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We looked inside some of the posts by psyc1002-blog and here's what we found interesting.
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Quote
The only person who is educated is the one who has learned how to learn and change.
Carl Rogers
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Generalization and Discrimination
Generalization and discrimination (past reinforcers) – Past reinforcers also serve as antecedents for responses to similar, but not identical, stimuli.
Example: When a child sees a pigeon, he/she identifies it as an animal with a beak, and is told that it is a bird. He/she will then identify any animal with a beak as a bird. This is called generalization. But then the child sees a penguin, and is taught that it is one of the species of birds that cannot fly. When the child learns to tell the difference between flying and non-flying birds, he/she is discriminating.
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Emotional Conditions and Prompts and Cues
Environmental conditions – This antecedent causes us to perform an action or a behaviour that we are conditioned to perform due to reinforcement. For example, when we are going to cross a road, we are reinforced to look both ways to ensure our safety before crossing.
Prompts and cues – These are specific stimuli intended to produce desirable behaviours. For example, when a teacher walks around the class during a test, he/she is ensuring that the children do not cheat, but is also cuing them to focus on the test.
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Antecedents
Antecedents are stimuli that precede (come before) and induce (lead to) certain behaviours.
Antecedents of behaviours that were reinforced in the past increase the likelihood of eliciting the behaviour in the future, while antecedents of behaviours that were punished in the past decrease the likelihood of eliciting the behaviour.
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Schoolwork as Punishment vs Quality Time and Communication Part 2
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Schoolwork as Punishment vs Quality time and Communication Part 1
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Schoolwork as Punishment vs Quality Time and Communication Part 1
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Physical Punishment vs Response Cost
*No children were harm in the making of this video*
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Satiation
The process of using a reinforcer so frequently that it loses its ability to strengthen behaviours.
Behaviours decrease when they are punished or inadequately reinforced, but they can also decrease when they are reinforced too often.
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Ratio and Interval Schedules
Fixed ratio schedule: is associated with a persistent value of responses.
Example: if a dog is reinforced every single time a lever is pulled accurately three (3) times the reinforcement would be on an FR 3 schedule.
Variable ratio schedule: After a certain value of average responses a variable ratio reinforcement schedule is involved.
Fixed interval schedule: these involve behavioral reinforcement following an interval value of time has went. The time interval remains constant in a fixed interval schedule.
Example: In a FI 4-second schedule the first response after 4 seconds has gone is reinforced.
Variable interval schedule: this is associated with reinforcing certain behavior prior to a variable interval of time going by. The interval of time does not always stay the same or constant. It revolves around the average length of time taken.
In a VI4-second schedule, the first response following 4 seconds has went by would be reinforced. However, none of the responses occurring after the 4 seconds has gone by will be reinforced. When an organism is educated on this schedule the steadier the behavior becomes rather than using a fixed interval schedule.
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Reinforcement Schedules are descriptions of patterns in the frequency and predictability of reinforces that have differential effects on behaviour.
Continuous Reinforcement Schedule can be defined as happenings which present itself when the reinforcement is received after determined behaviors have been portrayed.
Partial/Intermittent Reinforcement Schedules can be defined as the deliverance of reinforcement following certain behaviors and or responsivity.
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