Reading Activity Week #3 (Due Tuesday)

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Please go to the following blog page:

http://www.psychologicalscience.com/bmod/abcs.html

Please read sections 1.3 (Language of Behavior) and 1.4 (Some Behavioral Terms)

After reading section 1.3, please respond to the following questions.

What was one thing that you really liked that was in the section? Why? What was one thing that you disliked that was in the section? Why? What are three things you will remember from what you read in the section? Why?

After reading section 1.4, please respond to the following questions.

What was one thing that you really liked that was in the section? Why? What was one thing that you disliked that was in the section? Why? What are three things you will remember from what you read in the section? Why?

How has reading these sections changed or built on what you have learned so far about behavior modification? How so?

Please fill out the boxes in the readings you may be quizzed on them in class.

Once you are done with your post make list of the terms and terminology you used in your post.

--Dr. M

43 Comments

M.A.N.


Section 1.3

I really liked the example the book gave of translating things into behavioral terms. The fable by Aesop about the crow and the pitcher was very helpful to me in understanding that just about anything can be restated in behavioral terms. However, I struggled in translating the fable about a man bitten by a dog. I think the dialogue confused me. Also, the man wasn’t clearly reinforced like the crow was. I wasn’t sure how to word it in behavioral terms. This was my attempt:

After an establishing operation consisting of physical harm (being bitten by a dog), a man emitted a searching behavior to gain access to medical attention for reinforcement. A friend advised him that if he wanted to be reinforced, he should emit the behavior of dipping a piece of bread in his wound and giving it to the dog whom emitted the biting behavior. The man who had been bitten emitted a laughing behavior and insisted that if he did this, he would be reinforcing every dog in town to bite him. He would be eliciting the behavior that he would rather see go through the extinction process (so I’m assuming he didn’t follow his friend’s advice!).

I’m hoping I’m on the right track here. I love that we do these exercises while reading the book because it really helps the information stick in my mind. I wish more instructors would try this approach. I think it would elicit learning behaviors as well as reinforce them (if you do the assignments, you’ll get a good grade). Grades are a huge reinforcer for me. When I do well on an assignment, I try to duplicate that behavior for the next assignment. Anyways, I’m rambling… (and trying to practice writing in behavioral terms!). On to the next question!

I don’t think there was anything I disliked in this section. I feel like I have to pick something, so I’ll go with translating that fable about the dog into behavioral terms. I only say this because it was challenging. However, I see the reason behind the activity. “Frustration just means that you are in the process of learning.” (Section 1.3 of ABC’s). I thought it was a little difficult, but I feel accomplished for having worked through the translation.

I will definitely remember the fables and their translations. I spent a good amount of time going over them. I will use them for future reference in my journey through this class if I need a good example of translating something into behavioral terms. I will also remember to use the terms that I am learning in my blogs and in class. This whole section was about the importance of the behavioral language in behavior modification. With that kind of emphasis, I know that it will be important in this class. I will remember that learning to speak behaviorally is like learning to speak a new language. It may be challenging, but I will be reinforced by a good grade (hopefully!) if I put in the time and effort to learn the language.

Section 1.4

I liked this section overall. I will reference it as a sort of introductory behavioral term dictionary. I appreciated how wordy definitions were given and then explained. The examples made it much easier for me. For example, I didn’t fully understand what a discriminate stimulus was until I read about the stop sign example. One of the examples that I came up with was when I see the lights turned off in the hall of Rider. This is a discriminate stimulus meaning it’s quiet hours and we should keep it down. However, I may emit a different behavior (being loud).

It’s really hard for me to pick things that I don’t like! The grammatical errors were a little distracting to me in this section. Also, it was an entire section of terms, which can get a little boring. However, I see the need for repetition. We need to be fluent in the language of behavior modification.

I will remember the term discriminate stimulus and the stop sign example that was presented with it. I will also remember the terms reinforcement and punishment because they have been drilled into my brain! I will make an effort to use the terms reviewed in this section as well as the new terms that were introduced.

Reading these sections has changed my view of behavior modification (yet again). I was thinking that it was an overly simplistic process. However, that was before I really knew that behavior modification has its own language! I am a bit apprehensive, but… CHALLENGE ACCEPTED! :D



TERMS:
Discriminate stimulus, reinforcement, punishment, emit, behavior, reinforced, elicit, reinforce, reinforcer, establishing operation, extinction


Section 1.3 was very detailed and I liked the many useful examples. I like the examples in each section because they reinforce me to apply the materials I learn to everyday situations. The examples also help me re-evaluate my understanding of the material. What I disliked about the section was the consistent reassurance that the material will be easier to understand the farther we go on. I do enjoy a confidence boost every now and then but the higher the frequency of reassurance, the more aversive it becomes to me.

One term I will remember from this section is extinction. Extinction occurs according to our section, in previous situations that were previously reinforced, but are no longer reinforced. I will remember this term from the example about a crow that emitted a flying behavior to gain access to water for reinforcement. When the crow could not reach the water he began to experience extinction. Another term that I will remember is establishing operation. Establish operation is a procedure that makes the reinforcer more reinforcing. I will remember this term from the example of experimenters depriving rats of food for a while as an establishing operation. Finally I will remember emit which refers to the occurrence of voluntary behaviors. I will remember this term from my own example; the presence of the police officer emitted the students to act sober.

What I really liked about section 1.4 was that it first defined a term, described it using examples, and then let you produce your own examples. This order is the most effective way for me to learn because it is clear and relates the material to real life. There was not a lot that I did not like about the section. I do however, get a little bit confused between elicit and emit and it would be nice to have more examples for them.

Three things I will remember from this section are the terms operant conditioning, target behavior, and response. Operant conditioning is defined in our text as the network of factors and events involved in behavior. How I will remember operant conditioning is that it sets the occasion for either reinforcement or punishment to occur. Target behavior is the behavior of interest that you are attempting to increase or decrease in frequency. I will remember this term because the word “target” is sometimes referred to as a goal or point of focus and the target behavior is the behavior you want to focus on. Finally there is response, which our text describes as a behavior that occurs as a result of the introduction of a stimulus. My example of a response is when I place a speck of peanut butter on my cat’s lips (which is the stimulus) and in response he continuously licks his lips.

How has reading these sections changed or built on what you have learned so far about behavior modification? How so?

Reading these sections has broadened my vocabulary especially in terms of behavior modification. My knowledge of the different terminology is important to enhance my ability in describing and classifying behaviors. The terminology will also help me describe the processes involved in modifying them. Further on in this class, I will most likely be writing more advanced blogs and the terminology I have recently learned will be beneficial.

Terms: reinforce, frequency, aversive, extinction, reinforcement, establishing operation, emit, target behavior, operant conditioning, response, stimulus

Section 1.3

One thing that I really liked in this section were the comparisons that were made between the language of behavior and Spanish. It is a great comparison because after reading some of the first statements that were presented (such as the one by Goldiamond), it can be a little overwhelming to understand what is trying to be presented. This is because of the type of vocabulary that is being used, so this section was very helpful because it allowed me to break down some of these statements in my own words in order to understand what they truly mean. When I first looked at a Spanish sentence fragment in high school, it was completely foreign to me and very overwhelming, because I didn't know where to start. But I have more confidence after this section that after reading through a sentence about a certain behavior and breaking it down word-by-word, it is possible to understand it in simpler terms. One thing that I did dislike about this section was the amount of example boxes that I had to work through. Even though this did probably help me to remember these concepts better in the long term, it just felt very repetitive at the time that I was working through them, and I remember thinking that it took so long to work through this section because each box took a bit of thinking. However, I understand that these exercises are essential in order to understand the material completely. I also found the example that we had to do about the man being bit by the dog particularly challenging to do and rewrite in behavioral terms.
Three things that I will remember from section 1.3:
1. The comparison used between frustration and boredom, and the concept that frustration means your are in the process of learning, while boredom means that you have learned it before already. I found this very interesting and I began to think back at all the times that I grew really frustrated when trying to learn something difficult.
2. Satiation - I thought that the story of the crow was a great job of displaying all of the concepts, and for some reason this term really stuck with me after the first time I read the story.
3. Establishing Operation - I really found both examples about the crow and the rat very helpful, especially the example of the rate being deprived of food as an establishing operation and using the maze as an operant chamber to obtain the food.

Section 1.4

One thing that I really liked about this section was the description of each vocabulary and the way they were displayed. It was extremely helpful to show each word's official wiki definition, because I often find myself reading over a word and if I don't know what it means, the first thing I do is go to Wiki or dictionary.com in order to find out the official definition. What I liked most though is that after the official definition it gives a nice descriptive breakdown of the term, and really describes it in a way that is much easier for someone to understand, especially a student who may find the word to be foreign. Initially after reading the entire section, I really couldn't find anything specific that I didn't like. I enjoyed this section a bit more than 1.3, so it was hard to really pinpoint anything. BUT if I have to name one thing, I guess it would have to be the last box about Discriminate Stimulus, just because that was the toughest term for me to understand out of this section so that box was difficult for me to think through.
The three things I will remember from section 1.4:
1. Target Behavior - This was another one of those terms that just clicked with me, mainly because it seems like something that will be essential to know and be aware of when learning about and talking about modifying certain behaviors.
2. Elicited and (3.) Emitted. It is important to know the difference so I looked over these for a few minutes after I finished the reading completely, I think I have it down now: Elicit is presenting the stimulus and emit means to actually act on the behavior.

I don't think these sections necessarily changed any views that I had towards behavior modification. Rather, it expanded the way that I learn about behavior modification and how I view it now. It opened my eyes a little more, and I feel like as we continue to go through more sections my vocabulary will expand (or at least I hope it does) so that I will be able to use each new term presented to me and will be able to understand examples presented to me and be able to write my own examples better. I think these sections helped me take another step in the right direction.

Terms used in post: Operant chamber, deprive, establishing operation, statiation, discriminate stimulus, target behavior, elicit, emit

1.3
This section was very bitter sweet for me. I loved that there were so many examples! It’s much easier to take in and understand when the information is being explained various ways. I also liked that the book gave us the opportunity to come up with our own examples. This reinforces that I understand what I am reading. I say that it is bitter sweet because though I appreciate all of the examples, I dislike that when given the chance to fill in the blanks and give our own examples, I don’t know if my example fits. It would be more beneficial for me to be told right off the bat if I am doing it correctly or not and if I’m not, what I need to change. I want to know before we are quizzed in class if I am correct in my thinking.
One thing that I will remember is the obvious point of the chapter, that behavior has its own language. That learning the language of behavior of language is much like learning Spanish. I completely understand that comparison. I was in awe when the story of the crow was rewritten! This leads me to the second thing I’ll remember. I will remember the story of the crow and how reading the story in normal terms and then reading it in the language of behavior was so different. If I would have read the second version first, without reading the normal version, I would not have understood it in the slightest. The first sentence, “After an establishing operation consisting of deprivation of water, a crow emitted a flying behavior to gain access to pitcher of water for reinforcement.” It makes sense now but only because I read the original first. I can’t say that it’ll be easy to continue to read and understand the language of behavior. The third thin that I will remember are some of the vocab words. I know that emit means to do, topographically similar means on the surface, establishing operation means you’re making the reinforcer more reinforcing or appealing.
1.4
One this I liked about this section was that it gave you the dictionary definition of each term and then rephrased it so it was easier to understand. I also liked that it age you the opportunity to create your own examples. This gave me the change put it in my own words and there were no right or wrongs. I didn’t have to question if I was doing it correctly. One this that I did not like about this section was a bit boring to read. A section of terms does not appeal to me. I would like to spend some time in class going over the terms. Since this is comparative to learning another language, I think the best way it can be taught is in class where we can ask questions for clarification and listen to an explanation of the definition.
I will remember target behavior as the behavior you are trying to modify. I will also remember deprivation and operate establishing. Operate establishing is when you make the reinforcer more reinforcing and deprivation is a way of doing that. I’ll remember these terms because the examples involved depriving rats of food and that is sad.
After reading these sections, I am terrified that I won’t catch on to the language and terms. I didn’t realize there would be a complete language to behavior. I assumed this class would be like any other, the first chapter is vocab and background and move on but I was wrong. It’ll be interesting to see how I take to the terms and language!
Terms: Reinforce, behavior, establishing operation, deprivation, target behavior, emit, topographically and access.

C.H.

Section 1.3

This section sufficiently described how behavior relates to a language. There are so many factors and principles that go into language and behavior modification. The example he used about B.F. Skinner to describe how English can sound like a foreign language was interesting to me. While all of the words were in English, it was still a bit blurry for me. It makes me understand that there is so much to learn to behavior modification to begin intellectually speaking the behavior language. I liked how there were multiple examples to practice using behavioral language. The example in which we were supposed to use emit and elicit were very beneficial because they tend to be somewhat confusing at times. When the rats were deprived of food, this was known as an establishing operation. I thought this example was interesting because they reinforced the rats for behaving in a specific manner.
Something I did not like/understand was the man bitten by a dog story. It seems sort of contradictory because if you give a dog a piece of bread, then they will feel that they have been reinforced for biting the man. By giving the dog bread, the man will elicit the behavior of the dog biting him repeatedly for more bread. I am not sure that my interpretation is accurate.
I will remember
1. Behavior modification is like a language and can be very challenging at times. Although the words are all in English, interpreting them and understanding them takes much practice.
2. Establishing operations occur in an environment in which the reinforcer is more effective. The story of the rats wanting food helps me with this term.
3. Extinction is a term that means that the behavior is no longer reinforced. This may cause the subject to change their behavior to get the desired result. The crow example illustrates this.

Section 1.4

This section was extremely beneficial in reviewing the terminology and giving us an opportunity to practice defining the terms in our own words. It really helped me retain the information. It was helpful how a wiki definition was giving and then another definition following. The section used the rat example for the majority of the terms and I thought that was very effective because I didn't have to re-interpret a new example. I like how all of the words are beginning to be used together to help us learn and understand the material better. I also liked all of the opportunities to practice using the terminology because it is helping become more fluent.
One thing I disliked was how it was primarily terminology without much dialogue about anything else. It made the section a bit dry but I still enjoyed reading it because it gave me a better understanding of how to appropriately use these words in conversation to describe my behaviors.
1. I will remember that reinforcement means to increase of strength of a response and punishment means to decrease the strength of a response because it has been repeated so many times thus far.
2. I will remember the term discriminate stimulus because it is a term that came very easy for me to understand. The stop sign example was very helpful in understanding this term.
3. I will remember when trying to change someones behavior you must be cautious about satiation because the behavior will decrease/stop if this occurs.

Reading these sections has increased my understanding of what behavior modification is. My understanding of the terminology allows me to think and analyze specific behaviors and why they occur. It is much easier to describe a behavior process now.

Terminology: behavior, reinforcement, emit, elicit, deprive, establishing operations, extinction, punishment, discriminate stimulus, satiation

One thing that I really liked about this section is that it described how behavioral terms can be almost like foreign language. I found that this was encouraging and it made me want to read further into the section so that I could get the "language" right. I thought that this section gave great examples of how to use behavioral terms correctly. For example I was having touble keeping the terms extinction and establishing procedure straight. This section taught me though, that extinction occurs in situations that were previously reinforced are no longer reinforced. It also made it clear that establishing procedure is a prcedure that makes the reinforcer more reinforcing. An example that was used to describe this was that if you wanted a rat to do a particular behavior to get food, then you would deprive it of food until it performed that behavior. I also liked the sections where it asked us to use the different terms in sentences. This forced me to stop and think of how to correctly use the terms. One example of this would be when we were asked to put behavioral sentences into everyday language. "Sam was reinforced when he manipulated the package." I translated this as "Sam got a gift when he opened the package."
Something that I did not like about this section was that it seemed slightly repetitive in some sections. Although I found this slightly annoying, I guess that it is a good way to get people to remember that point that you are trying to make. Other than that I liked the section and felt that it helped me to learn how to use the language of behavioral terms. Three things that I will remember from this section are the definitions of extinction and extinction burst, how to properly use behavioral terms in sentences, and why it is important to use these terms correctly. I will remeber the definitions of extinction and extinction burst because I found them the most interesting. I also found it helpful that there was a fable that went along with the definitions to help describe what the words meant. I will the other things because the section forced me to write my own sentences and actually think about what they meant instead of just reading them and moving on. I am happy that these sections ask us to write out our own examples. It helps me to solidify the information.

In the next section something that I really liked was that it gave the basic definition of terms and then it broke it down into more everyday language. I also thought that this section did a good job of using everyday examples to help us remember what the term meant. I liked that this section, like the last, forced me to stop and think about what I was reading. I think that this is a good teaching method and I like that our text for this class is so different from other text books. I think that more books should be like this, but unfortunately most are not. Something that I will remember from this section is the definition of discriminate stimulus. Discrininate stimulus is any stimulus that sets the occasion for an operant response to occur. An example of this would be that seeing a red light in traffic reinforces you to emit a breaking behavior, because if you didn't break you would most likely cause an accident. I will remember this because when I first read through it, I didn't quite understand it. I had to reread it to fully understand it. I will also remember this because of the example that the text gave to describe what it meant. Another thing I will remember is the difinition of establishing operation. Establishing operation is an alteration of the environment which serves to increase the chance that the reinforcer is, indeed, reinforcing to an
organism. I will remeber this because this is another term that I had to read over more than once. I will also remember this because the text did a good job of discussing what it meant and it did a good job of giving an example of when it would happen. There was nothing that I really disliked about this section. I feel that it was a good way to remember all the different terms, and I think it is a good way to learn how to use them properly in sentences.

These sections have built on what I have learned about behavior modification because I think that they did a good job and clearly defining what all the terms were and how to use them correctly.

Terms: extinciton, establishing procedure, reinforced, extinction burst, discrininate stimulus, establishing operation, stimulus, behavior.

1.3 The Language of Behavior
The thing that I liked most in this section, and probably will be for most of the sections in this book, was the examples that were provided. This book really spells things out in an “easy to understand” manor.
It’s really nice not having to re-read sections to completely comprehend what is being said. Specifically though, I enjoyed the paragraphs where a story was told plainly in one paragraph and in the next translated in a behavioral terms. It really showed me that practically anything can be converted into the “language of behavior”.
Something I didn’t like about this section was going over extinction. I couldn’t really wrap my head around the usage of it in a sentence for some reason. Extinction for me means to no longer exist. This definition plays into the behavioral definition somewhat in that extinction occurs in situations that were previously reinforced, but are no longer being reinforced. Extinction burst was even more confusing. I have just been taught one definition of extinction and now learning this new definition is a little complicated.
Three things that I will remember from this section are that behavioral terms are almost always interchangeable with different words, how to translate a paragraph using behavioral terms, and that the language of behavior is very precise. The reason why I will remember all of these things is again the examples that were provided. Showing me how the paragraph is read with “normal” word and then telling the story the exact same way using behavioral terms spelled everything out perfectly. I understand now how easy it can be to interchange words, how to translate a paragraph into behavioral terms and that this language we are starting to learn is very precise.
1.4 Some behavioral terms that are used quite often
What I really liked about this section was that it was a nice big review of everything that we just went over. I really like how each word was very clearly defined and there was an example of that word right along with a definition. For example the word elicited, I had forgotten the meaning of that word so it was nice being able to go back and review what it meant and how to use it in context.
Something I didn’t really like was this section seemed to go on forever, probably because it was a lot of review, but it was a good review (For the sake of the assignment I really had to dig deep for something that I didn’t like so I picked this). I do realize that the process of learning a different “language” does take a while and I am grateful that we had the opportunity to re-read a lot of terms just to make certain that we were on the right track.
Three things that I will remember about this section are these definitions, Punishment, Target Behavior, and Reinforcement. I will remember Punishment and Reinforcement because I feel like they both have been reoccurring terms to us now and they have been sufficiently drilled into my head. The other term, target behavior, I will remember because it was pretty straight forward. It is simply the behavior for which you would like to decrease or increase the likelihood of happening.

One thing I liked about section 1.3 is that it compared behavior modification to a foreign language. It’s important to know terms and know how to use them correctly- and that it’s better to integrate them into your vocabulary instead of just memorizing them. We are constantly experiencing reinforcements and punishments every day, and most of the time we don’t realize it at all. I found filling out the boxes for this section was helpful and helped me realize this. One thing I disliked was using reinforcement, reinforce, punisher, punish, and punisher in different sentences. I didn’t quite get the point of that and found it rather difficult because I knew the difference but could not describe it. The examples that showed the difference between elicit and emit were very helpful also-especially the stop sign example. I found the definitions and the examples for establishing operation and extinction were very clear and helpful so I easily understood those concepts. However I felt the two stories did not really help me understand better, it actually confused me a little bit. The three things I learned from this section was:
1)Language of behavior is important so that what you are saying is accurate!
2) We are constantly experiencing punishments and reinforcements
3)Deprivation-reinforcers are withheld, Satiation- the reinforcer gets “too much”, Extinction- reinforced behavior is no longer reinforced.
One thing I liked about section 1.4 was that it was a review over what we have learned so far. It gave the definition of a previously learned word and then a box for us to define it ourselves and give an example. One thing I disliked however was that there were not any examples of operant behavior, which I felt would've been useful to use as a basis for my own example. One question I had was- What is the difference between the discriminative stimulus and the establishing operation? Overall I liked this chapter because I was able to connect everything we've learned so far together.
1)Relationship between reinforcement, punishment, elicit, emit, response, target behavior, satiation and deprivation.
2) Repetition is very important to remember all these terms!
3) Discriminative stimulus- sets the stage for an operant response to occur
Terms used: reinforcement, punishment, reinforce, punish, punisher, punishment, reinforce, elicit, emit, extinction, establishing operation, language of behavior, operant behavior, discriminative stiumulis, target behavior, satiation, deprivation

C.L.C.

Section 1.3

What I liked most about section 1.3 was how the language of behavior was compared to a foreign language. I can relate to this comparison because that’s exactly how I felt while reading some of the examples. Even after reading this section I still feel like it’s sort of a foreign language. I think it will be take time for me to pick up on all the different vocab words and be able to use them correctly in a sentence. I also liked how it incorporated terms from the last sections we covered. That was a nice way to go over the terms, reinforcement, reinforce, punishment, punisher, etc. The examples always seem to come in handy too, if I ever need to look back at them.

What I disliked about this section was when I was acted to translate the short story called “The Man Bitten by a Dog” I didn’t know if I had translated it correctly. I wish the right way to correctly translate it was given at the end. That way I could see where I was going wrong with this language of behavior.

One thing I really want to remember from this section is the difference between elicit and emit. I find them hard to keep straight because they both start with e. Elicit means to make a behavior occur and emit means to do a behavior. If I could only keep that straight in my mind, which would help me be able to use them in a sentence. I will also want to remember what establishing operation means because it’s a new vocab word we learned in this section. Establishing operation means procedure that means a reinforcer more reinforcing. I thought the example about food was a good way to explain what an establishing operation was perfectly. Or, any type of deprivation for that matter. Finally, the third thing I will remember is what extinction is. That vocabulary word is semi easy to remember because I know what extinction means in other ways. But, in the language of behavior it simply means that something that was previously reinforced is no longer being reinforced.

Section 1.4

What I liked most about this section was how it repeated terms that we have previously learned. I like that because it’s a good reinforcer on my brain, in terms of practice and repeating. However, what confused me must about this section was that the terms we previously learned in the sections before had different definitions than before. I realize that difference sources will have different definitions, but I feel like the definitions in this section were more complex. I like when they are simply because they are straight to the point then. That’s the part I disliked most about this section. Now I am confused because I am trying to remember what the first definition was and comparing to the definition in this section.

I know you’ve said it before but things are now starting to cumulate, that is one thing I will remember. It’s important to get these base sections down because we are only going to build on this throughout the semester. The second thing I will remember from this section is that satiation is only useful when the reinforcement behavior hasn’t been repeated numerous amounts of time. If it is over used then the behavior won’t work. Finally, I will remember that discriminate stimulus’ are almost everyone. It’s basically the way you respond to certain types of stimuli in in different situations.

These last couple sections have definitely built on what I know about behavior modification. We are going over vocabulary words that I have never used before so it’s definitely comparable to learning a new language. Sometimes I wonder why do we have to use the language of behavior. Why can’t we just use regular words so everybody can understand what we’re talking about. Although, it’s important for me to get these new concepts and vocab words down correctly because we will only be building on them from here on out.

Terms: reinforcement, punishment, satiation, deprivation, establishing operation, emit, elicit, response

Sect 1.3
One thing I really liked in section 1.3 was the discussion on language and how important it is to you it in the right context. Language is very precise and how you say something makes all the difference in what it means and how it applies to what you’re talking about. The first example I noticed was of the words reinforcement, reinforce, reinforced. These words and how you use them make all the difference when trying to describe the terminology. After reading further into this section I found more examples that really put the use into perspective for me. This section reminded me I can’t just memorize the terms and use them in any context while trying to describe certain situations and terminology. I took Spanish in high school and was reminded on how particular the words were and how a mispronunciation could change the whole meaning. This was also very beneficial because there are numerous boxes that want examples which apply to what we are learning. Not only does this become easier with practice but it eliminated the remember and spew words in a broad way. This is really specific and allows for examples while remembering how and why specific and correct is important in word usage. The language of behavior is very precise because it helps to describe the behaviors accurately. One thing I did not like in this section was the repetitiveness. The first part of this section gave very solid examples and boxes to help you remember the main topics of the section while also remembering how important it is to be precise. After the 6th page I felt that things were kind of repeated which isn’t necessarily a bad thing but it almost had the opposite effect on me and started to make me overthink the terms. The section had plenty of solid examples and described the topic very well in my opinion I just felt it could have been cut down a bit and still had the same effect and impact of the importance. It’s always nice to make sure there is enough info in the section but when its written so well In half the space its almost unneeded.
1.) One thing that I will remember from this section is the comparison between frustration, boredom, and giving up. All three of these terms seem so over used at times but when you break them down in a simple sentence or two it really shows the difference between all three. I enjoyed seeing those, especially the frustration and giving up. There is a huge difference in approach when you see these two words compared. From now on I’m going to look at it as a struggle to learn rather than a struggle because I’m not intelligent enough or that I should just give up.
2.) Another thing I will remember is how important the precision of language is when describing the behaviors in behavior modification. After reading the example si was more aware of how important it is to use the right term in the right context or it could change everything. This is something I will remember so I don’t misrepresent my ideas in the future.
3.) The examples: after reading through all the boxes and creating my own examples I realized that this language is pretty important and can be used in almost all situations that I thought of. This just shows me how important it is in daily situations.
1.4
The one thing I liked in section 1.4 is how each term was broken down into a definition then asked what it means and providing an example. This was very beneficial because we didn’t have to go find the info on our own and there were also examples provided. What made this even better was how we then had to supply our own examples which made the terms really stick. This allowed me to read the definition, the book example then apply it rewrite it in my own words and create my own examples. Having so many examples and explanations really helps convert the terms into my long term memory. It is also great that unlike a textbook these terms are the terms then examples without the fill in text that usually accompanies books. It makes the very easy to get the main points and information we need to remember, practice it and start remembering. The thing I didn’t like about section 1.4 was all the boxes and questions in them. I say this because they really challenged me. As I mentioned earlier I enjoy all the boxes that allow for us to think of our own examples but there were a few in here that really made me elaborate and think on a deeper level ( which isn’t bad, isn’t challenging). There were a few ideas in the boxes that took me awhile to think of a good enough examples that I wanted to use. Deprivation was one of those examples along with discriminative stimulus. They got me frustrated for a moment but then I remember sect 1.3 and kept going until I got them. This was the one thing I didn’t like. I felt like at times I was overthinking way too much.

1.) A thing I will remember from this section is the term target behavior. I will remember this because it seems that in behavior modification this is going to be a very important term throughout the semester. This is one of those words that will be very important anytime behavior modification is discussed especially during experiments and data collection.
2.) The other thing I will remember is the comparison between reinforcement and punishment. I knew these terms before but knowing that language is specific I re read them and thought about them in more in depth. Punishment means to decrease the strength of the response while reinforcement means to increase the strength of the response.
3.) Elicited and emitted. I felt it was important to know and remember the difference between the two. One involves presenting the stimulus while the other actually requires and act on the behavior. This is a big difference so I felt these were two terms I wanted to remember and make sure I got locked down. Elicit is presenting the stimulus while emit is acting on the behavior.
I think these sections have built on the previous sections with vocabulary and the language of behavior modification. The first sections were just a general intro to the subject. They gave basic ideas and concepts along with the groundwork for what was to come. These sections expanded on the vocabulary and went more in depth. They also made it known that precision while using terms in very important and needs to be correct. I learned a lot more terms in these sections accompanied by the numerous examples provided and thought of by myself. This helps further establish the base of the topic and lead us into more terms, concepts, ideas and issues as we go. I liked how it slowly progresses through so we can build each week on the previous week.

Terms: target behavior, behavior modification, punishment, reinforcement, reinforce, reinforced, response, frustration, boredom, giving up, deprivation, discriminative stimulus.


Terms: extinction, behavioral, reinforced, extinction burst, elicited, punishement, target behavior

1.3
After reading section 1.3, I really liked how it was noted several times that it was OK for us not to understand the language of behavior perfectly just yet. As I was trying to read and understand everything I was getting a little overwhelmed by all of the terminology, which I found to be pretty aversive, but then it was mentioned that we were not supposed to be able to say and understand everything right off the bat. Some teachers really expect you to know everything after you read it once, so I’m glad this is not the case here. I also liked that you related this to learning a new language—it’s not going to be learned in a day. It makes sense that the more we study and apply the concepts, the easier it will be later on.

There was really only one thing that I did not fully understand in the section. In the part where it asked us to translate the behavioral terminology and be creative, I was confused as to why it said “explain why it is one rather than the other.” One rather than the other compared to what? I just wish it would have explained that part a little more thoroughly.

I will remember that behavioral language can be used to describe almost any situation. This will be easy for me to remember because of the stories that were translated into this language. I will also remember what elicit and emit mean. They are new terms in this section so I will make it a point to keep them fresh in my mind. Thirdly, I will remember establishing operation and extinction because of the handy boxes in the reading that remind me of the definitions quickly and easily. Extinction burst is easy to remember as well because we talked about it in class the previous Thursday, when pop/candy machines don’t give you what you paid for.

1.4
After reading section 1.4 I found that I really liked how terms even from previous sections were not only mentioned again, but defined again accompanied by examples. It is very helpful to reread things you have already gone over, if even 30 minutes ago. It is much more likely to stick in my head, or at least, stick in my head for a longer amount of time.

I personally did not like the part about deprivation. I thought I understood the definition at first, because deprived is all a word we have heard and used before, but then when I read the part that said “…often by virtue of the fact that it is necessary toward the survival of the organism” I was lost. I get what it’s saying, but for me I have never thought of deprivation being solely deprived of something needed for survival. We can be deprived of many things that we don’t necessarily need, but that we probably want or are used to having. I just found it difficult to even come up with an example because really, how many things do we really absolutely need for survival? Aside from oxygen, food, and water, not too many.

I will remember deprivation because I spent a long time trying to come up with a good example out of my confusion. I may not agree too much with the definition, but at least that will help me remember the definition. I will also remember satiation simply because it is a word I have heard before. Now I will just try to apply it to behavioral language. Lastly I will remember that target behaviors are behaviors that we want to occur either more or less often. Target behaviors are really the reason we either reinforce or punish certain behaviors.

Reading these sections has built on what I have already learned because it just keeps adding more terms to help me better understand the basis of behavior modification. Everything seems to have a reason or explanation as to why exactly reinforcement means increasing the frequency of a behavior or why punishment means decreasing the frequency of a behavior. Everything just seems to be making a little bit more sense the further I read into the sections.

Terms: aversive, elicit, emit, establishing operation, extinction, extinction burst, deprivation, satiation, target behaviors, reinforce, punish,

Section 1.3:
In this section I really liked the fable called The Crow and the Pitcher and how they were translated into behavioral terms. I really liked this because it really helped to explain better establishing operation and extinction in an example that was easy to understand. One thing that I didn’t really like was that there weren’t a lot of examples and examples really help me to better understand what we are learning so that I can put it into different perspectives. One thing I will remember is the learning Spanish examples related to learning behavior modification. For example, there was a part that said a large part of the book will be used which isn’t only to teach us the language of behavior but to provide us with an opportunity to practice this new language by using it in class and in our homework assignments. Also, the example related to the part that the Spanish teacher would have them practice the words by interacting with her and through saying the words as a class. This reminded me of how we will learn behavior modification. Another thing I will remember is the example of a way you may speak behaviorally which is “when I manipulated the door knob, I was punished.” Or “upon opening the door I was met with an aversive response from my friends inside effectively punishing my behavior.”. The last thing I will remember from this section is the difference between Elicit and Emit, elicit means to make a behavior occur, and emit means to do to the behavior. I think that I will remember all three of these things because they were backed up by good examples and made sense to me of how to use most of the behavioral terms.

Section 1.4:
In this section I liked how they went about it as a whole. Such as defining each term and then stating what it means and most of them gave good examples and you were then able to write them in your own words and able to give your own examples. There wasn’t anything that I didn’t like about this section because a lot of it consisted of the definitions and examples. Something I will remember is actually each of the definitions used such as operant behavior and how operant behaviors set the occasion for either reinforcement or punishment to occur. The example of discriminate stimulus I liked because it has happened to me before when I am talking to a classmate about something and don’t stop when the teacher begins class. The example was that the teacher might be a discriminate stimulus for you to stop the conversation, because class is beginning. The last thing that I will really remember from this section is commercials are establishing operations that make the product they are selling look more attractive which helped to understand what establishing operations mean in a different way and in an example that I have seen before but didn’t know the specific term for it. I think that I will remember all of these because there were plenty of opportunities for me to learn what each term meant and to read the examples given but also to try my own examples.
I think that after reading these sections I have a better understanding of what it’s going to take to learn the language of behavior modification.

Terms: Establishing operations, discriminate stimulus, operant behavior, reinforcement, punishment, elicit, emit, manipulate, extinction, behavior modification.

Section 1.3

I appreciated the fable about the crow for a few reasons. I could relate to the crow's despair, and it gave me an example by which to write the terms.

After an establishing operation consisting of deprivation of obtaining a passing grade, a student emitted writing behaviors to gain access to points for reinforcement. Failing the class would be aversive to the student. The student started to become confused and the number of boxes left blank was so high that the student could no longer emit a writing response. Knowing that points were given to minimal writing in the begining she attempted to leave the blog empty. When she realized that points would no longer be given to minimal efforts she experienced extinction burst. This student became very upset at Professor MacLin for raising the bar and after much cursing she attempted to fill in the boxes after caffiene for reinforcement. Regardless of the childish extinction burst she progressed. At some point the student got on her username and clicked on the blog assignment link. Her behavior was reinforced when the length of the blog increased and she was able to feel like she had made a satisfactory post because it described something she liked, disliked, and several things she would remember about the section. Eventually the student became satiated and decided that it was time to stop posting about section 1.3.

Section 1.4

One thing liked about this section, and all sections for this matter is the summary. Sometimes I read a section and know what terms and key points I should be getting out of the reading and with some sections I don't. In this class it is made very clear because if you read the summary it helps you remember what you just read, and informs you of what you need to go back and read if you haven't remembered as the language accumulates quickly. I felt like this section had more explanation and examples between the box filling activities. In the last section I felt as though there were minimal explanations and all of my terms started running together. I don't think there was anything in this section that was particularly aversive to me. The three things I will remember from this section are as follows:

1. Deprivation is withholding any stimulus which is reinforcing to the organism where satiation is when an organism has had its fill of something and additional reinforcement doesn't change the frequency of the behavior.

2. Deprivation is effective in establishing operation because causing an animal to feel very hungry gives it motivation, provides reinforcement, for the animal. Food would not be an establishing operation to a satiated animal.

3. Discriminative stimuli can be people, places, or aspects of the environment that lead to different responses depending upon the situation. I suppose then that the weather could be a discriminative stimulus when going to an outdoor concert...because depending upon what the weather is like you are likely to chose a different outfit for the concert.

Reading these sections has helped me build my vocabulary because not being able to come up with sentences in class is aversive to me and makes me feel foolish. However, I find it helpful that we can use class time to go over any assignments before teh deadlines.

Terms:

establishing operation, deprivation, emit, reinforcement, aversive, extinction, extinction burst, satiation, discriminative stimuli

Section 1.3

I appreciated the fable about the crow for a few reasons. I could relate to the crow's despair, and it gave me an example by which to write the terms.

After an establishing operation consisting of deprivation of obtaining a passing grade, a student emitted writing behaviors to gain access to points for reinforcement. Failing the class would be aversive to the student. The student started to become confused and the number of boxes left blank was so high that the student could no longer emit a writing response. Knowing that points were given to minimal writing in the begining she attempted to leave the blog empty. When she realized that points would no longer be given to minimal efforts she experienced extinction burst. This student became very upset at Professor MacLin for raising the bar and after much cursing she attempted to fill in the boxes after caffiene for reinforcement. Regardless of the childish extinction burst she progressed. At some point the student got on her username and clicked on the blog assignment link. Her behavior was reinforced when the length of the blog increased and she was able to feel like she had made a satisfactory post because it described something she liked, disliked, and several things she would remember about the section. Eventually the student became satiated and decided that it was time to stop posting about section 1.3.

Section 1.4

One thing liked about this section, and all sections for this matter is the summary. Sometimes I read a section and know what terms and key points I should be getting out of the reading and with some sections I don't. In this class it is made very clear because if you read the summary it helps you remember what you just read, and informs you of what you need to go back and read if you haven't remembered as the language accumulates quickly. I felt like this section had more explanation and examples between the box filling activities. In the last section I felt as though there were minimal explanations and all of my terms started running together. I don't think there was anything in this section that was particularly aversive to me. The three things I will remember from this section are as follows:

1. Deprivation is withholding any stimulus which is reinforcing to the organism where satiation is when an organism has had its fill of something and additional reinforcement doesn't change the frequency of the behavior.

2. Deprivation is effective in establishing operation because causing an animal to feel very hungry gives it motivation, provides reinforcement, for the animal. Food would not be an establishing operation to a satiated animal.

3. Discriminative stimuli can be people, places, or aspects of the environment that lead to different responses depending upon the situation. I suppose then that the weather could be a discriminative stimulus when going to an outdoor concert...because depending upon what the weather is like you are likely to chose a different outfit for the concert.

Reading these sections has helped me build my vocabulary because not being able to come up with sentences in class is aversive to me and makes me feel foolish. However, I find it helpful that we can use class time to go over any assignments before teh deadlines.

Terms:

establishing operation, deprivation, emit, reinforcement, aversive, extinction, extinction burst, satiation, discriminative stimuli

Omit the second post as I refreshed the page twice, still didn't see my post, and got paranoid that my original post hadn't been submitted!

One thing I really liked about the section 1.3 was the way the material was introduced. When I first read the behavioral sentences I was so lost and I thought that I had missed something. I like how you put it into terms like Spanish. Like the fact that you learn better by hearing and practicing words, not just trying to memorize the words, or terms. It made it seem okay that you weren't entirely getting it yet. After the examples and such, I had a lot easier time understanding the terms.There wasn't really anything that I did not like about the section. The introduction was solid and the practice items were in an order in which you could keep building on what you already know. It was a really good way of reinforcing what we already knew at that moment.
The three things that I will take from reading this section will be very useful. For one, I will always remember that hearing and saying is a lot easier way of learning terms than just remembering the definition. When you speak you must put the word in the correct context and you must think of different situations that it applies to. In other words, it really forces you to think and understand the terms. The second thing is that we must be very precise in how we word these sentences. Behavior is such a specific thing with many factors. It is important to distinguish all the terms and factors in behavioral conversations or writings. Thirdly, I will remember the concept of an extinction burst because I see this happening to me in certain situations. Being aware of it will help me from it happening again.
After reading section 1.4, I was really happy with how it was set up. I like that first we see the true definition. After that, you make an attempt to explain what the definition actually means. Then, you provide an example to reinforce what we just learned. It's a gradual process in learning each term. You just keep building up on what we already know. I did not, however, enjoy reading a section that was basically all terms. I felt that towards the last couple terms I found myself skimming a lot more and not really thinking about what I was reading. That is just me though, you doesn't mean everyone should of felt like that.
The first thing I will remember from this section is how each term interacts with each other. An example would be the relationship between elicit and emit. The second thing would be how writing sentences and coming up with your own examples can reinforce your learning in a big way. The last thing is to remember all these terms the best I can because accuracy in speaking is so important. By memorizing these terms and how to use them will make your thoughts easier to express through words.
These sections definitely reinforce what we already know because they force us to put them in sentences and come up with our own examples. These both really make us think and attempt to understand the term, instead of just remembering the true definition.
Terms: reinforcement, reinforce, reinforcer, elicit, emit, extinction, extinction burst,

1.3
Once again I really liked the fact that everything was explained, and then afterwards you were to come up with examples of the new terms that were to be learned in the text. Most things were well explained. I really enjoyed learning about and practicing how day to day events can be translated into behavioral terms.

The only thing that I disliked was translating the fable about the man that was bitten by a dog. I think I have a pretty good idea of how to translate it, but it was not as clear as the first story about the bird and the water.

Three things I will remember from this section are:
1. Learning to use behavioral terms in every day situations. Being able to practice using the terms in any kind of situation really helps the information stick in my mind.
2. I will also remember the difference between the words elicit and emit. Again, being able to practice and put these terms into everyday life helps.
3. Lastly, I will remember how important it is to choose your words carefully when dealing with behavior modification. Reading the text made me realize how we use words in every day life do not mean the same thing in a behavioral sense.

1.4
I really liked being reassured that we will continue to use the material we are learning now throughout the entire semester. I think that is the best way that I learn. Being able to learn things over and over is extremely helpful for me. Giving the actual definitions of words and coming up with my own really help me understand the term and made it easier to apply it to my examples.

There really wasn't anything that I disliked about this section. It was very helpful and informative.

Three things that I will remember from this section are:
1. All the new terms. Being able to put all of them together in sentences and examples helps, and knowing that they will be used throughout the semester makes me want to study them a little more.
2. The difference between reinforcement and punishment. These terms have been used and defined several times in each section that we have had to read. Also knowing that everything is either reinforced or punished helps me apply these terms to my life and other situations.
3. Operant behavior. This will stick with me because in order for reinforcement and punishment to occur operant behavior has to occur first.

After reading these sections it has helped me remember the terms from the other sections as well. Although the new readings have introduced new terms, they still go back to the old terms and make us give examples which really helps the information to stick in my mind. I am also learning how to apply these old and new terms to everyday situations. I am also able to translate normal sentences or stories into behavioral terms.

Terms: elicit, emit, reinforcement, punishment, operant behavior

ECS

The thing that I found most interesting from chapter 1.3 was extinction of a behavior. Extinction occurs in situations that were previously reinforced, but are now no longer enforced. Although the simplest examples are seen in early operant conditioning experiments with animals, we can see examples every day. For example when training pets if we reinforcement them for following our direction to sit each time with a treat, we then suddenly stop giving them treats they will become confused and the pet is likely to get very confused and frustrated. I found this aspect of behavior modification very interesting because a behavior can be stopped suddenly if the correct reinforcement isn’t give for the specific event. It’s also very interesting that extinction can be for a long period of time and extinction burst can be sued in a shorter period of time.
I found it very difficult to get to thinking in behaviorist terms when reading the Aesop’s Fables. It made perfect sense when reading the story about the pebble and crow story, which parts of the story related to the specific aspects of behavior modification, but not for the one we were to translate. The establishing operation I believe is curing him self. The behavior he emits is traveling on a quest to find someone to heal him. Then I get confused on which part of the story is the extinction and reinforcer.
Three things I will remember from this section are extinction, extinction bursts and establishing operation. Extinction is a behavior that was reinforced but is now not cause the behavior to cease. Extinction bursts are during an extinction period when the subject tries a variety of responses to get their behavior reinforced, but it usually doesn’t work. This leads them to become very upset and frustrated. Establishing operation is very important in conditioning. This is the behavior that makes the reinforcer more reinforcing which in turn makes them more likely to do a specific behavior. Overall as an example to keep their meanings straight I will think of the crow and pebble story.
In section 1.4 there were a lot of new terms that were introduced and terms that were repeated from older chapters. The most interesting new term that I read about was discriminate stimulus. I found it very interesting that specific situations can emit a certain operant response. This definite stimulus signals a response such as seeing a yellow light in the distance. This signal would emit most people to slow down before getting to the intersection. If a yellow light weren’t associated with a red light after it, people wouldn’t have a reason to associate it with slowing the car down. I find it very interesting that a simple color can now be associated around the world with yielding.
Something that I disliked about this chapter were the review boxes. They are very helpful but after a while they become tedious. I’m sure I’m learning it a lot better now and it will stay with me longer but as I’m doing them it’s annoying. There are so many workboxes in this chapter (16 to be exact) that it just became overwhelming. I always try and finish the boxes but there gets to be a point when I’m not sure if I’m doing them correctly and I don’t want to waste time on doing something wrong. This would reinforce the wrong behavior, which in turn will be a punisher causing me to do poorly on the quizzes on Thursdays.
I will remember from this chapter are that reinforcement and punishment will be in every chapter so I will never forget that reinforcement causes a behavior to increase, whereas punishment causes behaviors to decrease. The next things I will remember from this chapter are target behaviors. Target behaviors are important and easy to remember because they are the behavior that you are trying to modify, such as exercising more regularly. Finally, I will remember the importance of deprivation. Without deprivation in most experiments the behavior will not be enforced enough to elicit the correct response. If you’re using food as an enforcer, it won’t work as well if the subject has just eaten a full meal and isn’t hungry. It’s important to take into account free feeding weight of an individual and use a proportion of that to know the amount to feed the subject before the experiment.
Reading these chapters have definitely built on previous chapters. It is helpful that it brings in terms we’ve already learned about as well as incorporating new ones to expand on our knowledge of behavior modification. We can also see that we are learning about more detailed parts of behavior modification, not just the general terms we learned at the beginning.

Terms: Extinction, behavior, reinforcement, punishment, elicit, emit, reinforced, conditioning, behavior modification, extinction bursts, behaviorist, establishing operations, aversive, discriminate behavior, stimulus signals, operant response, reinforce, punisher, target behaviors, deprivation,

EMM

The one thing I really liked about section 1.3 was how it gave a lot of examples of sentences in behavioral terms. Also, this section gave us several opportunities to write out our own sentences with behavioral terms. I liked that this section gave us examples and let us practice writing in behavioral terms because I like being able to practice the terminology and have a better understanding of what the terms mean.

One thing I didn’t like about section 1.3 was at the end when it gave the example of a story and it was in behavioral terms. I didn’t like that there was only one example. I wish there would have been at least another example so I would have more to observe. Minus the fact that there was only one example, I did like the concept of learning how to write in behavioral terminology.

Three things I will remember from section 1.3 is :1) That language of behavior is very precise. 2) seemly equals topographically and 3) Establishing operation is a procedure that makes the reinforcer more reinforcing. I will remember these three things because the first thing that was said in this section was the language of behavior is very precise. I will remember seemly means topographically because its simple to remember. Lastly, I will remember that establishing operation is a procedure that makes the reinforcer more reinforcing because we used several examples in the section and had several times to practice this behavior terminology.

One thing I really liked about section 1.4 is that it reviewed several behavioral terms that have been discussed in the last several sections. It also added a few new terms. What I liked is how it asked to define what the terms were and give examples. Even though there were several terms, it helps me review what they are and how to use them.

One thing I disliked about section 1.4 was I hoped there would have been more behavioral terms given to define and get examples of. I like reviewing even the simpler terms such as reinforcement and punishment. I wish this section would have reviewed other terms such as consequence, aversive, and different forms of reinforcement and punishment.

Three things I will remember from section 1.4 is : 1) how to use emit and elicit is sentences, 2) I will remember that discriminative stimulus can act as a person or a place which can lead to a variety of several responses depending on the situation and 3) I will remember that a target behavior is the behavior that is being manipulated either by being increased or decreased. I will remember how to use the words emit and elicit because I know that emit means to do, and elicit means to make. Therefore, I can use them in sentences with more ease. I will remember that discriminative stimulus can lead to a variety of several responses, meaning that it can either be punished or reinforced because of all the practice problems section 1.4 had. Lastly, I will remember that a target behavior is the behavior that is being manipulated either by being decreased or increased because I know that a behavior is what is be increased or decreased in the future. It’s basically the whole point of behavior modification.

These sections have helped be better understand certain behavioral terminology of behavior modification because these sections were very thorough when going over old terms and new terms. They gave several examples and gave many practices opportunities. Also, when the sections ask to use several behavioral terms in sentences is an awesome way to learn the terminology. Overall, it’s a repetitive and effective for my learning the correct way of using the terminology.

Terms: behavioral terminology, behavior modification, decrease, increase, decreased, increased, manipulated, target behavior, emit, elicit, discriminative stimulus, responses, reinforcement, punishment, reinforced, punished, consequences, topographically, establishing operation, reinforcer, reinforcing, behavior

B.M.E

Section 1.3

I liked the fact that the author acknowledged the fact that using behavioral language is very hard until one is familiar with material. This acknowledgement helped the examples further explain the concepts and simplify the material a little bit more. The interactive examples also helped with that process by eliciting a critical thinking process to happen in the individual’s brain.

Although most of the examples were very good at eliciting a critical thinking behavior, the last example of the Aesop Fable with the man and the dog was very unclear. I spent a lot of time trying to figure out which sections corresponded with which concept and I hope that I figured it out correctly. I do imagine that there is most likely more then one way to translate this word problem.

One thing that I will remember from this section is not to mix up reinforcement, reinforcer, and reinforce as well as the similar word counter parts for punishment, punisher, and punish. A new concept was the establishing operation. I will most definitely remember the fable of the crow dropping the stone into the vase to receive the water after being dehydrated for so long. Extinction, also a new concept will be another thing that I remember. This concept is the occurrence when a behavior that was once reinforced no longer is and can go on to extinction bursts as well.

Section 1.4

I liked the fact that the article was clear and concise when explaining examples of concepts discussed. It also made it possible by using these examples for the individual reading to make clear connections to the reading material by utilizing the study questions given along the way. The example that I especially liked was the sentence structure exercise using emit, elicit, and French Fries—one of my favorite foods.

There really wasn’t anything that I did not like about this section it was easy to read, understand, and follow as well as being informative and allowing those reading to test comprehension with the study question/exercises given along the way. But if there was one thing that I would have to describe, as something that I did not like it would be a repetitive example—all being centered on the same concept of writing a sentence or definitions.

One thing that I will remember is the concept that different behavioral languages can be used in definitions of other concepts—i.e. deprivation, satiation, discriminative stimuli, etc. Another thing that I will remember is that practice of building blocks; using things that I have already learned and using the new things that I am learning to emit a better understanding of the concepts at hand. This way I make a sort of journal of concepts that I can go back to refresh upon when I need to. I will also remember the relationship between words especially between satiation and deprivation among others.

By reading these sections, I have developed a more complex view of what behavior modification entails. By complex I do not mean something that takes rocket science to figure out but some thing more complex then attempting to put a square block through a circle hole. The language usage they explain does take time to learn but I hope that I will be able to understand it shortly.

Terms: deprivation, satiation, discriminative stimuli, emit, elicit, reinforcement, reinforcer, reinforce, punishment, punisher, punish, establishing operation, extinction, extinction bursts

I.A.

Section 1.3
I like how the language of behavior modification is broken down to it's individual components. The proper classification of behaviors is an extremely important part to the process. This section of the text really focused on being familiar with terms and terminology for a better understanding of the material. I think it was clearly demonstrated even in the practice boxes by having us go over the different terms in their proper setting. I didn't like how much emphasis was put on how difficult the language of behavioral modifications is to learn. I feel like we will learn them in good time as we steadily progress through the course.

The three things I will remember from this section are,
1) The correct termonolgy being emitted in it's proper context sets the occasion for the learning of behavioral modification.
2) A new addition to our behavioral wordbank called 'establishing operation' is an establishing
operation in form and is used to make a reinforcer more reinforcing. This often includes depriving the subjects of the object they are going to use to enforce a behavior.
3) Extinction is what occurs when a behavior is not reinforced. I like to think of it as the evolving of better methods and following in the evolution of behavior change patterns caused by the reinforcement or punishment of likewise pleasurable or undesirable behavior.

Section 1.4
Wow, once again the clarity of the text really stands out to me. This section goes into much more detail of the terms that were introduced in the opening chapter. It is really helpful to have them spelled out for us in their proper context. I didn't like how so many terms were thrown all together in one section of the text. It was too much all at once to really get a good meaning of the text and a firm memory of the terms. Some positive reinforcement will be necessary to abtain the desirable results.

1) Elicited behavior refers to the occurrence of the behaviors which are caused by the
presentation of some other stimulus. These are the behaviors that once elicited, allowed for a reaction to be emitted.
2) The clear explanation of discriminate stimulus showed how it is any stimulus which sets the occasion for an operant response to happen. The text went into a lot of detail on this and I began to understand the concepts behind this.
3) Discriminative stimuli consequently are all around us in the environments in which we interact on a daily basis. It is these behaviors which allow us to generate a response. This is where a varied response comes from because of the vaste different interaction possiblities.

This section has change my view of the terms we will be using throughout this course. They will be able to be learned and understood in good time. They just need to be constantly reviewed in their proper context till they become very easy to use. Before reading this section of the text, I was really wondering how we were going to learn so many terms. I now clearly see how they will be slowly learned through the proper use of the terms in real application situations while studying the text. This constant reinforcement of the terms will cause the positive desirable outcome of learning many terms.

Terms: Emitted, set the occasion, positive, reinforcement, punishment, pleasurable, desirable, undesirable, consequences, establishing operation, deprive, elicited, stimulus

One thing I really liked about this section is that it gave relatable examples of reinforcement and punishment that helped me to better understands the terms and what they mean. One thing I disliked is the discussion of extinction bursts because I don’t fully understand the meaning behind it. I will remember from this section is that complete understanding of the terms of behavior and knowing how to use them in sentences and examples will help me to fully understand this course. The second thing I will remember is that the term aversive means unpleasant or a negative response. The third thing I will remember from this section is the helpful example of establishing operation because it provided me a better grasp on the term.

After reading this section, I really liked learning about target behaviors because I think that will be very beneficial when attempting to modify any behavior. Targeting a specific behavior and being very precise and clear on what to focus on will increase the chance that modification or change will occur. One thing I disliked from this section is just trying to better understand establishing operation. I understand the meaning however, I struggle when trying to come up with examples. I will remember that when reinforcement occurs, a person is trying to increase the frequency that the behavior being reinforced will happen again in the future. Also, I’ll remember the term “satiation,” because I remember discussing it in class. The term means that providing any more reinforcement to an organism isn’t going to increase the frequency the behavior any more. The third thing I will remember is discriminative stimulus. After reading examples, I was really able to understand the term and apply it to every day life.

Sections three and four really built on the first to sections by providing more behavior terms and giving thorough definitions and examples to help me better understand the language of behavior.

Terms: Reinforcement, Punishment, Extinction Bursts, Aversive, Establishing Operation, Target Behaviors, Satiation, Discriminative Stimulus

SECTION 1.3

What was one thing that you really liked that was in the section? Why?

I enjoyed the brainstorming exercise! After reading the introduction to this Chapter, and following the last class period, I understand it is going to be most important to not only understand what words to use when describing behavior modification but how to use them (unlike most other classes where memorization of words is required until the test)! The examples acted as a reinforcer to using a problem-solving mindset. They also served to elicit the often uncommon experience of frustration when I have to apply myself to learning how to use a new skill in a productive manner and making many mistakes to begin with. Whilst the terms are not hard to understand, I’m looking forward to developing the ability to correctly implement them.

What was one thing that you disliked that was in the section? Why?

I really disliked my attempt to rephrase the end paragraph into the language of behavior. I felt very uncertain about where to put specific words. Whilst I had a good feeling about the terms I should use, I really had no idea how to tie them in with regular speak to create a paragraph of behavior talk similar to the previous example. For example, whilst I understand what an establishing operation is, I was unsure whether it was appropriate to use or where it should go. I felt very dumb not knowing how to do this. To say the least, the task elicited some very frustrated behaviors!

What are three things you will remember from what you read in the section? Why?

1. Firstly, the language of behavior is very specific. Like other languages it is vulnerable to written and spoken errors that change the whole meaning of a given statement. Thus, we must treat behavior modification like any other new language. We will have to take our time and put in a good effort to understand and learn the correct way to speak the language of behavior.

2. To elicit a behavior is to encourage a behavior to happen. To emit a behavior is to enact the behavior. These two terms, whilst similar have very different meanings. It is important to distinguish between the two due to the above discussion regarding the importance of speaking and using behavioral terms correctly. To reverse these two words creates a sentence with all new meaning.

3. Extinction occurs after a previously reinforced behavior is no longer reinforced. An example of this would be the link between working out and a health diet. Workouts act as reinforcers to eat healthy. Once individuals stop working out, many begin to eat unhealthy again as they are no longer reinforced with the rewards of a work out.

SECTION 1.4

What was one thing that you really liked that was in the section? Why?

I enjoyed reading the sections on discriminative stimuli and trying to comprehend the many different situations this stimuli exists within. The extent to which discriminative stimuli exists suggests that many parts of society are structured to control the public’s behavior (we live in a society where behavior modification sneakily exists all around??). That different discriminative stimuli exist with different people, places, and aspects of the environment also support this notion as key components of society. Mulling these ideas over was the best part of this chapter.

What was one thing that you disliked that was in the section? Why?

There was nothing I disliked in this section. Unlike the previous chapter where I found it a horrible experience to try and rephrase the end paragraph, I enjoyed working through all the exercises as I already feel more improved in both the understanding and the usage of these behavioral terms and concepts we are studying.

What are three things you will remember from what you read in the section? Why?

1. Satiation - there is such a thinking of too much reinforcement. Understanding this concept is interesting because it suggests that behavior can reach a limit. Initially I have presumed we can keep changing behavior but not that a changed behavior will reach a limit.

2. Elicit, emit and response are all terms I remember clearly now and hope I use just as well. As I discussed in the previous chapter, elicit and emit sound similar and could easily be confused but if you focus on how each corresponds to the term “response,” it is easier to discriminate between the two. Eliciting a behavior suggests a certain response whilst emitting a behavior enacts a certain response.

3. The establishing operation is a concept I remember as I try to understand how to use it successfully when discussing behavior modification. I am trying to simplify the terms definition into something easier to comprehend. Thus far I am hoping the following definition is accurate: an establishing operation ensures that a behavior will be modified dependent upon the desirability of the reinforcer.

How has reading these sections changed or built on what you have learned so far about behavior modification? How so?

These two chapters have definitely built upon the concepts and ideas of 1.1 and 1.2. They have outlined the real mechanics behind behavior modification. The previous chapters suggested there was simplicity to the process of behavior change. Whilst the overall concept of the ABC’s is simple, there is much more detail involved in specific procedures and mechanics. This is most obvious for me in my attempt to change the end paragraph of 1.3. Turning a regular rhyme into the language of behavior was near impossible. Whilst I understood the ABC of the paragraph, using the correct terminology and concepts to describe the situation, step by step, was very hard. A few new concepts also built upon the previous chapters. Specifically, the establishing operation, which really exemplifies the detail involved in behavior modification. Once again, a good read! I feel as though I learning some useful concepts!


TERMS: behavior, modification, reinforcer, emit, extinction, reinforced, rewards, discriminative stimuli, behavior modification, satiation, reinforcement, elicit, emit, response, discriminate, establishing operation, desirability, modified, ABCs, procedures, mechanics, terminology, concepts

Section 1.3
I really like the boxes where we had to actually use the behavioral terms and come up with examples to explain the concepts to ourselves. I also liked the idea of trying to use different terms in three sentences. It really helps me to practice using the terms and try to explain the ideas to myself (imaginging I'm explaining it to someone who isn't a psych major). I felt that the stories that were in normal terms and having to translate them into behavioral terms was very challenging yet helpful to apply the terms to anything in everyday life...even Aesop fables. I really didn't find anything that i disliked in this section.
Three things I'll remember from the section include the story about the man and the dog and having to translate it into behavioral terms, elicit and emit and the difference between the two, and the sentences using punishment or reinforcement. I spent the most time on writing the sentences in order to help myself remember them more, as well as to help apply them to life situations.

Section 1.4
I liked the idea that each section had a place to write our own description of the terms with an example. It helped me to think about the terms, apply them to situations, and come up with examples and my own description. The only thing I disliked and still don't understand is the idea of operant behavior. I don't understand what it's talking about. I tried to write a description and an example, but I may be asking about it in class on Thursday. I didn't mind that it was in the section, I just didn't fully understand it.
Three things I will remember from the section is each box and how it helped me to explain the terms in my own words and having to come up with my own examples, the explanation of each term in the reading, and the example where we had to use the words elicit, emit, and French fries.
These sections have built on my understanding of behavioral modification by explaining how behavior modification can be approached in different ways as well as how we can apply the terms and ideas to our own lives and our own behavior. For example, I am trying to exercise more, eat healthier, and get in better shape so that I can look my best at my wedding in June this year. I have used some of the punishment and reinforcement ideas to help me in my attempt to emit healthy behavior.
Terms:behavior, behavior modification, emit, elicit, concepts, operant behavior

Section 1.3
One thing I really liked about this section was how we were given the definitions but instead of just memorizing them for a test we are asked to make sure we understand the terms by giving examples or translating in the boxes provided. I think this helps me personally because sometimes I think I know or understand something but when i'm asked to give examples I'm confused. I really like how there were a lot of boxes in this and the next chapter to make sure we are understanding the concepts fully. One thing I didn't like was when we had to translate the story about the man who got bitten by a dog. That was pretty overwhelming for me, and I found that coming up with the right terms to match the story was a struggle for me. I'm sure it will get easier once i'm more familiar with all the terms. The three thing I will remember are: 1. Extinction. Because I think of it like an animal that goes extinct, the reinforcing behaviors are terminated or stopped. 2. Establishing Operation. This I remember by thinking that in order to help a reinforcer do its job you might do something to double its chances of working. 3. I will also remember elicit, which means helping to make a behavior occur. I remember this because I've heard the phrase she wanted to elicit a response(behavior)
Section 1.4
One thing I really liked about this section was learning about operant behavior. I think this makes a lot of sense because certain situations would call for people to act differently, or if say the mood changed in a place then the person's behavior would most likely change as well. One thing i didn't really like learning about was there was a lot of vocab in this chapter. I felt a little overwhelmed with all the new vocab we meant to learn in just this one chapter. Using the boxes to write in did help me to get a better grip on these terms though. The three things I will remember are 1. Target behavior, this term is easy because it just means the exact behavior you want to change. Like a target you aim for in archery, a target behavior is the bulls eye you aim to hit and change. 2. Another thing I will remember is satiation, which I remember as the organism is satisfied and therefore doesn't want any more the reinforcer, making the reinforcer lose its power. 3. Deprivation is another easy term to remember because it is exactly what it sounds like. Something is being withheld from the organism. Depriving it of something will only make that something more desirable.
The reading for these two sections has greatly expanded my knowledge or behavior modification. It is branching out from the basics to more specific terms, that go into further details about certain behaviors. The details are taking us from basics to more involved concepts of behavior modification. I look forward to leaning more.
Terms: Reinforcer, Deprivation, Satiation, Target Behavior, Operant Behavior, Extinction, Establishing Operation, Elicit

1.3
One thing I really liked about this section is the approach to learning the language of behavior. We are not expected to ‘read from a text and memorize definitions’. For me that is the most dullest thing you can ask of a student. Letting us use the language, using examples, and building our vocabulary will help me greatly. I really like the comparison of learning another language. Although very precise and constricting, it creates a better understanding once you get it, if that makes sense. I also appreciate the reassurance throughout this section about how this language is difficult and not to get discouraged because it is so new.

I wouldn’t say I disliked it, but reading through the behavioral language examples, was really hard. I had to read them a couple times over to try and make sense. I understand they’re supposed to be difficult, because I am so new to the language and my vocabulary hasn’t quite reached the fluent level of understanding. I am grateful for the translations! Once I read the translations, I started to get a better feel for how to read the behavioral terminology, but I think I’m still far from completely comprehending. With more practice evolves more success.

I will remember…
… that the language of behavior is complex. Therefore I need to be sure I use it correctly.
… the procedure that makes the reinforce more reinforcing is the establishing operation. Establishing operation should be added to my behavioral terminology vocabulary.
…extinction occurs in situations that were previously reinforced, but are no longer reinforced. Extinction is also a term that should be added to my vocabulary.

1.4
I liked that this section was kind of like a review of the terms that we have already come across. Defining and giving my own example for each term just reiterates what I know and also allows me to further become familiar with the language. I like having the formal (Wiki) definitions and the Layman’s terms definitions for each term just to clarify if my own definition is correct. Because the language is complex and concise, and it is important to use it accurately as the text states, this exercise helped me.

This section I didn’t have anything I disliked. Mostly this section was reiterating what we already know and review over terms. I thought it was more helpful.

I will remember…
… the language of behavior is cumulative. That makes sense really. Using the example of a language, if you know words then you start putting them in sentences.
… that most terms have relations to other terms. For example, reinforcement and punishment, elicit and emit, etc.
… that familiarizing myself with these terms is better than trying to memorize definitions. Knowing the meaning and being able to use the terms is more helpful and reciting definitions from Wiki.

So far the readings have built up my vocabulary and have shown myself how the terms I’ve learned relate to behavior modification.

Terms: language of behavior, reinforce, reinforcing, establishing operation, behavioral terminology, extinction, reinforced, reinforcement, punishment, elicit, emit

While reading section 1.3, the thing I liked the most was the discussion of how when it comes to behavior modification, there is a certain language you need to know. There was a lot of emphasis on the importance of using the language of behavior correctly and how like many other languages, you can use many of the same terms to mean different things. I also like how the book in general really works with adding new terms in addition to incorporating new terms creating this giant snowball effect of the understanding of behavior modification. The thing that I didn’t like so much about this section was I felt like I had trouble interpreting the terms into my own words and using behavior terms to describe common everyday events. With more practice however, I will be able to get the hang of it.

Three things I will take away from this chapter include:

1. The general idea that behavior modification is extremely comprehensive. As the semester and course continue, my knowledge will continue to grow and I hope to find myself more and more comfortable with the terminology and have a greater understanding of all the general concepts.

2. The concept of Establishing Operation. Establishing operation is defined as the procedure that makes the reinforcer more reinforcing. An example given in the reading is using food as reinforcer, then depriving someone or something of food in order to create a even greater positive response to a specific behavior. This term was something I had never heard of before, but when you really think about it, it is an ingenious idea. Having the story of the crow, then translating it into behavior terms will really help me in remembering what establishing operation means.

3. The concept of extinction. Extinction is when a behavior or situation is previously reinforced, but is no longer reinforced. For example, when toilet training a child, you may use candy as a reinforcer every time the child uses the toilet correctly. Once the child becomes accustom to using the toilet properly for an extensive period of time, the child is no longer reinforced with candy for using the toilet. In some cases, this may cause the child to being to vary their behaviors in hopes of being reinforced once more which is known as an extinction burst.

I feel that these three concepts, along with many others, will stick with me as the course continues just because they are new to me and I find them all very interesting.

After reading section 1.4 one thing that I really enjoyed was all the practice we were provided to get familiar with all the terms presented in the section. I liked being able to rephrase the terms into my own interpretation. I feel it will really help me start to memorize the different terms and concepts of behavior. The thing I liked the least was the amount of terms presented. It was a little overwhelming when I first began reading.

The three things I will remember form this section are:

1. Operant Behavior. Operant behavior is defined as the factors and events involved in the behavior of an individual or animal. An example given in the reading was when a person says or does something either seen as desirable or undesirable to other people in the environment, it sets the seen for either punishment or reinforcement. The reason I will remember this concept is for the fact I had to read it few times and really think about concept in order to make my own example.

2.Satiation. Satiation is when a person or animal has already been repeatedly reinforced for a specific behavior and reinforcements no longer work at modifying that particular behavior. In other words, the reinforcement is no longer a reinforcement for that act.

3. Deprivation. Deprivation is different than satiation in the fact that it is the with holding of a stimulus such as food or water and is then later used as a reinforcement. One of the reasons this concept will really stick with me is because of the example that came to my mind instantly. An example that came straight to my mind was the TV show Survivor. Contestants are deprived of food for days on end then are reinforced with food for challenges they complete. This example will really help me remember deprivation.

Like the other sections we have read so far, I feel that these two sections will further add to my understanding of behavior and how to make changes in not only my own behavior but others as well.

Terms: Establishing operation, extinction, extinction burst, operant behavior, satiation, deprivation

Section 1.3

In this section I really liked the whole section because it taught me a lot of knew terms and vocabulary I can you use in my writing and conversation. I didnt dislike anything in this section. Everything was clearly explained and in a format that was pleasing to the eye. The reading flowed and each of the terms was clearly explained. I will remember the terms satiation, establishing operations, and extinction bursts. I will remember each of these because they are new to me and important to the field of behavior modification. The reading made it easy to understand the terms and thus allowing me to remember them easily.

Section 1.4

One thing I really liked about this section is that it gave the definition of each term and then gave examples of how the term is used and further explain the definition if a person did not understand the wiki definition. I also liked that it allowed you practice using the given term in your own sentence. I had no problem with the section at any point. Information was clearly presented and allowed easy learning and practice to really drive the point home. I will remember the same format for each of the terms because this section was very long and repetitive. I will remember the use of practice boxes for the new terms learned. It allowed me to practice the new terms learned, so this is why I remember it. I will also remember the term discriminate stimulus because it was the term that most confused me at first so I read it the most. This is why I remember this term the most.

After reading this section, my knowledge of behavior modification has grown by learning new terms that will help me with writing about behavior modification and talking about it. It has allowed me to grow in this field and allow myself to participate more in class.

Terms:terms satiation, establishing operations, extinction bursts, discriminate stimulus

1.3
Although I do not speak Spanish, I really liked the analogy of behaviorists' language as foreign. Also, I know firsthand that people with Scottish accents are damned-near impossible to understand unless you have already had a few pints. There is no such thing as "knowing English," because the language is so big (and keeps expanding) that most people only know a small amount of the most common words. The main thing that I got out of this section is that it is important to understand and be familiar with the lingo with whatever field you're studying. According to the Sapir-Whorf hypothesis, language shapes/influences the way that you think. I believe this to be true, because when I took French in high school, I began thinking in French. The same thing goes for the language of behavior. I liked the exercises for translating sentences back and forth between conversational and behavioral English, because it helps us to think in behavioral English, much like I began to think in French when I was learning it.
I will definitely remember not having a clue what Skinner was talking about when he said "The place of operant reinforcement in self-control is not clear, in one sense, all reinforcements are self-administered since a response may be regarded as 'producing' its reinforcement..." (Skinner, 1953 p. 237). This will help me remember why it is important to not only know behavioral language but be familiar with it so I don't have any trouble when I read something that sounds very technical.
I will also remember my technical translations of the ordinary sentence examples written in this chapter.


1.4
I like that we are going at a kind of slow pace to fully learn these terms and learn how to use them correctly. Many other classes don't spend nearly enough time explaining how to correctly use the terms, and there have been many times when my professors have emitted an inability of the students to keep up. That is a major aversive, which causes the students to fall behind as a response.
Again with this section, I liked the part where it said to come up with my own examples. This is because it helps me remember it when I take information that I just learned and put it into my own words. I am aware that this is a form of behavior modification, but I believe that I am being manipulated with the best of intentions.
With a bit of time I am probably going to remember most of the terms in this section because the exercises are very effective.

Even though in the back of my mind I have always known that there is a specific lingo with any discipline, I sometimes forget that I don't always know what something means just because it's part of the English language. I think I will make a list of key terms and study them often, which will really help my understanding of behavior modification.

Terms:
Behaviorist, Lingo, Sapir-Whorf Hypothesis, Operant Reinforcement, Self-Control, Self-Administered, Aversive, Response, Manipulated.

I.B

In section 1.3, I like the metaphor of the foreign language being like the language of behavior. It makes sense to me. Although right now the language of behavior is hazy to me and i don't really understand a lot of it, slowly I will acclimate to the terminology and grow to be fluent. Hopefully I will adapt to this more than I did to spanish, because after three years of it in high school the extent of my knowledge is still limited to the taco johns menu. I also liked the use of Aesop's fables; However, the first translation into behavioral language was the thing that I disliked most in the section. It reminded me of those kids in writing class that go to thesaurus.com with the intent of sounding smarter than they are, resulting in an incredibly over-complicated paper. The three things I will remember most from this section are as follows:
1. The word topographically. Because I like the way the word sounds and it has a meaning that can presumably be used easily in this class.
2. I will remember the story of the bird that dropped rocks into the water to raise the water level. Is this relevant to the class? Probably not. But it is one of the things I will remember most.
3. I will also remember that Establishing Operation is essentially just an amplifier for the reinforcer. The story about depriving rats of water made this memorable.

In section 1.4 I liked the emphasis put on the fact that the language of behavior is cumulative and that's why we are spending so much time pounding these terms in. I also like how in this book there is a lot of time spent being seemingly (or topographically) redundant, but that redundancy is what makes these terms and other information stick, which is essential for our well being in the later portions of this course. I dislike how there were some things I was hazy on, such as what Operant Behavior actually is, but being that this is a hybrid course i had to just keep going. It's all good now though. The three things I will remember most in this section would be as follows:
1. The example of eating too much Ben & Jerry's and becoming satiated, as I may or may not have done this a little too recently.
2. I will certainly remember that Target Behavior is the behavior that you are trying to affect.
3. I will also the example of depriving the rat to 90% it's free feeding weight so that ii is more susceptible to reinforcement by food. Starving the rat was the establishing operation.

I know this question will be at the end of every Tuesday reading assignment, but I feel like for the next few introductory chapters, my view of Behavior modification won't really be changed. All the terminology I learned and the examples that stood out would be what have been built onto my preexisting knowledge of BMod.

Terminology: Behavior, establishing operation, topographically, reinforcer, deprive, operant behavior, satiated, target behavior

Section 1.3
I really enjoyed the overall lesson of writing and speaking using correct behavioral language. This section did a good job of emphasizing why it is important to use the correct language of behavior so that you are sure that what you are saying will be communicated correctly. If words such as positive are used interchangeably with words such as desirable then the message that you are trying to get acrossed can be taken for something completely different. This also showed that works that can see intimidating on the surface can be broken down into simpler terms and make the works far more understandable. It also helped to show that it is possible to turn almost any sentence or story that uses day to day terms into something that uses the langauage of behaviorism which is what we are to be doing for this class.
One thing that I disliked about this section was that I felt the vocabulary terms should have been saved for the next section because that is what I interprutted as the main purpose of the next section. Establishing operation is actually defined againn in the next section. Rather than having these terms in this section I would have liked to have an example of a good translation of The Man Bitten by a Dog story so that I could compare it with the answer that I came up with myself. This way I would know if I was on the right track with using correct behavior language.
Things I will remember from this section
1. I will remember from this section is the importance of using correct behavioral language and the role that it plays within this subject. This is important to remember because this subject uses many different and specific vocabulary words that each have a particular meaning, and if used incorrectly the meaning can be interprutted incorrectly.
2. I will remember that establishing operation is done before a reinforcement procedure and is used to make the reinforcer stronger. This is the first time that we have dug deeper into the procedure or reinforcement that goes beyond the basic building blocks which shows how this process is more complicated that what it may seem. This is important because it is a factor that will help to make behavior modification application more successful.
3.I will remember extinction is the term that is used in behavioral language when behaviors in a situation that were once reinforced are no longer done so. During this time the subject are likely to emit extinction bursts in hopes to once again recieve the reinforcer they once had before. This is what allows for us to raise expectations and reach higher desired behaviors.

Section 1.4
I overall really enjoyed this section and know that I will continually look back at this section for reference to the many vocabulary words that are layed out. I found it very helpful to have the multiple definitions of each term and also being given exmaples for the words as well. I find it easier to learn and completely understand the words when I am given the word used in context. Though the section could seem overwhelming due to the number of vocabulary terms, it was easy to comprehend and retain especailly with all of the workbook questions that allows for us to make our own examples.
One thing that I did not like from this chapter was specifically the small portion that explained the term operant behaviors. It left me confused as to whether I really understand the definition and the correct way to use it. Right now as I see it I comprehend it as an umbrella term that the rest of the terms in the section fall under. I feel as though a more specific example would have been helpful because I found the one in the section vague and did not give me enough context to understand. This may not be a fault of the text but of from the way I am trying to view the term but it is obviously an important term for behavioral language and is something that I need to get clarifed.
Things I will remember from this section
1. I will remember the difference between elicit and emit and the relationship that they can have with one another. These two terms seem to be easy to confuse but have completely different meanings so it is important to make sure that I know what that is. To elicit behaviors is to cause operant behaviors to be emitted. To emit a behavior is to voluntarily perform a behavior. These behaviors will generally set the environment for reinforcement or punishent.
2.I will remember that during reinforcement the law of diminishing returns is able to happen and is called satiation in behavioral language. This means that it comes to a point where adding more reinforcemnt to an already reinforced behavior will not increase the frequency of the behavior any more. This again goes deeper into the reinforcement procedure past the building blocks that were layed out in the first two sections.
3.I will remember the term deprivation and how it
connects with the early term learned, establishing operation. Deprivation is the term used when any stimulus that is used as a reinforcement is taken away. These stimuli that are generally used for deprivation are things that are vital for life and survival. This many times can be used to establish operation because using such stimuli as reinforcers often get strong responses.

These sections helped me to see the deeper aspects that were introduced that expanded the simple building blocks that were given in the first two sectoins. It gave many new terms that layed out different aspects of behavior modification which shows what can be done to get better results as well as outcomes that may come from reinforcement procedure. I now see the great importance that correct word usage is in this subject and how different a statment can be if you use incorrrect language, though it may be understood in common culture. It showed that behavior writtings and works are written in terms that may seem complicated and not needed, because it could be written in simpler terms, but it would not actually give off the same message.

Terms used: positive, desirable, establishing operation, reinforcement, reinforcer, extinction, emit, extinction bursts, operant behaviors, elicit, satiation, deprivation

What was one thing that you really liked that was in the section?
I really enjoyed how there was a comparison between a foreign language and language associated with behavior modification. This was helpful because I am able to relate to the process of attempting to learn new vocabulary. Because behavior modification already has introduced a variety of words that are course specific and I am attempting to learn and use them appropriately.

What was one thing that you disliked that was in the section?
I disliked the part about translating the Aesop Fable into behavior language. I was honestly lost and confused.
What are three things you will remember from what you read in the section? Why?
I will remember that language is always a safe translation when trying to determine the behavior in any setting.
secondly i will remember that extinction bursts. Extinction bursts are when the subject makes different behavior choices in hope of getting the reinforcement they want. It makes me wonder if that is what cheaters do, they have a hard time getting good grades so they attempt different ways of cheating and deception in order to receive the grade they want.
thirdly what a establishing operation is. An establishing operation is the act of making a reinforcer more reinforcing. it seems like a very powerful tactic. Because in a way while going through the establishing operation the subject will be deprived and or go through something aversive or pleasant in order to reinforce the desired behavior.

What was one thing that you really liked that was in the section? i liked that the majority of this section was review of vocabulary we already knew so it wasn't an overload of information.
What was one thing that you disliked that was in the section? I disliked that there was just as much reading as activities, alot to comprehend in one reading.
What are three things you will remember from what you read in the section?
I will remember what a target behavior is, because it is a behavior that probably happens everyday but we don't even recognize it. For example right now i go to the gym once everyday, but i would love to increase the amount of time i spend in the gym which means exercising is the target behavior.
secondly i will remember what operant behavior. For example when i am around my family i am more aware of the things i say because of the social setting i am in, instead of when i am with my friends i feel more free and willing to say what i choose.
last i will remember that a response is the aftermath of a stimulus.

terms: aversive, pleasent, behavior modification, operant behavior, reinforer, punishment, behavior, response,stimulus, target behavior, extinction bursts, reinforcement.

1.3
One thing i liked from this section was the examples given for each term. The examples really helped me understand what the term meant. I liked reading the definition first, trying to figure out what it means and make an example of my own, then reading the example and seeing if i understood the term or not.
I understood what you were trying to get at with the spanish at the beginning with taking a class in behavior modification is like taking a class in foreign language but i was a little lost when spanish was brought up again with a skinner quote. I did not follow the point of that. Also, I am a little confused on the "extinction" section. Your example was a bird that needed water to survive, could not get to the water in the pitcher so it dropped rocks in it till the water got to the point where the bird could drink it or else it would die.. Does it have to do with dying? or was that just an example you gave? Other than that I learned a lot from this section and will hopefully remember most of the terms because of the examples that were given.
Three things i will remember from this section
1. Behavior modification is like learning a different language. It may not make sense at first but with repetition and more teaching it will become more clear.
2. Elicit means to make a behavior occur, and Emit means to do the behavior.
3. Establishing operation- makes the reinforcer more reinforcing. Example- If you are starving and you see or smell food the food becomes more reinforcing than it would if you were not so hungry.
I will remember these things because they make the most sense to me.
1.4
One thing i liked about this section was the review over things that we have already been over. I think these blogs will help remember things because we have to write things down but reading over and writing things down multiple times will definitely help me remember and understand them better.
There was nothing in this section that i did not like or disagree with.
Three things i will remember
1. Target behavior- the behavior that you are trying to increase or decrease in frequency
2. satiation- adding additional reinforcement to a organism will not change its behavior. it has already had its fill
3. deprivation- withholding any stimulus that serves as a reinforcement to an organism
I will remember these things because they are the ones that i read over and over till i understood and remembered them as best as i could.

One thing that I really liked in section 1.3 was the idea of extinction bursts – the idea that one may not have necessarily lost all the planning and work put into conditioning a subject is reassuring as a pseudo-behavioral psychologist. One thing I disliked that I read in section 1.3 was trying to figure out the difference between ‘reinforcement’ and ‘reinforcer’, and ‘punishment’ and ‘punisher’. The distinction is minimal to me – perhaps I should go back to a previous section and review.

Three things I will remember from section 1.3 are: 1) All day-to-day events can be described using our vocabulary terms as behavioral subject matter, because human mundane existence is what behavior modification is all about; 2) depriving subjects of water satiation is an establishing operation meant to enhance the use of water as a reinforcer, because if we’re going to use a modification technique, we should aim to make the subject emit a behavior as docilely as possible; 3) a behavioral psychologist elicits extinction when they neglect to reinforce a pre-existing behavior-reward pattern, because, in order to change a behavior for the long term, the expected behavior on both sides of the interaction is subconsciously explicit.

One thing that I really liked in section 1.4 was the writing examples that gave one a chance to take an internal inventory of one’s own possible means of self-reinforcing behavior, because it is not only an assignment we will have to do in class (behavior modification), but it is an area I have personal interest in. One thing I disliked about section 1.4 is how unclear it is to me the difference between target behavior and operant behavior – like ‘ment’ and ‘er’, the precursing word (instead of suffix) doesn’t offer enough variation for me to get a clear differentiation in my mind.

Three things I will remember from section 1.4 are: 1) the difference between deprivation and satiation, and how they are both related to reinforcers, because without these terms, we couldn’t do an establishing operation or gauge how well the reinforcement will be received by the organism; 2) a response is a reaction to stimuli, for the most part, because a behavior usually has an inciting incident attached to it; 3) and a discriminate stimulus is such an inciting incident, because it introduces change into a subject’s environment.

Reading these sections compounded my knowledge of the subject – a few terms remain enigmatic (i.e.: operant vs. target), but I trust the cumulative effect of the repetition and redundancy.

Terms: Extinction Bursts, Conditioning, Subject, Reinforcement, Reinforcer, Punishment, Punisher, Behavior Modification, Depriving, Satiation, Establishing Operation, Emit, Elicits, Extinction, Reinforce, Self-Reinforcing, Target Behavior, Operant Behavior, Organism, Response, Stimuli, Discriminate Stimulus

1.3
I enjoyed the example about how behavior modification is like a foreign language that certain terms mean specific things. I have found this to be true and am slowly learning the terms and how behavior modification works. I also liked the Aesop Fables stories although I didn't quite understand the translation part of it and was confused by that activity. I would have liked more examples to go off of so I have a better understanding of each term and how they work. Three things I will remember are 1)The terms Elicit and Emit and that one means to make a behavior and the other means to do the behavior. 2)I will remember that establishing operation makes the reinforcer more reinforcing. 3)Extinction is another thing I will remember from this section although I don't completely understand it and would like more examples on it.

1.4
I enjoyed that after every definition there was an "what does this mean" example that helped me understand the terms much better than just having the plain definition. And then after that it even went into more detail which I liked. Although using the terms in sentences helped a bit it got annoying to have to do one for each term. Some things that I will remember from this section are 1)Establishing Operation and how you can change the environmental to help with reinforcing something. 2)That the language of Behavior Modification is cumulative and keeps on growing on new terms that I learn. 3)Satiation and Deprivation and how they are related and used to reinforce a certain behavior that is desired.

After reading all these sections I am learning that each new section keeps on building on to the last one and that the use of terms in Behavior Modification is very important. I have been trying to go back and look at old terms when I see them again in the most recent chapters to help me remember their definition.

Terms:Reinforcer, Behavior Modification, Satiation Deprivation, Establishing Operation, Extinction, Elicit, Emit

1.3
One thing I liked from this section was the examples that were given with each of the behavioral terms. Without the examples of the terms, I would not have been able to understand the term as well, especially extinction and establishing operation. The example of the crow and pitcher helped me understand what extinction and establishing operation exactly mean in the behavior modification world. The crow was very thirsty and couldn't simply fly over to get water from the pitcher. It had to emit a different behavior to get the water.
One thing that I disliked was the last fable by Aesop. I had a little trouble trying to put it in behavioral terminology. It seemed like that the advice that was given to the Man who had been bitten would have reinforced the dog to bite more often. I looked at that as an aversive consequence and would rather try to find something to punish the dog for its behavior.
Three things that I will remember are 1) behavioral speak is like learning a new language. Certain terms have very specific meanings that are different from everyday talk. But with more exposure and practice, it will become easier to understand. 2) Establishing operation makes the reinforcer more reinforcing. If food is the reinforcer, by depriving food from an individual, it will make the individual motivated to get food. 3) Extinction and extinction bursts. Extinction is where past behaviors that were reinforced, are no longer reinforced. Such as the crow not being able to get water. But he had an extinction burst when he tried everything to obtain the water, only failing to do so until he put rocks in the pitcher to raise the water level.

1.4
One thing I liked about this section is that it built upon the previous section. In section 1.3 we had talked about establishing operation, deprivation, emit, elicit, and more. The terms were defined in the previous section, but in this one they were well detailed and even given an example of each. Such that deprivation wasn't fully explained in 1.3, but was detailed in 1.4.
One thing I didn't like was operant and target behavior. I couldn't quite distinguish between the two. I know what the target behavior is (the behavior that you are trying to increase or decrease), but to me, it seems like the operant behavior is the same. Maybe I'm misinterpreting the definition and hopefully I will understand it when discussed in class.
Three thing I will remember are 1) How deprivation and satiation are related. They are opposite of each other. Deprivation makes the reinforcement stronger to the organism, while satiation has no effect on the behavior being targeted. 2) The relationship between elicit and emit. Elicit is the behavior that you expect to happen while emit is the actual behavior that occurred. 3) Discriminate stimulus is something that tells you what to do. It can be many things from people to aspects of the environment. A good example was the stop sign. It tells you that you have to stop there, but from personal and past experience, you may or may not fully stop.

After reading these two sections, my vocabulary of behavior modification has grown. My understanding of a few terms have gotten better, while others are still in the air for me. I think it will become more clear as we progress in the semester.

Terms: extinction, establishing operation, punish, reinforcer, extinction bursts, deprivation, emit, elicit, satiation, discriminate stimulus, target behavior, operant behavior, organism, stimuli,

1.3
One thing I really liked about this section was the approach taken for teaching the terms. As someone who has taken classes in foreign languages it was very useful for me to get into that mindset for learning the terms. For example, reinforce reinforcer and reinforcement are all variations of the same root word, yet they have entirely different meanings and applications. In these cases it is useful to think of them as separate words to be learned in a new language that as variations of only one term in a language you already know.
I also really like all of the examples used in this section. For me reading about what a term means gives me a pretty good idea of the concept, but it is the example given for the term that really clarifies it and cements it into my memory. Establishing Operation was a good example of this in 1.3. The definition given gave me a good idea of what it meant but I wouldn't have been able to give an example of it on my own without the example of food deprivation for the rat in the maze.
The only thing I didn't really like was having to translate the story of the man who was bitten by the dog. The story of the thirsty crow was very easy for me to translate but the man with the dog bite was more difficult. I feel that this particular story way have been easier to translate later on in the semester when we have more terms at our disposal and a better working knowledge of the terms and the ABC's.
From this chapter I will remember the relationship between reinforce reinforcer and reinforcement and punish punisher and punishment because of their relationship with each other. For reinforcement to occur you must reinforce the organism with a reinforcer. Likewise for punishment to occur you must use a punisher to punish the organism. This will then increase the probability of the target behavior happening again in the future and decrease the probability of the target behavior happening again in the future respectively.

1.4
What I liked most about this unit were the examples provided. I felt that the terms given in this section were more difficult and more complex that what we have learned so far. Terms like operant behaviors, discriminant stimulus, and establishing operation were difficult for me to grasp with the definition alone. It wasn't until I was given examples and then asked to provide examples of my own that I really got a clear working understanding of the terms. Without the examples I think this would have been a very confusing chapter.
That said, though I found the examples exceedingly helpful, the one thing I didn't like from this section was providing so many of my own examples at the end of the section. Because we were challenged to use as many terms as possible I felt that using this exercise with every term was excessive because I was reusing the same terms again and again. I found it was more taxing than it was helpful.
From this section I will remember deprivation, satiation and establishing operation because they are all involved in making a reinforcer more reinforcing or making a punisher more punishing.

Reading this sections have built on my knowledge of behavior modification because it has provided more of the mechanisms that make the ABC's work. Before while we had been convinced that the ABC's worked we did not have a clear understanding of haw they worked, nor did we have the terms at our disposal to explain them adequately in our examples. Now I have a better understanding of how an organism comes to be reinforced/punished and how to both manipulate the circumstance around the reinforcement/punishment and then explain it. I can also make a reinforcer/punisher more reinforcing/punishing until satiation is reached.

Terms: Reinforce, reinforcer, reinforcement, punish, punisher, punishment, ABC's, establishing operation, organism, target behavior, operant behavior, discriminant stimulus, satiation, deprivation, establishing operation.


Terms:Extiction,Elicited,Punishment, Target Behavior, Reinforcement

Section 1.3 & Section 1.4

The first section 1.3 was very so informative and yet simple in explaining how important it is to know a term but not just it's normal definition but to also realize the different it can turn into a psychological term and be defined differently. I was very impressed on how even the word reinforce, reinforcing, and reinforcement was used as an example to remind us that even the simplest words can be described and used differently in psychology. I also liked the comparison to a different language which was Spanish which I know to be simple yet sound and look very different than English. The quote from B.K. Skinner was also a very eye opening experience on exactly how difficult it is to understand the language of behavior. I really enjoying hearing and reading Skinner’s work but it is sometimes very difficult to understand. I hope through further learning and understanding the language of behavior that it get easier and easier to read through some of the best psychological books that are out there. The example boxes are in my opinion the best way to see if I myself understand what is being asked or if I truly know what I just read. As far as understanding that way to turn a statement into a positive or negative reinforcement statement, I understood that but the second part was a little difficult to understand. I also realized that this section used new terms as well like elicit and emit psychologically speaking, it was not aversive at all. I did find that this section seemed longer than the first two sections and I think it is because it was full of new information. The term extinction which means that something that was once reinforced is no longer reinforced and it is used in a psychological way. Translating the whole paragraph was a little difficult but very challenging. I have to admit I did it in three increments because I had to use my full concentration to try to convert it to the best of my ability. For example the first sentenced which stated, “A man who had been bitten by a Dog went about in quest of someone who might heal him” was extremely difficult for me to even begin to turn into psychological language but eventually I did. I really enjoyed learning that the language of behavior can be used to describe just about any situation which I did not even realize.

Section 1.4
I really learned and processed a lot of information because of this section. I also want to say it should come somewhat sooner that section 1.4 but then again I’m not a professor. I just found this section so important and very simple that it was easy to write in the boxes whether or not I knew the definition or had to refer to other matter. Plus, the boxes which once again I really like are where I put my own meaning of punishment, reinforcement etc. Then I am also asked to put an example which then I myself see if I truly understand the meaning. The definition of operant behavior is what really got me going into a spin of thoughts and how my own operant behavior is what sets the tone for how others will either reinforce or punish that behavior. It was very truly an eye opening experience to realize how some of my bad behaviors need to be emitted in order for true behavior modification to occur. And even though the course schedule elicited a reading response because it said section 1.4 was due on Tuesday and yet I am turning it in a little late I hope that my blog is emitted and still given a good grade because I did read it on time but due to some unexpected events like the flu and a snow day I was not able to submit it until now.

Over all I have to restate how much I liked section 1.4 and think it should be incorporated with one of the early sections because it clearly helps for me as the reader to understand some of the basic words in the language of behavior. It was difficult at times to come up with longer sentences using as many words as possible but eventually I got the hang of it. I learned three new words that I had not realized were used in a psychological way which were: satiation, deprivation, and response, which I knew these words before just not psychologically. The ABC’s was also reinforced at the end which I definitely think was important to remember that the relationship between antecedent, behavior, and consequence are the foundation for this course.

Terms: psychological, reinforce, reinforcing, reinforcement, positive reinforcement, negative reinforcement, elicit, emit, emitted, punishment, extinction, operant behavior, behavior modification, satiation, deprivation, response, antecendent, behavior, and consequence

Section 1.3

I liked reading about extinction, which is a concept that I never really thought about before when reading about reinforcement. It really makes sense though; that you can get sick of a reinforcer after a while. Especially with food or compliments, you can get really tired of eating something or hearing the same thing over and over. A sub point of extinction is extinction burst, where a person changes their behavior to try and get reinforced by someone else. I also liked reading about the fable about the Crow and the Stones. I never would have been smart enough to think about dropping the stones in to make the water rise. Also, I think this was a really good example of positive reinforcement. Walking through step by step like the story did and explaining with each term kind of cleared it up a bit. When the book asked us what we thought Skinner meant by his statement, “The place of operant reinforcement in self-control is not clear, in one sense, all reinforcements are self-administered since a response may be regarded as “producing’ its reinforcement…”, I wrote, “I think he meant that a person wants some part of their behavior to change, and will not change completely until they get the result they want.” In my eyes, this is true most of the time because we are afraid to change sometimes; we do not want to end up with an undesirable result. I got frustrated making up some of the examples, especially where we had to translate the dog story, which I was completely lost on. The most interesting thing that I read was, “frustration means you are in the process of learning, (boredom means you learned it already)…giving up means only that you have ended the process of learning.” I think I thought that it was interesting just because I had never thought of it that way. I do get bored sometimes when I already know what’s going on and frustrated when I do not understand a concept. These concepts are pretty easy, but also easy to mix up because they all interlink and are very similar to me. It will be difficult to keep them straight.

Terms: extinction, reinforcement, reinforcer, extinction burst, reinforce, positive reinforcement, operant reinforcement, response, behavior, result, undesirable

Section 1.4

I found this section to be really repetitive of the first few sections. However, the terms are becoming more familiar to me. I made up my own definition versions of the definitions given by the text for reinforcement, punishment, operant behavior, target behavior, discriminate stimulus, satiation, deprivation, and establishing operation. This chapter was more about that and making up your own examples of these terms. It helped a little, but I feel like satiation and extinction are really close so I may mix them up. My definition for extinction in the last chapter was, “situations that were reinforced but are no longer able to be reinforced.” And, my definition for satiation this section was, “reinforcement no longer works because the organism is full of the desirable reinforcer.” These to me sound about the same, but hopefully some clarity in the difference between these terms will make its way to my brain soon enough.

Terms: reinforcement, punishment, operant behavior, target behavior, discriminate stimulus, satiation, deprivation, establishing operation, reinforce, extinction, desirable, reinforcement, reinforcer

Reading these two sections, I felt they were repetitive of the last two sections; kind of “reinforcing” the ideas we were introduced to in sections 1.1 and 1.2, while also adding some new terms. I like this way of learning, where we repeat some concepts while also throwing in some new ones. I think that it will make it easier in the long run to distinguish between the different terms and understand them better.

Section 1.3
Something that I learned and liked from this section was how important extinction bursts are, I think it has and still will serve as a useful tool to a being. If a pervious behavior emitted has failed to achieve the desired reinforcer, altering the behavior to possibly achieve reinforcement is something that I see as a positive adaptation. Something that I’m not a fan of is deprivation. I’m running all kind of thought experiments in my head to figure out a proper use for deprivation. I do understand that deprivation is useful in establishing operations, however, I feel like it’s very aversive in the first place and would prefer to steer clear of deprivation personally.
Three things that I will take away from this chapter: The first of which being the importance of using the correct terminology. Putting together the right language to convey the ideas in your mind is very important especially in the scientific community. I also learned what establishing operations are and I think that is something very important to operant conditioning, because making the consequence more reinforcing should be a priority in behavior modification. And as mentioned before, extinction bursts, with their role in trying to achieving reinforcement.
Section 1.4
I felt like this section was in a way a review, which I liked. I think that like math redundancy is important, however, that can be a doubled edged sword. This section forced me to practice using different terms and apply them unlike any other section has thus far. Things I will take away from this chapter: I now am fully aware of how satiation and deprivation are polar opposites of each other. I also am aware of how those two things play part in establishing operations. I will also take away a better understanding of how to express my ideas as a behaviorist would.
So far these two sections have really solidified a basic understanding of how to speak like a behaviorist. I have more ammo in my arsenal to sound pretty intelligent when speaking on matters of behavior and the modification of it. Hopefully people won’t think I’m just being pretentious.

Terms: Extinction Bursts, Emitted, Reinforcer, Reinforcement, Deprivation, Establishing Operations, Operant Conditioning, Consequence, Reinforcing, Satiation

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