Fall 2019

Psyc 2440

Chapter 15 - Decreasing Behavior with Punishment

8. The punishment used with Ben was a physical punisher. It didn’t fit into the other categories,
it wasn’t a verbal reprimand, not a timeout, not a response cost (no removal of reinforcer). It
was a physical punisher, although not as extreme as the examples in our text, it was still an
uncomfortable experience for him to perform the activity he was directed to do.
9*. Conditioned punisher: is formed when an unconditioned punisher is paired with another
stimulus, and that other stimulus becomes a conditioned or learned punisher. An example
would be the look your father gives you before he spanks you, could be enough to make you
stop the behaviour without being grabbed and spanked. (Side note, wow, I can’t believe I was
spanked as a child)
13*. Direct acting effects of punishment and indirect acting effects of punishment differ in the
amount of time after the behaviour that the punishment occurs. Direct acting, the punishment
is immediate, in indirect acting, the punishment is not immediate. Examples: Direct acting –
My father spanking me immediately after the behaviour he is punishing, and me stopping the
behaviour. Indirect acting – My mother saying, “wait until your father gets home, he’ll spank
you”, and it reducing the behaviour.
16. A mild punisher can be effective under two conditions: 1) with no reinforcer and 2) with a
strong reinforced desirable behaviour.
18*. SD: is a stimulus when there is a reinforcer. Example: Coming home to a locked door
(stimulus) and turning the key in the deadbolt (behaviour), the unlocked door now opening is
the reinforcer. SDp: is a stimulus where there is a punishment. Example: Leaving the house and
not locking the door behind you (stimulus) for possible break in (punisher) or someone you live
with being upset (punisher).
21. a) Two reasons behaviour shouldn’t be punished if it can’t be identified most of the time:
1)it may be positively reinforced during the times that it can’t be identified – this makes it
harder to eliminate, 2) If the behaviour can’t be identified each time, it can’t be punished each
time – this means the attempt to eliminate may be ineffective. Punishing someone when it isn’t
likely to work could be unethical.
b) Alternatives for decreasing behaviour are: Operant extinction (removing positive
reinforcement to the unwanted behaviour and reinforcing an alternative, desired behaviour), 5
types of differential reinforcement (to eliminate: DR0, DRI, DRA, to reduce: DRL-spaced
responding, DRL-Limited responding), and antecedent controls.
24. Mathews et al. taught mothers to: reprimand their children, saying “no” and give them a
time out immediately after dangerous behaviour and, to also positively reinforce children with
praise for desired behaviour. The timeout Mathews taught was: an exclusionary time out
(remove individual from environment), not a non-exclusionary time out (adding something to
environment), because the infant was removed from the environment.
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Self-modification exercise.
I would like to stop sucking on my teeth – horrible habit. To maximize the conditions for a
desirable alternative response: I will smile instead - this will naturally be reinforcing because it
will naturally make me feel good when alone and will likely evoke a response from others when
not alone which will also serve as positive reinforcement. My friend can also offer praise when
she sees that I caught myself about to suck my teeth and switched to a smile. It will be obvious
when I do it. I can add additional positive reinforcement when alone, by rubbing my face and
arms (it feels nice). Eventually this reinforcement will fade, and only appear occasionally to
reinforce the behaviour, but hopefully the effects of smiling will be enough to reinforce on their
own.
To minimize the cause of the response, I will try to make sure to floss frequently, because the
behaviour is, I think, due to a space where food and saliva collect. I can also ask my dentist if
anything can be done.
The punisher could be my friend pinches me and makes a neutral face instead of smiling like
she will when I smile instead of sucking. (this will only work if my friend is always with me).
My friend can tell me the rules and offer reminders, particularly when I’m eating or drinking.
When I do it, she can reach over and pinch my hand or arm.

Chapter 16 - Establishing Behavior by Escape and Avoidance Conditioning

2. Escape conditioning is like a punishment: because they both involve behaviour altered by an
aversive stimulus. They are different: Escape conditioning is an increase in behaviour prompted
by an aversive stimulus which is then reinforced by the removal of that aversive stimulus
(consequence), and punishment is a decreased behaviour in response to the consequence -
punishment (aversive stimulus). Their effects differ: Escape conditioning leads an increase in
target behaviour and punishment leads to a reduction in target behaviour.
3*. Two examples of escape conditioning are: turning off your phone in class, to avoid others
being disturbed (aversive stimulus). Turning off the ringer on you phone when its noise
(aversive stimulus) is annoying or distracting.
9. A warning stimulus and an SDp differ: a warning stimulus indicates a future aversive stimulus
and an SDp indicates a future punishment.
11*. Two examples of avoidance conditioning are: 1) turning your ringer off on your cellphone
before entering class. Warning stimulus = going into class. Avoidance response = turn off ringer.
Immediate consequence = no fear of phone going off in class. Aversive consequence avoided =
embarrassment. 2) Saying no to an invitation to a party. Warning stimulus = idea of going to
party. Avoidance response = say no. Immediate consequence = relief, not dread upcoming
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Psyc 2440

party. Aversive consequence avoided = discomfort at large party. (I imagine this could be how
anxiety disorders or obsessive-compulsive behaviours are learned and reinforced?)
12. Three types of immediate consequences that might maintain avoidance responses are: 1)
escape feeling anxious, 2) avoidance is reinforced by removing the anxious feeling, 3) escape
unpleasant thoughts.
14. An example of inadvertent establishment of conditioned aversive stimuli that then causes
individuals to avoid or escape those stimuli: my father being really cold and critical, his
criticisms became an aversive stimulus, initially it caused me to “behave” in his eyes, but really
lead to me avoiding him (similar to the coach example in the text and an unfortunate personal
example). Another example is avoiding going to parties, continuing to say no to invitations
because not going removes the “threat” or discomfort (aversive stimuli) of the party, like
avoiding my dad avoided the “threat” or aversive stimuli.
15*. An example of an undesirable behaviour of another individual could be unknowingly
reinforced: When my dad would complain that I wasn’t vacuuming the stairs correctly, I would
do what he wanted to avoid his criticism/aggression (aversive stimuli). My behaviour reinforced
his criticism/aggression.
Dad: Aversive stimuli - me vacuuming stairs incorrectly. Behaviour: criticize/aggression.
Consequence: stairs get vacuumed “correctly” = Behaviour reinforced by escape conditioning.
Me: Aversive stimuli – Dad being aggressive/critical. Behaviour: follow his wish. Consequence:
aversive stimuli stopped. = Behaviour reinforced by escape conditioning. Then also avoidance
conditioning as explained in #14.
Self- mod ex: 5 examples of escape conditioning (aka negative reinforcement):
Aversive Situation Escape Response by Removal or Aversive Long-Term Effect
Individual Situation
Friend is Answer call or Friend stops behaviour is
argumentative when respond to text, calling/texting reinforced (for both
drinking. Has been thinking it will make repeatedly unfortunately)
phoning and texting. it stop
Sleeping on my bed is Get out of bed and Get better sleep, not More likely to sleep
uncomfortable set up bed on living have bad sleep in on living room floor,
room floor – firm and too-soft bed and have better
flat surface. sleep
If I did this before
getting into bed, it’s
avoidance
conditioning.
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Mushroom soup Stop eating soup don’t have to eat Likely to repeat not
something I don’t eating what I don’t
enjoy like
At work the dentists’ I mention that I can’t Dentists chair is Likely to ask for them
chair is too high for reach with it at that lowered to adjust chair again
me to reach without height, ask to lower in future
straining their chair
Back is sore Stretch Stop the discomfort Stretch back more
often to relieve sore
back
Paper due in a few Hurry and finish it Removal of stress Likely to work hard to
hours complete papers last
minute in future

Chapter 17 - Respondent and Operant Conditioning Together

1*. Respondent conditioning:

NS (Murray calls Friday around 4pm)
- Several pairings –
US (we go to Hy’s and each cheese toast) - - - > UR (excited for Hy’s cheese toast)

Result: CS (Murray calls Friday around 4pm) - - - - > CR (excited for Hy’s cheese toast)

5. An approaching deadline can function as a CS eliciting anxiety as a CR because: the cs can

motivate action and the reduction of anxiety from the approaching deadline or fear of not
meeting it, is reduced by the behaviour, thus becoming a CR.
9. Physiological activities we experience during great fear: the autonomic nervous system
increases respiration, circulation and adrenaline. This leads to more oxygen in the muscles,
sweat and queasy stomach. Blood rushes to extremities, this can lead to potential loss of bowel
or bladder.
10. Unconditioned reflexes shown by newborn that don’t normally disappear: respiratory
system, digestive, circulatory system (autonomic nervous system).
13*. An example of respondent thinking using visual imagery is: imagining laying at the beach
listening to the waves, as a relaxation tool
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Psyc 2440

14*. An example of operant thinking is: me talking to myself while cooking, “Where is the milk,
I though I bought milk. Oh, darn I forgot.”
17*. An example not in this chapter illustrating how operant thinking might be CS to elicit
respondent component of an emotion is: catastrophizing a situation or worry. Thinking the
situation is going to go badly, and the idea of the bad thing leading to anxiety. Or, a more
positive version, thinking I’m going to do well at a job interview and feeling more confident.
Self-modification exercise.
A frequent emotion I experience and the associated operant and respondent responses: I
experience anxiety, and the respondent response is the physiological reaction, feeling nervous,
sweating, heart increased, fight or flight response, ANS, not able to focus. The operant response
is the avoidance of situations that trigger it or learned responses to challenge those avoiding
thoughts or behaviours. This is like the situation of avoiding my dad, it’s an automatic response
to physiologically respond to discomfort, and learned response to avoid it.