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An essay on the positivity and negativity of reinforcement
Strengths and weaknesses of punishments
Strengths and weaknesses of punishments
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Punishment is widely discussed in the field of psychology. It is a topic that is misunderstood, repeatedly misused, and very controversial. Punishment is not about punishing the person it about decreasing a behavior. The book defines it as when you add something aversive to decrease an unwanted behavior (Chance, 2008). Punishment does not always reduce the probability of a response.
The definition of law of effect says behavior is a function of its consequences (Chance, 2008). In this case, punishment is defined as a decrease in the strength of behavior due to its consequences (Chance, 2008). There are two types of punishment: Positive and negative. Positive punishment is when you add something to a situation, like a spanking, to decrease a behavior. Negative punishment is when you take something away from a situation, like a cell phone, to decrease a behavior. There is sometimes confusion between positive punishment and negative reinforcement because they both involve aversive events (Chance, 2008). The best way to discriminate between the two is to remember punishment means to decrease behavior and reinforcement means to increase behavior. There have been two
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James Dinsmoor states that, “this theory relies on the reinforcing effect of stopping stimuli that have been paired with shock, and producing stimuli that have been paired with the absence of shock (Dinsmoor, 2001, p. 311). When a rat presses a lever and receives a shock, the lever is paired with shock (Chance, 2008). In classical conditioning, the lever turns into the condition stimulus for fear (Chance, 2008). In operant Conditioning, if the shock is aversive then the lever will be aversive as well, and the rat may avoid it (Chance, 2008). Both techniques can reduce the rate of lever pressing. This uses negative reinforcement by removing the aversive to increase a behavior (Chance, 2008). This is not a widely accepted
According to Skinner’s theories, “Reinforcement does not strengthen the response instance that produces the reinforcer.” Rather, reinforcement can increase the likelihood that a comparable response may occur within the future. For one bottom-line, “behavior is not caused by something that has not yet happened.” Similar to operant conditioning, “the emission of a response reflects past conditioning, so the response occurs because similar responses were reinforced earlier, not because it will be reinforced later.” Skinner agreed that the “initial high response rate seen in extinction sessions exemplified this important aspect of operant conditioning” (Iversen, 1992, pp. 1325-1327). Theoretically, Skinner identified two aspects of reinforcement, one is the “pleasing effect of reinforcing stimuli, the other is their strengthening action.” Furthermore, Skinner emphasized that “feeling pleased by an event does not necessarily make a person want to repeat the respons...
Fear conditioning is a commonly used behavioral paradigm to test an organism’s ability to create associations and learn to avoid aversive stimuli. There are two methodologies: cue and contextual fear conditioning (Kim & Jung, 2006). In cued fear conditioning, a neutral conditioned stimulus (CS) is paired with an aversive unconditioned stimulus (US) which activates a strong unconditioned fear responses (UR). After a continued training period, the neutral CS is now able to activate a conditioned response (CR). Similarly, context conditioning occurs when the background or context cues, during the condition training, is able to predict the US and activate the fear response. For example, a mice can be placed in a novel environment and given an aversive stimulus (e.g. footshock). When the mice is returned to that same environment, it will display a CR (e.g. freezing). The mice’s ability for contextual fear conditioning is dependent on whether it was able to learn and associate its environment with the aversive stimulus. (Curzon, Rustay, and Browman, 2009)
John B.Watson, R Rayner, (February, 1920), Journal of Experimental Psychology, Conditioned Emotional Reactions, Vol. lll, No. i.
‘A good smack never did a child any harm, that’s how they learn what is right and what is wrong’ has been proven wrong by Behavioral Psychologists, by conducting conditioning experiments. B.F Skinner who studied and performed an experiment on operant conditioning proved that to punish a child, does not always provide the direction that reward does, and in fact it teaches the child that a particular behaviour is unacceptable, and doesn’t show which other behaviours are acceptable.
Thorndikes’s Law of Effect describes the relationship between the action or behavior of what one does and its consequence. It is clearly describe’s that when a individual does a behavior and gets positive consequences that behavior is most likely to be reproduced and when the action or behavior causes pain or discomfort then when repeated the response will be weaker. Such as the cat pulling the string to get food and since that was rewarding it will do it again and also the child touching the stove and receiving pain and discomfort will not touch the stove again. The text also describes four key elements that are important to the “law of effect” which are the environment in which the behavior occurs, the behavior that occurs, the change in the environment after the behavior has taken place and lastly the change in behavior produced by the outcome. (Chance,
Operant conditioning is a process of reinforcing a response that is made by the stimulus and consequence; thus, it shapes an individual's behavior. If a response happens to go along with the stimulus, then this response is reinforced. Therefore, it will increase the chance that response would be reinforced in the future when the same stimulus is presence. Consequence can be broken down into punishment or reinforcement. A punishment would reduce the undesirable action; while reinforcement increases the desirable action. Positive reinforcement involves with a stimulus such as a reward or treats for good behavior. While, negative reinforcement is eliminated the negative stimulus after the desired response is shown. Positive punishment is when a positive stimulus is introduced after an undesirable behavior. Misbehavior children confined in the house would decrease unfavorable behavior.
Watson, J. B. (1920). Conditioned emotional reactions. The American Psychologist, 55(3), 313-317. Retrieved from http://search.proquest.com.southuniversity.libproxy.edmc.edu/
There are different ways that a teacher can deal with a student’s undesirable behavior. Some of these strategies are: positive reinforcement, negative reinforcement, punishment or extinction. The type of r...
In the instance of a bright light presented prior to a shock, the shock is then escaped, creating a reinforcer—the shock is disrupted. As each shock is escaped, a Pavlovian conditioning begins to form through the association of the light with the shock until finally a pairing is formed. At this stage the light has come to represent fear to the subject, who will now seek to escape the fear-associated CS. However, escape from the CS basically equates to avoidance of the US. As such, the two-factor theory of avoidance appears to show that in reality avoidance is not actually avoidance, but rather escape from a CS paired with the initial shock. In other words, because escape is vital for successful avoidance behavior, the theory holds that Pavlovian, as well as operant elements, manage and support avoidance.
The psychologist B. F Skinner believed that “changes in behavior are the result of an individual’s response to events (stimuli) that occur in the environment” (All About Operant Conditioning, 2006, Para 2). The following paper will discuss a learning situation in which an exercise routine is thought. The paper will evaluate the application of instrumental conditioning to this learning situation. As part of the analysis the learning situation will be described, the paper will compare and contrast the concepts of positive and negative reinforcement as related to learning situation, and explain the role of reward and punishment in learning an exercise routine. Finally, the paper will explain which form of instrumental conditioning would be most effective in teaching someone an exercise routine. Instrumental conditioning is the learning procedure that believes that “the organism must act in a certain way before it is reinforced; that is, reinforcement is contingent on the organism’s behavior” (Hergenhahn & Olson, 2005, pg 23). The major contributors of Instrumental conditioning are B.F Skinner, John Watson, and Edward Thorndike. These three theorists believed that “learning is the result of the application of consequences; that is, learners begin to connect certain responses with certain stimuli” (Huitt & Hummel, 1997, Para 1). In society the behaviors individuals manifest are learned behaviors which are learned through some form of conditioning.
There are three important concepts that are in this theory. They are antecedent, observable behavior, and consequences. When we are observing a child the first thing we want to do is understand what “triggers” their behavior. This concept is called antecedent, which is anything that comes before the behavior (Rizza 2014). There are two types of antecedents, direct and indirect. Direct is what happens immediately beforehand and indirect is not immediately before. The last concept is consequences, which is anything that happens after and is caused by the behavior performed (Rizza 2014). Once again, there are two different kinds of consequences, reinforcement and punishment. Reinforcement is what increases or strengthens a behavior so it will happen in the future. For example, one day Ms. W was so excited that a little boy named M was able to zipper his own jacket. She proceeded to give him a sticker and a high five. All of the other students saw how excited that Ms. W got and then they all wanted to zip their own jackets. The other concept is punishment; punishment is a way to decrease a child’s bad behavior. A punishment is anything from standing in the back of the line, going to the principles office, or taking a time out in the corner. Punishments are a way for a student to know what they did was wrong and not to do it again. An example of a punishment in my classroom
Berkowitz, L. & Cotton, J. (1984). Cognitive Dissonance in Selective Exposure. Advances in Experimental Social Psychology, 17, 357-373.
According to David Garland, punishment is a legal process where violators of the criminal law are condemned and sanctioned with specified legal categories and procedures (Garland, 1990). There are different forms and types of punishment administered for various reasons and can either be a temporary or lifelong type of punishment. Punishment can be originated as a cause from parents or teachers with misbehaving children, in the workplace or from the judicial system in which crimes are committed against the law. The main aim of punishment is to demonstrate to the public, the victim and the offender that justice is to be done, to reduce criminal activities and to deter people from wanting to commit any form of crime against the law. In other words it is a tool used to eliminate the bad in society or to deter people from committing criminal activities.
This essay will first explore what classical conditioning is by using Ivan Pavlov’s famous experiment with dogs to explain how it works. It will then go on to describe how classical conditioning led to more research by Edward L. Thorndike and B.F. Skinner in the study of instrumental behaviour (Gleitman et al. 2011). It will also mention briefly what similarities can be found between operant and classical conditioning before explaining in detail what operant conditioning is (Skinner’s experiment with the operant
The behavioral perspective is a theoretical perspective that says that abnormal behavior is caused by flawed learning experiences (Halgin and Whitbourne, 2013). B.F Skinner, the most common behaviorist, believed a person’s environment or anything external can influence a person mentally (AllPsych, 2011). The main point of the behavioral perspective is how the environment affects a person’s overall behavior (AllPsych, 2011). The three types of behavioral theories are classical conditioning, operant conditioning, and contiguity theory. Operant conditioning is when a person learns behaviors through reinforcement (Halgin and Whitbourne, 2013). Skinner studied operant conditioning by doing experiments using dogs that he placed in a “Skinner Box” (McLeod, 2011). Contiguity theory says that any stimulus and response that is connected will be associated with each other (Ramo and Howe-Tennant). Contiguity theory comes from the work of E. R. Guthrie (Ramo and Howe-Tennant). Classical conditioning is a learning connection between an original stimulus and a naturally evoking stimulus that causes an automatic reflexive reaction. Classical conditioning was the first type of learning to be discovered (Halgin and Whitbourne, 2013). Classical conditioning was also the first to be studied by behaviorist (Halgin and Whitbourne, 2013). Classical conditioning was discovered by Ivan Pavlov (AllPsych, 2011). During Pavlov’s experiments, he would put meat powder in dogs mouths that had tubes inserted in different organs to measure the dogs body responses (AllPsych, 2011). Pavlov found that the dogs began to salivate before the meat powder was presented to them (AllPsych, 2011). He also found that the dogs began to salivate as soon as the person feedi...