Objective 18- Identify and describe positive and negative reinforcement, positive and negative punishment, the different schedules of reinforcement, discriminative stimuli, and shaping.
Positive Reinforcement is increasing behaviors by presenting positive reinforcers. A positive reinforce is any stimulus that, when presented after a response, strengthens the response.
Example: Petting a dog when you call it, giving praise to the animal when it obeys a command.
Negative Reinforcement is -increasing behaviors by stopping or reducing negative stimuli. A negative reinforcer is any stimulus that , when removed after a response, strengthens the response.
Example: Taking pain killers to end pain, or fastening a seatbelt to end the beeping.
Punishment is an event that tends to decrease the behavior that it follows.
Positive Punishment is the administration of aversive stimulus.
Example: Spraying water on a barking dog.
Negative Punishment is the withdrawal of a rewarding stimulus.
Example: Taking away a teen's driving privileges.
(Examples and descriptions were described on page 292 of Psychology: Tenth Edition in Modules, By: David G. Meyers)
Example: Petting a dog when you call it, giving praise to the animal when it obeys a command.
Negative Reinforcement is -increasing behaviors by stopping or reducing negative stimuli. A negative reinforcer is any stimulus that , when removed after a response, strengthens the response.
Example: Taking pain killers to end pain, or fastening a seatbelt to end the beeping.
Punishment is an event that tends to decrease the behavior that it follows.
Positive Punishment is the administration of aversive stimulus.
Example: Spraying water on a barking dog.
Negative Punishment is the withdrawal of a rewarding stimulus.
Example: Taking away a teen's driving privileges.
(Examples and descriptions were described on page 292 of Psychology: Tenth Edition in Modules, By: David G. Meyers)
Above are the types of reinforcement schedules. (http://4.bp.blogspot.com/-Q6y4QY1Ci_o/UrWvOEn24JI/AAAAAAAAH9M/BX2cUIUtQY0/s1600/Schedule+of+reinforcement+-+2.png)
A Reinforcement Schedule is a pattern that defines how often a desired response will be reinforced.
Discriminative Stimuli is a stimulus, associated with reinforcement, that exerts control over a particular form of behavior; the subject discriminates between closely related stimuli and responds positively only in the presence of that stimulus.
Example: A traffic light, the stimuli that the reaction is reinforced.
Shaping is an operant conditioning procedure in which reinforcers guide procedure in which reinforcers guide behavior toward closer a closer approximations of the desired behavior.
Example: Shaping dogs to save live, certain breeds of dogs can be shaped to sniff human beings or other injured animals out of debris and ultimately save them.
Resources:
Psychology: Tenth Edition in Modules, By: David G. Meyers
A Reinforcement Schedule is a pattern that defines how often a desired response will be reinforced.
Discriminative Stimuli is a stimulus, associated with reinforcement, that exerts control over a particular form of behavior; the subject discriminates between closely related stimuli and responds positively only in the presence of that stimulus.
Example: A traffic light, the stimuli that the reaction is reinforced.
Shaping is an operant conditioning procedure in which reinforcers guide procedure in which reinforcers guide behavior toward closer a closer approximations of the desired behavior.
Example: Shaping dogs to save live, certain breeds of dogs can be shaped to sniff human beings or other injured animals out of debris and ultimately save them.
Resources:
Psychology: Tenth Edition in Modules, By: David G. Meyers
Objective 19- Describe the application of the principles of instrumental conditioning to the therapeutic situation (behavior modification). compare and contrast classical and instrumental conditioning
Instrumental Conditioning is a means of modifying and reinforcing behavior through rewards and/or punishments.
Example: Let's say you are teaching your children good behavior. You praise them for good and scold for bad behavior. This can modify and change behavior when dealing with the original handling. That is where therapists come in (therapeutic setting) can control the behavior and rewards so that the individuals are not dependent on rewards and praise.
Classical Conditioning is a learning process that occurs when two stimuli are repeatedly paired; a response that is at first elicited by the second stimulus is eventually elicited by the first stimulus alone. (according to Google Dictionary).
Example: BELOW shows the gradual conditioning of a behavior
http://www.pierce.ctc.edu/staff/tlink/general/classical/2_basic_slide_pics.jpg
Resources above and below: Psychology: Tenth Edition in Modules, By: David G. Meyers
Example: Let's say you are teaching your children good behavior. You praise them for good and scold for bad behavior. This can modify and change behavior when dealing with the original handling. That is where therapists come in (therapeutic setting) can control the behavior and rewards so that the individuals are not dependent on rewards and praise.
Classical Conditioning is a learning process that occurs when two stimuli are repeatedly paired; a response that is at first elicited by the second stimulus is eventually elicited by the first stimulus alone. (according to Google Dictionary).
Example: BELOW shows the gradual conditioning of a behavior
http://www.pierce.ctc.edu/staff/tlink/general/classical/2_basic_slide_pics.jpg
Resources above and below: Psychology: Tenth Edition in Modules, By: David G. Meyers
When asked to compare classical and instrumental conditioning there is definite similarities and evident differences.
Instrumental conditioning is making an association between a voluntary behavior and consequence that follow behind, however, classical conditioning is described as making a connection between an involuntary/reflexive response and stimulus that follows the response. Similarly they both are used therapeutically, both are influenced by stimuli, and are a treatment of reward and consequence.
Instrumental conditioning is making an association between a voluntary behavior and consequence that follow behind, however, classical conditioning is described as making a connection between an involuntary/reflexive response and stimulus that follows the response. Similarly they both are used therapeutically, both are influenced by stimuli, and are a treatment of reward and consequence.
Objective 20- Describe what Skinner means by determinism.
B.F. Skinners term Determinism means that every action must occur. In
short, there is no free will, no action is caused, if it must be employed.
Skinner means to say that if a human is in need of an action, to reach for the
soup at the top shelf it isn’t by the individual’s freewill it is by the hunger
for the soup. No motion or action is made without the need for it. Freewill is
something thought up, it has not standing. Freedom is caused by the actions
that must occur, if we have something we are meant to.
Things just don’t “happen.”
Another small example could simply be, you went on a bike ride. It was not by choice but by a natural instinct to exercise.
Things just don’t “happen.”
Another small example could simply be, you went on a bike ride. It was not by choice but by a natural instinct to exercise.
Image above:
http://thesuperslice.com/wp-content/uploads/2011/11/determinism.jpg
Resources: http://www.mb-soft.com/believe/text/determin.htm
http://thesuperslice.com/wp-content/uploads/2011/11/determinism.jpg
Resources: http://www.mb-soft.com/believe/text/determin.htm
Objective 21- Summarize Freud's conception of the unconscious.
Freud wasn’t didn’t always look into the light, look at the bright side
of humanity, but he had quite the idea about consciousness. He tell us that our
unconscious mind is the one that harbor our most unpleasant part of our psyche.
Sometimes the things we don’t want to think about we push down into the deepest
darkest depth of our mind. Harboring things that we keep away from our
consciousness in fear it will upset the normality we have built around
ourselves. Our conscious selves is the one we show to the world, the self we
want everyone to see. When our conscious and unconscious mix things can get
fuzzy, and not in a good way.
Not everything we feel as humans are sunshine and daisies all the time. There are dark part of us, things we don’t really care to recall, we keep that in our unconscious state. It’s safer there, Freud tells us that sometime it’s okay to go there. Unconscious doesn’t always mean bad, it also hold some of our most significant memories as well. It’s a weird place, vast area with little visitors.
So let's say that you have gone through a traumatic event that altered your mental capacity and you have pushed that down into the depth of you unconscious mind, just to keep a sense of normalcy. Now when those thoughts mix with your everyday thought processes things will definitely change, says Freud.
Resources: http://www.simplypsychology.org/unconscious-mind.html
Image: http://1.bp.blogspot.com/-7chPUQxIlrA/TtRp_ZZFJ3I/AAAAAAAAAEo/3HC1NlUveso/s1600/imgSigmund%252520Freud5.jpg
Not everything we feel as humans are sunshine and daisies all the time. There are dark part of us, things we don’t really care to recall, we keep that in our unconscious state. It’s safer there, Freud tells us that sometime it’s okay to go there. Unconscious doesn’t always mean bad, it also hold some of our most significant memories as well. It’s a weird place, vast area with little visitors.
So let's say that you have gone through a traumatic event that altered your mental capacity and you have pushed that down into the depth of you unconscious mind, just to keep a sense of normalcy. Now when those thoughts mix with your everyday thought processes things will definitely change, says Freud.
Resources: http://www.simplypsychology.org/unconscious-mind.html
Image: http://1.bp.blogspot.com/-7chPUQxIlrA/TtRp_ZZFJ3I/AAAAAAAAAEo/3HC1NlUveso/s1600/imgSigmund%252520Freud5.jpg
Objective 22- Describe the structure of personality as Freud views it (id, ego, superego), his concept of defense, and his theory of development.
Id is a personality trait that is present since birth, this includes of the instinctive and primitive behaviors. Freud says that id is the source of all psychic energy, making it the primary component of personality.
Ego has more to do with reality and the reasoning part of the brain/personality traits.
Superego-Part of the human personality that hold personal standards and moral traits. Something that is developed throughout time.
Ego has more to do with reality and the reasoning part of the brain/personality traits.
Superego-Part of the human personality that hold personal standards and moral traits. Something that is developed throughout time.
Image Above: http://blog.lib.umn.edu/huber195/myblog/4%20id%20ego%20superego.jpg
Freud's concept of dense has to do with ego, and how the brain alters reality to shield harmful thoughts and actions from hurting us.
Resources:
http://psychology.about.com/od/theoriesofpersonality/a/personalityelem.htm
http://www.simplypsychology.org/defense-mechanisms.html
Image: http://www.simplypsychology.org/defense-mechanisms.jpg
Below is the types of defense mechanisms and examples to better help you understand their purpose.
Freud's concept of dense has to do with ego, and how the brain alters reality to shield harmful thoughts and actions from hurting us.
Resources:
http://psychology.about.com/od/theoriesofpersonality/a/personalityelem.htm
http://www.simplypsychology.org/defense-mechanisms.html
Image: http://www.simplypsychology.org/defense-mechanisms.jpg
Below is the types of defense mechanisms and examples to better help you understand their purpose.
Freud believed in stages of psychosexual development and they are as following, along with examples.
http://education-portal.com/cimages/multimages/16/psychosexual_stages_image.png
http://education-portal.com/cimages/multimages/16/psychosexual_stages_image.png
Objective 23- Define Rogers' actualizing tendency.
Carl Rogers’ actualizing tendencies have to do with a realization of a person’s self. When we get older we find who we are, and during the process we are able to understand our potential. We grow, like a flower. This is when we also discover our goals, ambitions, and desires in life. Where we learn to be ourselves and pursue what we want to do. We actualize who we are becoming and what we are capable of.
Personally, Rogers seems knows his stuff. This also has to do with a lot of self-realization. I can relate, sometimes it takes time to realize who you are, to who you want to become. There comes a time when you realize self-worth, self-concept, self-image, and your ideal self. These are all apart of what Carl is trying to get across to us. That we are all becoming into our true brilliance.
Image Above: http://classconnection.s3.amazonaws.com/81/flashcards/458081/jpg/hierarchy_of_needs1323542487651.jpg
Above the figure depicts the different stages that allow you to achieve self-actualization.
Resources: http://www.simplypsychology.org/carl-rogers.html
Above the figure depicts the different stages that allow you to achieve self-actualization.
Resources: http://www.simplypsychology.org/carl-rogers.html