Stimulus And Response Prompt

The purpose of this study was to evaluate a response prompt assessment designed to determine, for each participant, which of a variety of prompt and prompt fading procedures were most efficient in teaching new responses.

Reinforcement is the main contributing factor in operant conditioning. There is more than one way to go about establishing reinforcement, if a delay occurs between the response and the reinforcement the response may not become strengthened. It is likely that if the reinforcement occurs immediately after the response that there will be a definite strengthening of the response. Continuous reinforcement is when reinforcement occurs at every instance of the desired response. Intermittent reinforcement occurs when a response is reinforced some of the time. The different schedules of reinforcement influence patterns of response. Intermittent schedules offer greater resistance to extinction than continuous schedules.

There are numerous simple schedules that must be comprehended when performing the behavior of fulfilling an order for a guest as a Chick-fil-A employee. Once the guest has entered the store (discriminative stimulus, SD), the employee taking the order must signal to the guest (operant, R) that they are available and ready to take their order (variable interval, VI-5sec). The SD acts as an indicator that a reinforcer will quickly follow a response (Powel, Honey & Symbaluk, 2013, p. 234). Also, this variation of the chained schedule is on a VI-5sec schedule because on average, it will take the employee five seconds to signal the guest that they are available to take their order (Powel, Honey & Symbaluk, 2013, pp.

According to the textbook, respondent behaviors are behaviors elicited by prior stimuli and are not affected by their consequences. In other words, respondent behaviors are one’s innate responses to certain situations that they do not have to be taught. These behaviors are not a result of consequences, but are more enacted based on one’s natural reflexes. Tears forming in an individual’s eyes when something sad or tragic occurs is an example of a respondent behavior. Laughing while being tickled is also an example of a respondent behavior.

Background (key works): Reinforcement theory is rooted in theory of operant conditioning based primarily on the work of the American behavior scientist B.F. Skinner (Borkowski, 2011). In contrast to Ivan Pavlov’ respondent conditioning controlled by

In this paper there will be an examination of the Operant Conditioning theory. It will describe the theory, and compare and contrast the positive and negative reinforcement. It will determine which form of reinforcement is the most effective, and will give an explanation of the reasoning behind that choice. It will also give a scenario in which operant conditioning is applied and how it shapes behavior. It will show a schedule that could be used in the reinforcement of the selected behavior in the scenario.

The natural environmental cue is the fact that the item is out of reach for the student. This makes it so the student must ask someone for help. The natural occurring reinforcer is the student receiving the Elmo once she has communicated to another person that she would like Elmo. The evidence-based practice of

The concept of the Stimulus – Response Theory describes an external neutral signal /event (stimulus) (to unconditionally and automatically trigger (a behaviour or reflex. (Response).

Out of the five stimulus passages only two made a sudden impact. These two passages were “Lack of sleep affects intelligence” and “8 Russian Olympians Come up Dirty in 2012 Re-tests”. In the article “Lack of sleep affects intelligence” the most prominent phrase that stood out was “Missing an hour of sleep turns a sixth grader’s brain into that of a fourth grader”. It stood out to me because life as a university student has called for many late nights and very early mornings so I was intrigued to find out more about anything that endangers my intelligence. In the article “8 Russian Olympians Come up Dirty in 2012 Re-tests” I was fascinated by the increased use of banned substances in sports as this is becoming a grave issue in the sports

The first is a baseline schedule of reinforcement (Vollmer & Athens, 2011). Research has shown that that during baseline, intermittently reinforced behavior is more resistant to extinction than behavior that was on a continuous reinforcement schedule. This is called a partial reinforcement extinction effect (Vollmer & Athens, 2011) . If a behavior was intermittently reinforced, the learner has already experience deprivation to the reinforcer. Therefore, not receiving the reinforcer during extinction will not have a true effect on the display of the target behavior (Vollmer & Athens, 2011). If the target behavior was continuously reinforced during baseline the change to extinction where there is no reinforce would be considered discriminable and the behavior is more likely to diminish (Vollmer & Athens, 2011). This promotes the use of a continuous reinforcement prior to extinction to produce results more rapidly (Vollmer & Athens,

Determining the best way to raise and teach children is a topic that has been discussed and debated for a long time. As psychology has developed, so has our understanding of how organisms learn and how we can apply that to our lives. One method of teaching is operant conditioning, giving either rewards or punishments after a certain behavior to promote or discourage it. This method could be used to teach children; for example, teaching children to say please when asking for items.

“‘Conditioning’ simply means learning, and the term ‘operant’ refers to something that acts upon something else. Operant conditioning, then, is a form of testing in which an animal learns that a response, such as pressing a lever, results in a consequence, such as a food pellet being delivered to the animal (Pritchett & Mulder, 2004).” In operant conditioning, there are two categories: reinforcement and punishment. Both can be utilized using either positive or negative strategies. In reinforcement tactics, the behavior is attempted to be increased. A positive example of this would be praising a child if they say something that resembles mama or dada for their first words. A negative example would be the parents not responding or even chiding the child for mumbling or not being very coherent. Each action is strengthened by the parents reinforcement of praise when saying the correct words or their disregard when the child does not sound coherent. In the positive example, praise is being offered so the child is receiving something, therefore making the reinforcement positive. When the parents ignore the wrong words that the child speaks, we describe

Originally, reinforcement learning was motivated by “animal learning of sequential behavior, but has been developed and extended in the field of machine learning as an approach to Markov decision processes” (Ishii and Yoshida, 2006, p. 326). According to Andersen and Sandaker (2010), “A reinforcer is a stimulus which affects the probability of the kind of behaviour that produces it.? There can be both positive reinforcers and negative reinforcers. One where “behaviour that produces stimuli that reinforce consequences will increase.” The other is where “behaviour that produces these stimuli decreases or behaviour that removes them or postpones them increases.” Therefore, “many reinforcing stimuli are unconditional and function as reinforcers without prior learning. man is a

The formal method of instilling learning through reinforcement theory is to use a schedule. According to a fixed schedule, a person is rewarded for performing the behavior a specific number of times; according to a continuous ratio schedule, the reward occurs after every behavior, and according to a variable ratio schedule, the reward does not occur with any predictable consistency when the behavior is performed. The advantages of fixed and continuous rewards are that the behavior is more quickly instilled. The advantage of a variable schedule is that the behavior is less quickly extinguished, given the subject anticipates getting a reward for a longer period of time (Noe 2010: 143).

We are replicating J.R. Stroop’s original experiment The Stroop Effect (Stroop, 1935). The aim of the study was to understand how automatic processing interferes with attempts to attend to sensory information. The independent variable of our experiment was the three conditions, the congruent words, the incongruent words, and the colored squares, and the dependent variable was the time that it took participants to state the ink color of the list of words in each condition. We used repeated measures for the experiment in order to avoid influence of extraneous variables. The participants were 16-17 years of age from Garland High School. The participants will be timed on how long it takes them to say the color of the squares and the color of the words. The research was conducted in the Math Studies class. The participants were aged 16-17 and were students at Garland High School. The results showed that participants took the most time with the incongruent words.