To All: Describe and analyze at least 2 novel examples of stimulus control in your own behavior. Be specific. Is the stimulus control present in your examples helpful or harmful? Explain. Dr. Randall Hello Everyone, Stimulus control occurs when a presence or absence of a stimulus trigger a behavior (Chance, 2014, p. 399). In my experience, I’ve noticed many indications of stimulus control in my behavior. For example, I tend to read a book every time I eat. In this case, my eating habit is controlled by the stimulus of reading a book. I believe that the stimulus control present in this example was somewhat harmful because reading materials aren’t always available to me when I eat which makes me uncomfortable. Another example is, when I was
Skinner, B.F. A Brief Survey of Operant Behavior. Cambridge, MA: B. F. Skinner Foundation. 1938
A Behaviorist believes that all behavior is the result of activated stimuli based off of an individual’s environment. Therefore, his counselor would analyze and observe the various stimuli affecting Jake’s life and see if they were similar to the factors known
Your brain to go into automatic mode and which habits to use” (19). In other words, Cue is the starting engine that drives individuals habits automatically without having individuals consent. Individuals react to a cue like a natural instinct as if a puppy would do a trick for their owners for a little treat to enjoy. When teaching a puppy how to respond to a clicker, the owner would simply start the clicking sound and immediately reward the puppy with a treat when responded to the sound. Repeating this process several times will build a habit into the puppy’s brain allowing immediate access, when next time the owner makes the clicking noise the puppy would respond to the clicking sound without having to think because the puppy has memorized the habit to use for later because of the reward. As for me, my habit of listening to
In the analytic dimension we are responsible for achieving control over a behavior. As said in the article it is the ability to turn the behavior on or off, or up and down, at will. The two techniques used to demonstrate consistent control are the “reversal” technique, and the “multiple baseline” technique. The reversal technique is when the experimenter applies a certain...
By examining how Nick uses these techniques of mental control
self-defeating behaviors by focusing on them and exaggerating them; 2) by severing the tight grip of thinking on behavior by retraining attention; and 3) by producing an integrated hypothalamic response that decreases sympath...
The main subset of Applied Behavior Analysis is “Stimulus, Operant conditioning, positive reinforcement and punishment and consequences” Stimulus is events and the relationship it has on the Individual Behavior. The relationship of stimulus can be revealed through a method behavior analyst call the ABCs analysis. The more formal term for this method is called “Antecedent, Behavior, Consequence” analysis. The stimulus is represented by the antecedent (events prior to the occurred, behavior) and the Consequence. (Events that precedes a behavior). Behavior Analysis believes these are imperative to understanding behavior and the influence of events. Furthermore, the term operant conditioning behavior corresponds to the stimuli of the consequence. Moreover, the Consequence that precedes a behavior can be positive or negative. The significance of these stimuli is the ability to influence and affect the contingency of the individual target behavior.
Davis, S. F., & Palladino, J. J. (2003). Psychology. (4th ed.). Upper Saddle River, NJ: Pearson Prentice Hall.
It is important for us humans to know that we must take full responsibility for our actions and maturely deal with any consequences that those actions may lead to. According to Ryon and Gleason (2013), “the first conceptualization of control was developed in 1966 by Rotter,” which is currently referred to as locus of control. Rotter defined locus of control as “the degree to which an individual expects that a contingent relationship exists between one’s behaviors and outcomes” (Ryon & Gleason, 2013). Fournier and Jeanrie reference Rotter’s study by explaining the two types of locus of control: “external control” and “internal control” (as cited in Rotter, 1966, p. 1). The purpose of Rotter’s theory was to examine “what causes reinforcement” whether it be an intrinsic or extrinsic factor (Kormanik & Rocco, 2009). Rotter measured “people’s general control expectancies” by using what is known as the “Internal-External Locus of Control Scale” (Fournier & Jeanrie, 2003).
Gray (1982, as cited in Pliszka, S.R., Hatch, J.P, Borchederding, S.H., & Rogeness, G.A., 1993) proposed that human beings have a behavioral inhibition system (BIS) whose function is to analyze new stimuli or process old stimuli that have been associated with punishments in the past. According to Gray the BIS controls behavioral inhibition, which causes the organism to avoid the new stimuli or will stop the organism from performing behavior that has caused there to be past punishments. On the opposite end of the spectrum exists the behavioral activation system (BAS), which processes stimuli related to reward. Quay (1988, as cited in Pliszka et al., 1993) expanded on Gray's theory to develop his own theory of childhood emotional and behavioral disorders. He argued that in some populations there might exist differences in the BIS and BAS meaning that individuals with high levels of activity in the BIS would be more sensitive to signals of punishment, while individuals with high levels of BAS activity would show less avoidance to punishment causing behaviors. Quay argued that children with attention deficit hyperactivity disorder (ADHD) will show decreased activity in the BIS, leading to a lack of behavioral inhibition.
Reinforcements (antecedents) affect one’s behavior by enhancing or suppressing it. Positive reinforcements (Rewards) such as a prized or fulfillment of joy may be given the occurrence of a wanted stimulus, following a response, that acts to increase the frequency of that response (Milhollan & Forisha, 1972); a kindness award given to a student for displaying kindness to other students. A negative reinforce - The termination of an aversive stimulus, following a response, that acts to increase the frequency of that response (Milhollan & Forisha, 1972). Negative reinforcement can best be seen through a child and a messy room, the child suffers being nagged until the specified behavior has been achieved (cleaning his/her room); the nagging decreases as the child increasingly continues to clean his room more. Through the prior example, a significant term has risen, learning; continued praise will result in a learned behavior from operant conditioning. Negative reinforcement may be considered a learned behavior. The negativity from a wrong doing will push a learned behavior that the continued behavior away from a specified behavior equals to more unnecessary
Although arguments could be made for the influence of operant conditioning on disordered eating, classical conditioning is assumed to a major component in the development of maladaptive eating behaviors (Greeno & Wing, 1994; Jansen, 1998). Empirical evidences supports classical conditioning models of eating desires. For instance, Van Gucht et al. (2008) tested the ability to condition serving trays (i.e., neutral stimuli) of different shapes and colors to elicit chocolate cravings. Conditioning consisted of three phases:
The Control theory developed by Carver and Scheier stated that human self-regulation can be likened to the operation of self-regulating mechanical or electronic devices (Barone & Maddux, 1997).
Operant conditioning is a system of learning that transpires through punishment and rewards for behaviors (Kalat, 2011). Through this, a connection linking a behavior and a consequence is made. For instance a kid could be told that she will not get recess privileges if she talks in class. This possibility of being punished leads to decrease in disruptive behaviors from her. The major components of operant condition are punishment and reinforcement (Kalat, 2011).
Weiner, I. Healy, A. Freedheim, D. Proctor,R.W., Schinka,J.A. (2003) Handbook of Psychology: Experimental psychology,18, pp 500