR. This really stuck out because we covered it in detail in class for some amount of time last tuesday.
Three things I learned from this chapter were trial and error learning, law of recency and law of effect. I remembered these because I haven't really discussed these topics before. Of course everyone has heard of trial and error and anyone can put the term trial and error with learning and get some kind of idea what it is. As for the two laws, I have never learned them so it was interesting to read about.
One thing I liked in this chapter was the example box talking about negative outcomes that "stamp out" behaviors. I know I do things all the time that I don't try again but trying to think why was difficult. It made me think of extinction burst also. If I don't get what I am trying to acheive one way, I usually don't give up on the first couple tries. It reminded me of crane machines. How many times have we put money into those stupid machines versus how many times we have actually won? But then again, I get ripped off at Taco Bell, once and never go back to that same location.
One thing I disliked was talking about animal intelligence. I didn't like this becuase it is a question that I will probably know the answer to. Do we know if animals really learn for the benefit of learning like humans, I mean animals don't go to school willingly to get paid and support their families. Does that make them less intelligent? I have no idea. This reminded me of Clever Hans, a horse that I have learned about in my other psych classes this semester. Do lab animals learn because scientists support them, or use deprivation?

3.2
Some things I remembered from this chapter were the new terms being: CS, US, CR, and UR along with neutral. I learned these things in high school and college classes so they aren't really new, but I'm sure these new terms will elicit questions in class.
One thing I liked in this chapter was when we were given the examples and then emitting the behavior to solve for the neutral stimilus, CS, US, CR, and UR. I liked this because it was a nice break from trying to find my own examples.
Something I disliked was the salient stimuli. This new term was easy to understand but it was aversive to think of things that stick out in an environment where nothing surprises me. College is one of the only places where you have to expect the unexpected, if not you will end up being scared or not caring to the point you fail out.
terms:reinforement, reinforcment schedule, FI, FR, VI, VR, trial and error learning, law of recency, law of effect, extinction burst, deprivation,CS, US, CR, UR, neutral, elicit, salient stimuli, aversive

3.1
Prior to emitting the behavior of reading the chapter, I had forgotten about the animal studies dealing with conditioned learning. I was so focused on the abc's and behavior in normal life settings that I wasn't thinking about the lab based behavior modification.
I will remember the trial an error learning because that is something that modifies behavior without there necessarily having to be a person eliciting the modification. It's more like how people figure things out. I will also remember Law of effect because it relates to trial and error learning and is pretty self explanatory. I will also remember the law of recency because I have experienced it myself when trying to figure something out.
I found the example of the puzzle boxes pleasurable, mostly because i like cats, but also because I could imagine the cars trying different things until they figured out how to get out.
I found having to come up with examples that stamp out behaviors aversive because i got it confused with positive punishment of behaviors.

3.2
I will remember that the neutral stimulus must be present a number of times for the subject to make an association, and start exhibiting the response.Also, once the subject emits the unconditioned response to the conditioned stimulus the response becomes a conditioned response. I will also remember that the neutral stimulus must be salient for it to be noticeable to become a conditioned stimulus, because that was something I hadn't thought about before. Stimuli that aren't salient don't become noticed, and therefore don't become stimulus's ,So I never thought of them before. I will also remember how to distinguish between UR and CR because of the examples, and because a CR is only a CR after the CS has been introduced.
I found the example of the Eye and the puff of air pleasurable because it reminded me of when I go to the eye doctor. They have a test where you lean your head against something and wave a light in front of you eye. When the light is centered they shoot a puff of air into your eye. I had learned to flinch when seeing the light getting centered because I knew the puff was coming. So I could relate to the example.
There wasn't really anything I found aversive in this chapter, So I'll mention the picture. The front picture was kinda creepy. This made me think of how people find creepy things aversive, but also pleasurable because they seem to be drawn to them.

law of effect, law of recency, trial and error learning, emitting, elicit, pleasurable, aversive, UR, CR, Neutral stimulus,CS,Salient, UR,CR,

For Section 3.1
The first thing I will remember from this chapter is the idea of Thorndike's puzzle box. I am currently taking the biopsychology course here at UNI. The subject over the last week has been evaluation and visualization methods. Thorndike's puzzle box did not come up in the class but I liked that it made me link the two and think about them.
The second thing I will remember from this chapter is the Law of Exercise. This Law states that through repetition the associations are strengthened. I think that this makes a lot of sense. It fits with both classical and operant conditioning. The more often something happens because of an action on our part, the more we rely on and predict that will continue to happen.
The third thing is the term methodological construct. The main reason I will remember this term is because I don't think I have a complete understanding of it. I can infer a little bit of its meaning from context, but I will remember it because I want to make sure that I understand it.
The thing that I liked about this chapter was that it talked about Thorndike. I am mostly unfamiliar with his work. He was not covered extensively in the intro class I was in, so I liked getting to learn more about him.
The thing I didn't like about this chapter was that methodological construct was brought up but not defined. I wanted to understand this term but the text alone was unhelpful in this.
For Section 3.2
The first thing I will remember about this chapter is Pavlov's idea about experimental neuroses. I think it is interesting that Pavlov could be thinking about neurons in the dog's brain affecting its behavior long before humans possessed a strong grasp of the workings of the brain.
The second thing I will remember from this chapter is the ideas that Pavlov came up with about classical conditioning. Taking the natural reactions (unconditioned responses) of organisms and then getting those organisms to respond to a new stimulus (conditioned stimulus) rather than what they would naturally respond to (the unconditioned stimulus) was pretty cool.
The third thing I will remember from this chapter is the idea of salient stimuli. Salient stimuli are those which are noticeable enough to gain the attention of an organism. I think this is a very important aspect of the conditioning process. It something anyone considering modifying the behavior of others should consider before attempting to do so.
The main thing I liked about this chapter was that another facet of Pavlov's work besides the dogs and the bells was discussed. I don't dislike Pavlov, but he seems to be one of the only psychologists within the realm of general knowledge. I enjoyed reading about some of the aspects of his work that I hadn't before. I particularly enjoyed the discussion of his "experimental nerouses".
The main thing I didn't like about this chapter was the discussion of Pavlov's dog experiment. I understand that the work Pavlov did is extremely influential in psychology and is especially pertinent to this class. I don't want to belittle Pavlov at all. But, as I said above, it seems that the only psychologist 9 out of 10 people could name would be either Sigmund Freud or Ivan Pavlov. I just think it would be interesting to learn about some other psychologists as extensively as we seem to have learned about Pavlov.

Section 3.1

Prior to emitting to read this section, I had learned about Thorndike and Pavlov and others, but I had never associated them with behavior modification. After realizing that they were, I was reinforced to learn more.

Three things that I will remember from this section are the trial and error learning, law of recency and the law of effect. I will remember these because they were three new things I emitted to learn and because of emitting to do the problems in the boxes, they will be remembered.

To be honest, the one thing I found to be desirable about this section is that it was short. Because this section was short, it made my reading it less aversive than previous sections!

There was nothing about this section that I found to be aversive. As I stated, the length allowed me to find the reading more desirable.

Section 3.2

The first thing I will remember from emitting to read this section are that Pavlov was not only about emitting a salivation behavior, but also about doing research on excitatory and inhibitory neurons. I found it to be an interesting piece of new information about Pavlov. The second thing I will remember is what exactly is salient and how it fit into behavior modification. It was something I had never heard of, but made me think a little. The third thing I will remember is the story of the blinking rabbit to explain US, UR, CS, and CR. This I will emit to remember because out of all the stories or explanations used to explain the US, UR, CS and CR, this one made it more simple to remember. I sometimes forget exactly what each are, but after this rabbit story, I won't. It explained it more clearly that I wish I knew this story when I was first learning about these!

One thing I found to be pleasurable about this section was the new information about Pavlov (the neurons). It made it reinforcing for me to emit to read more and learn more. It was actual an interesting read! Less vocabulary!

There was nothing about this chapter that I found to be aversive. The reading turned out to be a pleasurable read as I stated in the above paragraph.

Terms used: emitting, reinforced, trial and error learning, law of effect. law of recency, emitted, desirable, aversive, excitatory and inhibitory neurons, salient, behavior modification, CS, CR, US, UR, reinforcing, emit, pleasurable.

3.1
Prior to reading this section, I felt pretty comfortable with the three main terms of behavior: Extinction, reinforcement, and punishment. The other vocabulary words, and reinforcement schedules are a little more of grey areas for me.

One thing I will remember from this reading is that Thorndike used animals to conduct his research on behavior, and he did this by using a maze-like contraption called a puzzle box to evaluate how cats learned to escape. He would time how long it took for the cats to emit the correct behavior to get out of the box, through many different trials. Another thing I will remember is where it discussed Thorndike's idea on trial and error. The reading says that after over a period of attempts, some attempts will lead to success. Those attempts are more likely to be repeated, and learned. Lastly, I will remember where it discussed behaviors either being "stamped in" or "stamped out." Learning involves the "stamping in" of behaviors, and trials that failed will result in those aversive behaviors being "stamped out."

One thing I liked about this section was, in all honesty, the length of it. I feel like there was a lot of good information to be learned, but it was kept short and precise. I really liked the charts showing the trials, also.
For this section, there was not anything I found aversive about it. It was informative and well explained.

3.2
One thing I will remember is what a salient stimulus is. It is something that has to be noticed in the environment. The example from the reading was a bell being rung loudly is noticed, so it is salient. If the bell was too quiet and a tv was playing over it, it would not be salient. Another thing I will remember is that the UR and the CR are both topographically and functionally similar. What you have to keep in mind is what elicited the response, the US or the CS, to help determine which one it is, because it can get confusing. Thirdly, I will remember in detail the example of the bunny and the air being blown in its eye. The exapmle was thorough and explained how the air being blown was a unconditioned stimulus, causing the bunny to blink (unconditioned response). Adding a bell tone with the air being blown was the conditioned stimulus, causing the bunny to blink when it is struck (conditioned response.)

One thing I found desirable about this section was all the detail that went into the examples. It really helped explain what the meaning of classical conditioning is, and made me more comfortable with the whole process.

Once again, I didn't find anything aversive in this section. I really enjoy the subject of classical conditioning and it has always been a little bit easier for me to understand.

Terms used: aversive, classical conditioning, emit, reinforcement, punishment, extinction, desirable, salient

3.1

Prior to reading this chapter, I didn't anticipate on learning such detail on Thorndike and Pavlov. When I think about behavior modification I thought about behaviors, thoughts, feelings of a person and how to help or manipulate them. Such as this is called the ABC's method. But, I guess it is part of Psychology and it's good to have a well rounded background of information.

Three things I will remember from this chapter are Thorndike's contraption "puzzle box" and how he evaluated cats intelligence, trail and error and the importance of marking graphs, charts or grids correctly. Thorndike never marked his charts, so it was sometimes difficult to understand right away. Also, building his own contraptions to measure a cats intelligence with positive and negative reinforcement, along with using self-reinforcment. He uses these to see how fast the cat could get out of the contraption.

One thing that I thought was desirable to learn about was how most inventors or researchers emit building their own contraptions for their experiments. There were three different contraptions Thorndike made for his cats. It's interesting how people elicit with such things.

One thing I found unpleasant was learning about grids and their proper markings. Such as having a title x and y axis etc... I desired charts that help, but didn't desire these particular charts.

3.2

Three things I will remember from this chapter are Pavlov and his study, the different examples of conditions, and the charts that made it a little easier to understand.

One thing that I found pleasant was the example and charts. I thought that this chapter was a little difficult to understand. I don't know if I was over analyzing or what... but the charts and the different example with the bell, bunny and eye blink were very helpful.

One thing I found undesirable was basically this whole chapter. It was difficult to understand the different abbreviations/words such as; neutral, CR, UR, CS and US and which one of these happens when. I wish it had more examples in this particular chapter to help explain more. Overall, it was an ok chapter, just very difficult.

Terms: Pleasant, trial and error, Undesirable, neutral, CR, UR, CS, US, elicit, Unpleasant, desirable, Positive reinforcement, Negative reinforcement, self-reinforcement, ABC method

Before reading these chapters, I wasn't fully aware of just how much we use animals in behavior research. I thought we used rats quite a bit, but now we're trapping cats in boxes and watching them struggle to escape? Pretty crazy stuff we humans do. I also hadn't really considered any laws regarding learned behaviors.

3.1

This chapter was interesting because it really opened my eyes to animal-based research. I didn't think about it a lot before reading this chapter so now I have a better picture of it. The puzzle box was a pretty wild research tool to consider. It was basically a labyrinth for the cats to find their way through minus a Minotaur running around. I would be interested to learn what PETA has to say about such research tools.
This puzzle box utilized "trial and error" as a means for learning something new. The cat needed to find a way to escape. In order to do that, it had to experiment with a number of behaviors in order to find the one associated with the positive outcome of freedom. Once this behavior was emitted, the cat would remember which one caused the positive outcome and the time to escape would become shorter. \
This learning is described using laws that Skinner theorized including the law of effect, the law of recency, and the law of exercise. The law of effect states that when behaviors are associated with a positive outcome, those behaviors are "stamped in" and the association is strengthened. So for example if I am trying to start my car and I wiggle the keys, mess with the wheel, then pump the brake and it starts, I will associate pumping the break with the positive outcome of the car starting. Next time I am likely to pump the brake right away because of the law of recency which states that the most recent response to the cause the positive outcome is most likely to reoccur. The law of exercise states that through repetition the associations are further strengthened so if I pump the brake a second time and the car starts I am very likely to associate pumping the brake with the car starting.
I liked how the chapter set up the laws with describing animal experiments. This helped to make the laws more concrete in my head because I had a strong example to think about.
I didn't like coming up with other ways of studying animals though, animals are dumb.

3.2

This chapter was interesting because it helped me to understand conditioned reflex research. I hadn't considered just how complicated pavlov's research was.
I learned that a neutral stimulus can be turned into a conditioned stimulus if it follows three characteristics.
The first is that the stimulus must be salient so that it can be recognized in the presence of other possible distractions. A whisper or clear colored stimulus would not be salient enough to recognize it has to be something more easily recognized like an ambulance siren or the color neon yellow.
The stimulus must also be presented regularly. If at a red light we sometimes stopped and sometimes went, we would always be guessing whether we should go or not and stop lights would be pointless. Because everyone stops at a red light, we know that we should stop in the presence of the conditioned stimulus of a red light.
The stimulus must be presented an adequate number of times in order to solidify the the conditioned response. So using the above example, we must observe people stopping at the red light a sufficient number of times for us to associate the stimulus with our response. If we saw someone stop one time at the red light but everyone else going every other time the red light was presented we would not associate the red light with stopping behavior.
I liked how clearly the concepts were depicted. The vocabulary was easy to understand and the concepts were easy to grasp.
I didn't like how long this chapter was. I have other things to do and I much preferred the length of the previous chapter.

Conditioned response, Conditioned stimulus, neutral stimulus, puzzle box, association, behavior, conditioned reflex, salient, trial and error, positive/negative outcome, law of effect, law of recency, law of exercise, emit

Chapter 3.1
1.) Prior to reading this chapter I had thought of behavior modifications to just be a bunch of terms and manipulations and emitting a behavior in order to get a positive or negative consequence. I feel like this because that’s really all we’ve learned this far.
2.) Three things I will remember from this chapter are:
a. Edward Thorndike and his behavioral research with cats and how they learn to emit the behavior of getting out of a box. How in his research he figured that by tracking the time it took the cat to get out of the box. I will remember that the cats learned behavior can be based on the point that as it got out faster and faster because it emitted the escaping behavior.
b. I will also remember that with the law of effect that when a behavioral response is reinforced by a positive outcome, that outcome is stamped in because of the positive association with the outcome. This makes sense because with every behavior we do, if we’re not reinforced by it, it most likely won’t stick in our minds as working.
c. another thing that sticks out to me is the Law of Recency, which states that the most recent response is the response that is more likely to occur. This makes sense because you can constantly have the same behavior and if that behavior all the sudden don’t give a positive outcome, that behavior becomes aversive. Therefore, you find a different behavior, which when it works you are going to resort to that behavior more often.
3.) One thing I really enjoyed about this chapter is the fact that it was short and to the point, when I emitted the behavior of reading the chapter I wasn’t overwhelmed with multiple vocabulary terms to learn, which in the past has made reading aversive because I know I have to go back and reread to make sure I fully understand the terms.
4.) The only thing aversive about the chapter would be that at the beginning I found it difficult to think of trial and error examples, along with law of recency examples because I feel like their so common and happen every day it’s a little hard to think of examples.
Terms: aversive, manipulations, emitting, positive, negative, consequence, law of effect, behavioral response, reinforced, law of recency,

Chapter 3.2
1.) Three things I will remember from this chapter are:
a. Pavlov and his experiments with dog salivating and his finding of classical conditioning, one reason why I would remember this is because it seemed as if he stumbled onto his findings, but that’s what makes it so memorable, he put things together; like with the dog salivating when it heard footsteps. Also the fact that he went beyond just what a dog did when they suspected food and looked at the mental state of things.
b. After emitting the behavior of reading this chapter I found the part about neutral stimulus and how it must regularity in its presentation. At first I didn’t fully understand what this meant and found it to be a little aversive until I got to the end of the paragraph and read the examples; which was the boy who cried wolf did it over and over therefore making his crying for help a poor predictor of danger and he was eventually ignored.
c. I will also remember what a salient stimulus is because after reading the chapter it made me realize that in our environment there are many things that could be a salient stimulus under the right circumstances in our environment. Thinking about it as I sit doing my homework I can hear the washing machine running downstairs which is salient because I’m trying to focus, but if I was just sitting here on twitter or watching T.V. I probably wouldn’t notice it as much.
3. Something I enjoyed or found reinforcing to read about was salient stimuli because they seemed fairly easy to figure out examples on and they were actually pretty interesting.
4. Something I disliked about the chapter was classical conditioning and respondent conditioning; it took me a little while to get the difference between the two and to not over think the similarities.
Terms: aversive, emitting, neutral stimulus, reinforce, salient stimulus, reinforcing, classical conditioning, respondent conditioning.

Section 3.1

Before emitting my behavior of reading of 3.1, I thought of behavior modification as antecedent + behavior + consequences equaling the basic concept of behavior modification. I didn’t really think a whole lot about how trial and error can be incorporated into behavior modification but after reading 3.1 I can see clearly how well Thorndike explained it. I liked the learning about the puzzle box and how it helped better explain the law of effect. Another subject I found interesting was the theory of “stamping” something. Thorndike believed if you were stamping in something then really you were learning something and strengthening of association. I also found Thorndike’s trial and error theory to be interesting. I knew what it was prior to reading this chapter however this chapter did go more in depth and helped me better understand trial and error. Trial and error suggests that over a number of attempts will lead to success. Those attempts will be more likely to be repeated and learned. If I had to pin point one thing in this chapter that I thoroughly enjoyed was the simple fact that this chapter had a lot of animal subjects in it. I enjoyed the you tube video of the cat with the puzzle box as well. Something I didn’t enjoy about 3.2 was trying to come up with what other ways we can try and measure animals intelligence. I thought that was very difficult just because that is something I can honestly say I haven’t brainstormed about before.

Section 3.2

I found the entire experiment that Pavlov did was very interesting. Every time Pavlov would ring the bell, the dogs would then salivate at the sound of footsteps. Pavlov coined this term as psychic secretion. The second thing I enjoyed from 3.2 was the fact that anything could be used as a neutral stimulus with the exception that is must be salient. The final thing I enjoyed from this chapter was learning that a neutral stimulus must have regularity in its presentation. My favorite thing about this chapter was the example Dr. MacLin gave us such as the tequila and the buzzing/stinging because I feel like all of the examples he gives us we can relate it to actual experiences that make it easier for me to understand. Even though I believe Pavlov was an extremely fascinating psychologist however I find me his invention of Pavlov Pouch.

Terms: emitting, behavior, consequences, antecedent, puzzle box, law of effect, stamping in/out, association, trial and error, psychic secretion, neutral stimulis, salient, Pavlov pouch.

Prior to reading Section 3.1, I had not thought about how all the ways we learn can be connected to behavior modification. I remember that we learned about Thorndike and his cats in Intro Psych. But this was in the unit on learning and, in that course, it was never related to our later discussion of behavior therapy and behavior mod.

Three things I will remember from what I read in the chapter include:

1) Thorndike worked with cats that had to learn how to escape from a puzzle box. I will remember this because it was his method and that his measure was how long it took them to escape on each trial.

2) I will remember the Law of Effect because this summarizes Thorndike’s fundamental finding: that it is how the successful response gets “stamped in”.

3) I will also remember his Law of Recency which is that the organism will do what it did the last time in was in the same situation. I will remember this because it is an important supplement to his Law of Effect

One thing that I liked from this chapter was the way Thorndike created with his puzzle boxes. It was a simple learning situation, but, from it, he was able to demonstrate a very fundamental principle of learning.

One thing I disliked in this chapter was that I would have liked to read more about the Law of Recency; it just seems to say that we will do again what we did before. But we have been learning about antecedent conditions and how they can change the responses we make. The Law of Recency doesn't seem to consider if the antecedent conditions have changed or how similar they have to be in order for the Law of Recency to work.

Reading this chapter changed what I originally thought about behavior modification in that it has shown me how behavior modification is related to all of the ways in which we can learn new behaviors. And that psychology has been studying the ways we learn before the invention of behavior modification. It makes clear to the reader that there are a lot of things in the history of psychology that be related to behavior modification.

After reading section 3.2, three things I will remember from what I read in the chapter include:

1) I will remember how Pavlov studied experimental neuroses. I will remember this because this may explain how some behavior disorders develop.

2) I will remember that, in Pavlov’s conditioning, the stimulus and the response starts as biological stimuli and response. This is fundamental to Pavlov’s kind of learning.

3) I will also remember that it takes a number of pairings of the stimulus and the response before conditioning will occur. This is important because it takes more than one trial for the behavior to develop. An exception to this may be when we get physically sick from some stimulus (ex. food poisoning).

One thing that I really liked in the chapter was that I liked the way the chapter tried to help the reader understand the difference between an unconditioned response (UR) and a conditioned response (CR) when they both seemed to be the same behavior. For example, an eye blink can be a UR but it can also become a CR. It all depends upon whether the eye blink is just a reflex or whether it has been made into a conditioned reflex (ex.: by the method of Pavlov).

One thing I didn't like was the way Pavlov treated the dogs in the experimental neuroses situation. This seemed cruel to the animals putting them in a situation where it was very difficult or impossible to tell the difference between two stimuli. The fact that they developed neuroses was evidence that it was harmful to them.

Reading the chapter changed what I originally thought about behavior modification in that this chapter introduced me to new aspects of behavior modification. We have been studying behavior that is reinforced or punished. In this chapter we are studying behavior that builds upon biological reflexes. It does this by the pairing of stimulus and response (SR) rather than by rewarding a response (RS).

Terms: Law of Effect, Law of Recency, Thorndike, puzzle box, Pavlov method, unconditioned response, conditioned response, stimulus, biological reflexes, stimuli, experimental neuroses, antecedent conditions, reinforced, punished

Section 3.1 Edward Thorndike

Prior to reading this chapter, I hadn’t focused much on the history of behavior modification aside from Ivan Pavlov and BF Skinner. I hadn’t really considered the work of Edward Thorndike just because his name isn’t as mainstream though I do remember studying his work in my previous classes; most likely elementary psychology or history and systems course. I also hadn’t thought much about animal studies as much until this section; even though we had discussed it in depth in both Skinner and Pavlov’s work. I guess this section just made me realize that using animal studies is significant when the first section, 3.1, posed the question about animal intelligence.

Three things I remember most from this section are:

1.) Trial and error: It was interesting to me to see how this can be used in the smallest of behaviors. This impacts things you do in everyday life for example, you know that after getting shocked for putting a knife in the toaster that you shouldn’t do it again. That’s not the appropriate way to get your toast out.
2.) Stamp-in and Stamp-out: The behaviors that an individual emits will be done because they either stamped them in or out. This is something that I hadn’t considered as a way but it is very valid and the examples provided in the section help reiterate this idea quite well.
3.) Animal Intelligence: We have discussed animal studies but to be able to think about how we can use psychology in relation to animal intelligence is quite intriguing. It is something animal behaviorist can use but even owners of pets can use. Though it was difficult to come up with examples, it was quite a bit of fun.

I think the thing I liked most about this chapter was being able to come up with examples of trial and error learning. You can look at it on a whole level but then you can also look at the smallest of behaviors and see this type of learning occur. It was interesting to see it in examples with animals, think about examples in the classroom and then even examples in relation to daily life.

The one thing I disliked about this chapter is that I had great difficulty trying to come up with an example of law of recency. I couldn’t find any examples in the text and while I understand the term being there is a increase in the last response being the behavior that is repeated; I just couldn’t come up with any examples. It was just a little complicated to think about them when I didn’t have a ‘frame of reference’ but I think class tomorrow will help clear this up.

What I learned from this chapter and will take with me is that what the individual does can influence their behavior; that they in a sense can learn from themselves and what they do. The law of effect was the most significant thing I learned and seeing how a simple experiment with animals can lead to such a significant conclusion is incredible.

Section 3.2: Ivan Pavlov to BF Skinner

Prior to reading this chapter, I really hadn’t thought much more about what Ivan Pavlov had contributed to psychology aside from is work with the dogs even though I had studied his work quite a bit in ‘History and Systems of Psychology’ a year back. This section was a good review of all of his work that I had studied a bit before.

Three things I remember most from this section are:

1.) Pavlov’s work with the digestive system: It was nice to read some of Pavlov’s work prior to his impact on psychology. For instance, it’s important to remember that he initially worked on studying the digestive system; which is something I feel people often forget and overlook, myself included.
2.) Bunny Example: Being able to do the examples in the section with the puff of air in the bunny’s eye helped see the neutral stimulus in work. Reading this in the section was something that I remember and helps me remember what the neutral stimulus and stimulus response are.
3.) US, UR, CS, CR: At times these were things I had extreme difficulty differentiating between but I think I feel more confident in working with these after reading the definitions in the section. After reading the definitions, doing examples helped me further remember these terms.

I liked how the chapter reviewed a lot of Pavlov’s work; even the information pertaining to his work on the digestive system. It is important to remember what his work was initially about and I liked being able to see just what he worked on and it only goes to show just how very detailed and careful studies can lead to significant unrelated findings. As the chapter developed it got into how his work helped psychology and it was useful to see in how much detail this is true.

I would’ve liked more work on determining whether or not something was a conditioned response or conditioned stimulus. There were a couple of examples that I could do this but I still didn’t feel I got it down. However, like in the prior sections I think that this issue will be sorted out in our class discussions and through more practice with this idea.

After reading this section I not only got a refresher on Pavlov’s work but I also learned more about it. There were things that I actually didn’t know about what he had done as a researcher and I found this information quite useful.

Terms: Thorndike, trial and error, emit, stamped-in, stamped-out, animal intelligence, law of recency, response, law of effect, behavior, Pavlov, Skinner, neutral stimulus, stimulus response,

3.1
After reading this chapter my thoughts about behavior modification were just the terms and ideas we have been talking about in class like behavior, consequence, target behaviors, and others. My thoughts about behavior modification didn't change too much after reading this chapter however. It just added more terms and thoughts about it.
One thing I will remember from this chapter is Trial and Error because I've heard it before but this explained it better in the reading. We use it all the time and don't even realize it. When I was younger I remember always hearing about trial and error in math. You have to try something and it may or may not be right so you just have to keep on trying until you get it right. Another thing I will remember is the study with Edward Thorndike and his cat study. I thought this was pretty interesting and I've never heard of this study before so I liked reading about it. I will also remember the Law of Effect because I can relate to this and I like it because it also relates to everyday life. It made me realize that you can do something and it can be a good thing then it is "stamped" into you.
I liked reading about the new terms and sayings in the chapter. It's nice to learn new things every week but still incorporate the other terms we've already learned. There really wasn't anything in this chapter that I disliked. The examples are always very helpful with each term or story.

3.2
One thing I will remember from this chapter is Pavlov's study because I remember learning about this in my other psychology classes but I can never really remember what exactly happens. It is classical conditioning. The dog was trained to salivate when he hears the noise. I really like this study because you can honestly train anything to do what you want it to do. Another thing I will remember from this chapter is that the stimulus is very important and must be presented a lot in any situation in order to get the response that you want. I will also remember that anything can be used as a neutral stimulus as long as you have something there to present it.
I really liked this chapter because it completely brought in new things to learn and I really like the examples that each chapter helps with.
I didn't really like some of the readings about the stimulus' because it was a little confusing to read the difference between all of them and I kept reading it over and over again.

Terms: behavior, target behavior, consequence, emit, stimuli, trial and error, reinforcement, conditioning, law of effect.

3.1
Prior to emitting the behavior of reading chapter 3.1 I had understood how Pavlov and Skinner related to behavioe modification. Now I understand Thorndike is related to behavior modification.
1) Thorndike studied cats and how they manipulate strings and levers to open the box. As i understood this his main findings were the amount of time it took the cat to make the door open.
2)Methodological contruct. This is explained in Thorndikes study on cats. He explains it as the cats getting out faster is Thorndike's methodological construct for intelligence.
3) Law of recency states that the most recent response is the most likely to reoccur. The law of exercise states taht through repetition the associations are strengthened. These two go together in behavior modification.
i really liked that this chapter was short and didn't have too much infromation in it that made it over whelming.
I did not like that, unlike the other chapters, there weren't examples in this chapter to help me fill our the boxes.
3.2
1)pavlov started his career with studing digestion. I will probably remeber this for the rest of my life because I was unaware of this and I find it amusing that one of the most well known psychologists started out in this type of area.Even though it relates greatly to the operant conditioning that comes later.
2) psychic secretion. I understand this to be the conditioned stimulus(like a bell), causing the subject(a dog), to cause the unconditioned response(salavating). This is just like a vacabulary word for operant conditioning.
3)A nuetral stimulus must have regularity in its presentatin. Otherwise the association between the neutral simulus and the unconditioned reflex will not occur.
I liked that this chapter gave a little more information on Pavlov, I find him interesting and the research he's done.
I disliked that this chapter was quite long and there also wasn't a lot of new information in here. I like it when there's more related information to the ABCs.

Terms: emitting, methodological construct, law of recency, law of exercise,psyhchic secretion, conditioned stimulus, unconditioned response, operant conditioning, neutral stimulus, unconditioned reflex.

3.1

Before emitting the behavior of reading this chapter, I felt like I was beginning to have a fairly complete view of what exactly behavior modification is.
3 things I will remember from this chapter-
1-According to Thorndike, being able to perform a behavior faster displays learning. This makes perfect sense to me and reinforces the idea of classical conditioning.
2-The law of recency. I think this concept is very easy to understand and makes a lot of sense.
3-The final graph is something I will remember because it provided a visual to explain what exactly Thorndike was trying to show with his experiments.
I really liked how simple this chapter was. It was very easy to stay focused and understand it because it seems that everything in the chapter was important.
I didn’t like how few examples there were. Even though I don’t really like spending lots of time filling out the boxes, I feel like I have a better understanding when I have to think of several examples.

3.2
3 things I will remember.
1-My high school teacher didn’t tell me everything about Pavlov. I had no idea how in depth Pavlov went. I really enjoyed reading about the different ways he came up with to test the dog’s reaction.
2-The term salient really stuck with me after reading this chapter because I was able to look at different stimuli around me and figure out if they were salient.
3-I feel like I will remember what conditioning entails because of the examples at the end of the chapter.
I really like the 3 examples at the end of the chapter. I felt like, after filling them out, I had a better understanding of what all the different parts of the behavior were.
I would have liked a more in depth look at the conditioned stimulus and the unconditioned stimulus simply because those are two terms I get confused often.
Terms-Behavior, Classical conditioning, conditioned stimulus, unconditioned stimulus, reinforces, rencey.

Section 3.1

I am beginning to realize this isn’t like many of my other classes. In other courses we go over vocabulary, definitions, and examples for the first part of the class. After which our learning plateaus and we are reduced to writing papers about information we have reviewed a dozen times. I appreciate that this class is always building and introducing new things and explaining behavior modification on a deeper level.

The first thing I know will remember is trial and error learning. It is an idea everyone is familiar with but relating the real life examples with the definition shows how prominent behavior modification is in everyday life. I will remember and associate the name Edward Thorndike with behavior modification. I had not heard of him until this section, but it is obvious his research is very informative. Stamped out behaviors was insightful and correlated with punishment.

In 3.1 I liked the graphs and pictures, I know it sounds like I am a kindergartner, but they hold their attentions for a reason. I will emit a more enthused behavior about a section if it is broken up by visuals. They are also easier to recall because I am a visual learner.

I was not a huge fan of finding examples of animal intelligence; I found it very difficult to come up with real life instances.

Section 3.2

I did not know all the details about Pavlov’s experiment with salivating dogs. The outcome is the same but I like how he got the results a lot less because he cut open the dogs salivary glands. I am going to TRY to remember the abbreviations (CS, UR, US) and commit them to memory. The diagram on page 7 really helped with understanding what happens with conditioning.

I thought the examples showing the difference between SR or RS where very helpful since they used examples I can see everyday.

The defining of stimulus and response were a little confusing.

3.1

I really enjoyed reading about Thorndike and his puzzle box in 3.1. Having the cat emit the behavior of escaping was learned quicker each time the cat was put into the box. The cat was positively reinforced by getting food after figuring out how to escape from the box. The one thing I remember from this chapter is definitely about trial and error because it happens all the time. I am a horrible cook, so each time I make food I am basically emitting the behavior hoping for a positive reinforcement of it tasting better the more often I make it. Then once I make the food to how I like it or how it is supposed to turn out, I will try to remember how I did it the last time. The one thing I disliked about trial and error with the cat was depending on the cat, it might have taken longer to get to the end result. Most of the cats I know are very lazy and I think unless they are hungry and initially want to be out of the box, they will find the quickest way out and keep emitting the behavior in order to escape. I think Thorndike would’ve had to deprive the cats of food in order for them to want the food as a reinforcer. I did also like the way that Thorndike uses animal intelligence results to predict how humans would also behave in similar situations.

3.2

I remember reading about Pavlov’s dog experiment of classical conditioning in intro to psych. I like Pavlov’s further interest in using shapes to discriminate between the stimuli to elicit salvation. It reminds me of when you’re a kid; you may get a snack between lunch and supper. Every time my dad would go in the kitchen I would think he’d be preparing a snack for my siblings and me. Of course, sometimes my dad would just go into the kitchen to go to another room in the house and I wouldn’t discriminate the difference between when he’d be going to prepare a snack or not. The one thing I didn’t like about this section was the differentiating between stimulus response and response stimulus. I would often get them messed up because I would over think which came first. Also, the ways that stimulus can be considered salient, but then by one other factor can be determined as not salient in the environment. I did however like the way it’s mapped out to see how the conditioned stimulus triggers the unconditioned reflex after the unconditioned stimulus is presented later resulting in how the conditioned stimulus ends with a conditioned response.

Terminology: emit, positive reinforcement, reinforcer, trial and error, deprivation, classical conditioning, discriminate, stimuli, elicit, stimulus response, response stimulus, salient, unconditioned stimulus, conditioned response

3.1
I will definitely remember the puzzle boxes used by Thorndike to observe how cats could learn how to escape from the trick cages. This is a bit more intriguing to me then "simply" training a cat to perform an easy trick. I will remember that the Law of Effect refers to the event in which a behavior is reinforced by means of a desired outcome which "stamps in" the behavior. I will also remember the Law of Recency stats that recent behaviors that result in a desired outcome will be reinforced and most likely to reoccur. I really liked the YouTube video provided. It was neat to watch the cat figure it out. I disliked the first puzzle boxes. They when dirty leftover boxes thrown out to the gutters. These could have caused unnecessary disease and infection to the cats being tested.

3.2
I will remember that Ivan Pavlov won the Noble Prize for his work on studying digestive processes of cats and dogs. I will remember that Ivan Pavlov cut into the dogs' cheeks in order to reroute the salivation glands in order to measure the amount of saliva collected during testing. I will remember that the neutral stimulus must have regularity in its presentation in order for an association to be formed. I will remember this because of the example of clicker training for dogs, cats, etc. I liked the salivation test because I have read about it so many times during high school and my college education so far. It is amazing in a way for this experiment to be so universally popular that is comes up everywhere it seems. I disliked the use of CS, CR, US, UR. Seeing it over and over eventually makes my eyes cross lol.

Terminology: observe, Law of Effect, Law of Recency, behaviors, desired outcome, reinforced, measure, neutral stimulus, regularity, association, training experiment, CS (conditioned stimulus), CR (conditioned response), US (unconditioned stimulus), UR (unconditioned response).

Section 3.1
Prior to reading section 3.1, I knew that behavior modifications involved changing a person’s behavior through conditioning or changing to something that is or to be desirable to the public. What I hadn’t realized was the level of intelligence of animals and their similarity of their thought process to the human being. Three things that I will remember from the chapter include: “trial and error” learning, repeating behaviors until a desirable outcome is sought. This is an every day process for me; much is just trial and error learning process. Additionally, “law of effect” behaviors that are unsuccessful are stamped out and are called unlearned behaviors. This is an interesting affect, as this is something that is not learned, but instead, unlearned due to the adverse affects. Lastly, “law of exercise”, stated, according to the text, that through repetition the associations are strengthened. This is relative to learning new information, testing and remembering.

One thing in this chapter that I liked was how short and to the point this chapter was. It gave descriptive examples and made the thought process easy to interpret. I can’t say that there was anything that I didn’t care for in this chapter. It was brief and to the point.

Section 3.2
Prior to reading section 3.2, I knew responses could be conditioned to a desirable outcome through the use of pictures and sounds, as Pavlov had used in the conditioning and training of a dog in stimulating responses as reviewed in previous chapters. What I hadn’t realized was the number of responses you go through in just a single occurrence, such as the tequila example in the chapter. Three things that I will remember from the chapter include: “Stimulus response” and “response stimulus”, does the stimulus or the response come first before or after the behavior. This is interesting how each response can be interchanged and one can cause the other in a reaction. Secondly, “salient stimuli”, which also means it would have to be noticed within the environment. This is interesting, as it can be salient or non-salient with the smallest change in the environment. Lastly, “conditioned stimuli” which is a behavior that has been formed into our every day life, an example of this is your cell phone rings and you know someone is calling you, so we are conditioned to answer it. This is interesting because there is really no thought process to this, but more like an instinct.

One thing in this chapter that I liked was how informative and thorough explanations and examples of the stimulus and responses. The confusing part of this chapter was the part in deciphering what was conditioned, unconditioned and neutral. It was not hard, but will take time for me to grasp.

TERMS: Stimulus response, Response stimulus, conditioned stimuli, salient stimuli, conditioned, unconditioned, neutral, law of effect, law of exercise, trial and error, adverse, behavior modification, and Pavlov.