NMAT Social Sciences Session 2 PDF

ACING THE NMAT: A REVIEW ON THE Social Sciences SESSION 2 CHECK-IN 3.25/7 DONE! Session Outline 1 Psychoanalytic Theory 2 Psychosocial Theory 3 Classical Conditioning 4 Operant Conditioning  PSYCHOANALYSIS What makes up the unconscious mind and how does it affect us? PSYC...

ACING THE NMAT: A REVIEW ON THE Social Sciences SESSION 2 CHECK-IN 3.25/7 DONE! Session Outline 1 Psychoanalytic Theory 2 Psychosocial Theory 3 Classical Conditioning 4 Operant Conditioning  PSYCHOANALYSIS What makes up the unconscious mind and how does it affect us? PSYCHOANALYTIC THEORY KEY COMPONENTS Model of the Mind Defense Mechanisms Psychosexual Stages of Development DEFENSE MECHANISMS Ways of protecting the ego Defense Mechanisms REPRESSION Withdrawal from consciousness of an unwanted idea, effect, or desire by pushing it down, or repressing it, into the unconscious part of the mind Defense Mechanisms REACTION FORMATION Fixation in consciousness of an idea, effect, or desire that is opposite to a feared unconscious impulse Defense Mechanisms PROJECTION Attributing one's own unacceptable thoughts, feelings, or impulses onto others Defense Mechanisms DISPLACEMENT Redirection of an impulse (usually aggression) from a more risky onto a safer substitute target Defense Mechanisms REGRESSION Return to earlier stages of development and abandoned forms of gratification belonging to them, prompted by dangers or conflicts arising at one of the later stages Defense Mechanisms SUBLIMATION Channeling unwanted or unacceptable urges into a productive or admissible outlet Defense Mechanisms DENIAL Conscious refusal to perceive painful facts that exist Defense Mechanisms RATIONALIZATION Cognitive distortion of the facts to make an event or an impulse less threatening PSYCHOANALYTIC THEORY KEY COMPONENTS Model of the Mind Defense Mechanisms Psychosexual Stages of Development PSYCHOSEXUAL STAGES OF DEVELOPMENT Five Stages of Human Development according to Freud  AGE STAGE PLEASURE POINT ID 0-1 yo ORAL Mouth FREUD’S PSYCHOSEXUAL 1-3 yo ANAL Anus STAGES OF EGO DEVELOPMENT 3-6 yo PHALLIC Genital Mnemonic: 6-12 yo LATENT Old-Age Parrots Love Grapes SUPEREGO 12+ GENITAL Genital  AGE STAGE PLEASURE POINT ORAL STAGE ID 0-1 yo ORAL Mouth Lips, tongue, and gums are the focus of pleasurable sensations 1-3 yo ANAL Anus Sucking and feeding are the EGO most stimulating activities 3-6 yo PHALLIC Genital If needs are not met: thumb sucking, finger biting, pencil 6-12 yo LATENT chewing, and later smoking and SUPEREGO overeating 12+ GENITAL Genital  AGE STAGE PLEASURE POINT ANAL STAGE ID 0-1 yo ORAL Mouth Anus is the focus of pleasurable sensations 1-3 yo ANAL Anus Toilet training is the most EGO important activity 3-6 yo PHALLIC Genital If toilet trained before they are ready or too late: extreme orderliness (Anal-retentive personality) OR 6-12 yo LATENT messiness (Anal-expulsive SUPEREGO personality) 12+ GENITAL Genital  AGE STAGE PLEASURE POINT PHALLIC STAGE ID 0-1 yo ORAL Mouth Penis: most important body part Castration anxiety: Boy’s 1-3 yo ANAL Anus unconscious fear of losing his penis EGO like a female; child fears that his own father will do the same for 3-6 yo PHALLIC Genital desiring his mother Penis envy: Girl’s sense of 6-12 yo LATENT discontent and resentment from SUPEREGO their wish for a penis 12+ GENITAL Genital  AGE STAGE PLEASURE POINT PHALLIC STAGE ID 0-1 yo ORAL Mouth Oedipus Complex: Boy’s sexual desire for his mother and hostility 1-3 yo ANAL Anus toward his father EGO [Elektra Complex: Girl’s sexual desire for his father and hostility 3-6 yo PHALLIC Genital toward his mother] Resolution through identification 6-12 yo LATENT with same sex parent -> SUPEREGO Emergence of superego 12+ GENITAL Genital  AGE STAGE PLEASURE POINT ID 0-1 yo ORAL Mouth LATENT STAGE Sexual instincts die down 1-3 yo ANAL Anus and superego develops EGO Acquisition of new social 3-6 yo PHALLIC Genital values from adults and children outside of the family 6-12 yo LATENT SUPEREGO 12+ GENITAL Genital  AGE STAGE PLEASURE POINT GENITAL STAGE ID 0-1 yo ORAL Mouth Sexual desires become more focused on others rather than 1-3 yo ANAL Anus just oneself EGO Individual seeks sexual 3-6 yo PHALLIC Genital satisfaction in heterosexual relationships 6-12 yo LATENT If successful: mature sexuality, marriage, and birth and SUPEREGO rearing of children 12+ GENITAL Genital  DEFENSE MECHANISMS (EGO PROTECTOR) Neurotic Realistic Moral FREUD’S Anxiety Anxiety Anxiety PSYCHOANALYTIC THEORY IN A NUTSHELL ID EGO SUPEREGO Model of the Mind ORAL ANAL PHALLIC LATENT GENITAL Defense Mechanisms Psychosexual Stages of 0-1 yo 1-3 yo 3-6 yo 6-12 yo 12+ Development 3.5/7 DONE!  PSYCHOSOCIAL THEORY A look into Erikson’s contribution to Psychoanalysis  PSYCHOSOCIAL THEORY ERIK ERIKSON A follower of Freud, hence built on his theory Personality development is a lifelong process through eight stages. The outcome of each stage is dependent on the outcome of the previous stage.  NEGATIVE AGE CRISIS VIRTUE OUTCOME Infant Trust vs. Mistrust Hope Fear Toddler Autonomy vs. Shame Will Self-doubt Preschool Initiative vs. Guilt Purpose Inadequacy Grade school Industry vs. Inferiority Competence Inferiority ERIKSON’S Adolescent Identity vs. Confusion Fidelity Rebellion PSYCHOSOCIAL Young adult Intimacy vs. Isolation Love Isolation THEORY Middle-age adult Generativity vs. Stagnation Care Unproductiveness Older adult Integrity vs. Despair Wisdom Dissatisfaction  PSYCHOSOCIAL THEORY MNEMONIC FOR CRISES “Baby Bots Building Buckets for Blue Bored Blessed Bears”  PSYCHOSOCIAL THEORY Baby Bots Building Buckets for Blue Bored Blessed Bears TRUST vs. MISTRUST Rationalization: Babies, when they enter the world, need a caregiver they can trust  PSYCHOSOCIAL THEORY Baby Bots Building Buckets for Blue Bored Blessed Bears AUTONOMY vs. SHAME Rationalization: roBOTS are autonomous  PSYCHOSOCIAL THEORY Baby Bots Building Buckets for Blue Bored Blessed Bears INITIATIVE vs. GUILT Rationalization: When you want to build something, you need initiative  PSYCHOSOCIAL THEORY Baby Bots Building Buckets for Blue Bored Blessed Bears INDUSTRY vs. INFERIORITY Rationalization: Buckets are mass-produced in an industry  PSYCHOSOCIAL THEORY Baby Bots Building Buckets for Blue Bored Blessed Bears INDENTITY vs. CONFUSION Rationalization: Blue, as an adjective, is an identifier  PSYCHOSOCIAL THEORY Baby Bots Building Buckets for Blue Bored Blessed Bears INTIMACY vs. ISOLATION Rationalization: If you are bored, that’s probably because you are isolated  PSYCHOSOCIAL THEORY Baby Bots Building Buckets for Blue Bored Blessed Bears GENERATIVITY vs. STAGNATION Rationalization: Blessed people are generous  PSYCHOSOCIAL THEORY Baby Bots Building Buckets for Blue Bored Blessed Bears INTEGRITY vs. DESPAIR Rationalization: Bear rhymes with despair  NEGATIVE AGE CRISIS VIRTUE OUTCOME Infant Trust vs. Mistrust Hope Fear Toddler Autonomy vs. Shame Will Self-doubt Preschool Initiative vs. Guilt Purpose Inadequacy ERIKSON’S Grade school Industry vs. Inferiority Competence Inferiority PSYCHOSOCIAL Adolescent Identity vs. Confusion Fidelity Rebellion THEORY Young adult Intimacy vs. Isolation Love Isolation Baby Bots Building Buckets for Middle-age adult Generativity vs. Stagnation Care Unproductiveness Blue Bored Blessed Older adult Integrity vs. Despair Wisdom Dissatisfaction Bears 4/7 DONE!  BEHAVIORISM What if we only focus on something we can observe?  BEHAVIORISM Key Persons: John Watson, Ivan Pavlov, B.F. Skinner emerged as a response to claims that psychology is a pseudoscience; only observable behavior must be studied all behaviors are learned through interactions with the environment Key theories: Classical Conditioning, Operant Conditioning BEHAVIORISM  AREA OF DISAGREEMENT PSYCHOANALYSIS BEHAVIORISM Emphasizes the power of the Unconscious A destructive fiction that can keep unconscious, which a person is Mind people from changing unaware of A symptom of a problem; the Focuses on observable behavior— Observable bigger part of the problem is not on what a person thinks, feels, Behavior submerged or imagines Critical even if a person does not Early habits and patterns can be Importance of remember it; affects later life unlearned with proper Childhood stages punishments & reinforcements Believes that most aspects of Proud to be a science; dependent Scientific Status human development beyond reach on verifiable data & carefully of scientific experiment controlled experiments CLASSICAL CONDITIONING Learning through associations  BEHAVIORISM CLASSICAL CONDITIONING Proponent: Ivan Pavlov a type of learning that occurs when a neutral stimulus becomes associated with a meaningful stimulus and acquires the capacity to elicit a similar response. CLASSICAL CONDITIONING dog food salivation Some dogs start to salivate as soon as they bell no response hear a ringing bell before they even see the food. Why? bell dog food salivation bell salivation CLASSICAL CONDITIONING dog food salivation Some dogs start to salivate as soon as they bell no response hear a ringing bell before they even see the food. Why? bell dog food salivation bell salivation CLASSICAL CONDITIONING dog food salivation Some dogs start to salivate as soon as they bell no response hear a ringing bell before they even see the food. Why? bell dog food salivation bell salivation CLASSICAL CONDITIONING dog food salivation Some dogs start to salivate as soon as they bell no response hear a ringing bell before they even see the food. Why? bell dog food salivation bell salivation CLASSICAL CONDITIONING dog food salivation Some dogs start to salivate as soon as they bell no response hear a ringing bell before they even see the food. Why? bell dog food salivation bell salivation CLASSICAL CONDITIONING dog food salivation Some dogs start to salivate as soon as they bell no response hear a ringing bell before they even see the food. Why? bell dog food salivation bell salivation CLASSICAL CONDITIONING dog food salivation Some dogs start to salivate as soon as they bell no response hear a ringing bell before they even see the food. Why? bell dog food salivation bell salivation CLASSICAL CONDITIONING dog food salivation Some dogs start to salivate as soon as they bell no response hear a ringing bell before they even see the food. Why? bell dog food salivation bell salivation CLASSICAL CONDITIONING Key Terms Unconditioned Stimulus (UCS): A stimulus that naturally triggers a response. Unconditioned Response (UCR): The automatic response to the UCS. Conditioned Stimulus (CS): Initially neutral, but becomes associated with the UCS to trigger a similar response. Conditioned Response (CR): The learned response to the CS. CLASSICAL CONDITIONING Key Terms Unconditioned Stimulus (UCS): A stimulus that naturally triggers a response. Unconditioned Response (UCR): The automatic response to the UCS. Conditioned Stimulus (CS): Initially neutral, but becomes associated with the UCS to trigger a similar response. Conditioned Response (CR): The learned response to the CS. CLASSICAL CONDITIONING Key Terms Unconditioned Stimulus (UCS): A stimulus that naturally triggers a response. Unconditioned Response (UCR): The automatic response to the UCS. Conditioned Stimulus (CS): Initially neutral, but becomes associated with the UCS to trigger a similar response. Conditioned Response (CR): The learned response to the CS. CLASSICAL CONDITIONING Key Terms Unconditioned Stimulus (UCS): A stimulus that naturally triggers a response. Unconditioned Response (UCR): The automatic response to the UCS. Conditioned Stimulus (CS): Initially neutral, but becomes associated with the UCS to trigger a similar response. Conditioned Response (CR): The learned response to the CS. CLASSICAL CONDITIONING Key Terms Unconditioned Stimulus (UCS): A stimulus that naturally triggers a response. Unconditioned Response (UCR): The automatic response to the UCS. Conditioned Stimulus (CS): Initially neutral, but becomes associated with the UCS to trigger a similar response. Conditioned Response (CR): The learned response to the CS. CLASSICAL CONDITIONING SHORTCUT Note that the UR and the CR are the same behavior —in this case salivation— but they are only given different names because they are produced by different stimuli: Unconditioned - BEFORE (what is natural?) Conditioned – AFTER (what was learned?) CLASSICAL CONDITIONING SHORTCUT Note that the UR and the CR are the same behavior —in this case salivation— but they are only given different names because they are produced by different stimuli: Unconditioned - BEFORE (what is natural?) Conditioned – AFTER (what was learned?) CLASSICAL CONDITIONING SHORTCUT Note that the UR and the CR are the same behavior —in this case salivation— but they are only given different names because they are produced by different stimuli: Unconditioned - BEFORE (what is natural?) Conditioned – AFTER (what was learned?) CLASSICAL CONDITIONING SHORTCUT Note that the UR and the CR are the same behavior —in this case salivation— but they are only given different names because they are produced by different stimuli: Unconditioned - BEFORE (what is natural?) Conditioned – AFTER (what was learned?) How is this a form of classical conditioning? How is this a form of classical conditioning? CLASSICAL CONDITIONING telling horror stories frightened doing makeup no response telling horror doing makeup frightened stories How is this a form of classical conditioning? doing makeup frightened CLASSICAL CONDITIONING telling horror stories frightened doing makeup no response telling horror doing makeup frightened stories How is this a form of classical conditioning? doing makeup frightened CLASSICAL CONDITIONING telling horror stories frightened doing makeup no response telling horror doing makeup frightened stories How is this a form of classical conditioning? doing makeup frightened CLASSICAL CONDITIONING telling horror stories frightened doing makeup no response telling horror doing makeup frightened stories How is this a form of classical conditioning? doing makeup frightened CLASSICAL CONDITIONING telling horror stories frightened doing makeup no response telling horror doing makeup frightened stories How is this a form of classical conditioning? doing makeup frightened CLASSICAL CONDITIONING telling horror stories frightened doing makeup no response telling horror doing makeup frightened stories How is this a form of classical conditioning? doing makeup frightened CLASSICAL CONDITIONING telling horror stories frightened doing makeup no response telling horror doing makeup frightened stories How is this a form of classical conditioning? doing makeup frightened CLASSICAL CONDITIONING Key Terms Unconditioned Stimulus (UCS): A stimulus that naturally triggers a response. Unconditioned Response (UCR): The automatic response to the UCS. Conditioned Stimulus (CS): Initially neutral, but becomes associated with the UCS to trigger a similar response. Conditioned Response (CR): The learned response to the CS. CLASSICAL CONDITIONING SHORTCUT Note that the UR and the CR are the same behavior —in this case salivation— but they are only given different names because they are produced by different stimuli: Unconditioned - BEFORE (what is natural?) Conditioned – AFTER (what was learned?) CLASSICAL CONDITIONING SHORTCUT Note that the UR and the CR are the same behavior —in this case salivation— but they are only given different names because they are produced by different stimuli: Unconditioned - BEFORE (what is natural?) Conditioned – AFTER (what was learned?) CLASSICAL CONDITIONING SHORTCUT Note that the UR and the CR are the same behavior —in this case salivation— but they are only given different names because they are produced by different stimuli: Unconditioned - BEFORE (what is natural?) Conditioned – AFTER (what was learned?) CLASSICAL CONDITIONING loud noise frightened Key Terms Unconditioned Stimulus (UCS): loud noise caused by the hammer rat no response Unconditioned Response (UCR): being frightened by the loud noise Conditioned Stimulus (CS): rat rat loud noise frightened Conditioned Response (CR): being frightened by the rat rat frightened CLASSICAL CONDITIONING loud noise frightened Key Terms Unconditioned Stimulus (UCS): loud noise caused by the hammer rat no response Unconditioned Response (UCR): being frightened by the loud noise Conditioned Stimulus (CS): rat rat loud noise frightened Conditioned Response (CR): being frightened by the rat rat frightened CLASSICAL CONDITIONING loud noise frightened Key Terms Unconditioned Stimulus (UCS): loud noise caused by the hammer rat no response Unconditioned Response (UCR): being frightened by the loud noise Conditioned Stimulus (CS): rat rat loud noise frightened Conditioned Response (CR): being frightened by the rat rat frightened CLASSICAL CONDITIONING loud noise frightened Key Terms Unconditioned Stimulus (UCS): loud noise caused by the hammer rat no response Unconditioned Response (UCR): being frightened by the loud noise Conditioned Stimulus (CS): rat rat loud noise frightened Conditioned Response (CR): being frightened by the rat rat frightened CLASSICAL CONDITIONING loud noise frightened Key Terms Unconditioned Stimulus (UCS): loud noise caused by the hammer rat no response Unconditioned Response (UCR): being frightened by the loud noise Conditioned Stimulus (CS): rat rat loud noise frightened Conditioned Response (CR): being frightened by the rat rat frightened CLASSICAL CONDITIONING loud noise frightened Key Terms Unconditioned Stimulus (UCS): loud noise caused by the hammer rat no response Unconditioned Response (UCR): being frightened by the loud noise Conditioned Stimulus (CS): rat rat loud noise frightened Conditioned Response (CR): being frightened by the rat rat frightened CLASSICAL CONDITIONING loud noise frightened Key Terms Unconditioned Stimulus (UCS): loud noise caused by the hammer rat no response Unconditioned Response (UCR): being frightened by the loud noise Conditioned Stimulus (CS): rat rat loud noise frightened Conditioned Response (CR): being frightened by the rat rat frightened CLASSICAL CONDITIONING Key Terms Unconditioned Stimulus (UCS): A stimulus that naturally triggers a response. Unconditioned Response (UCR): The automatic response to the UCS. Conditioned Stimulus (CS): Initially neutral, but becomes associated with the UCS to trigger a similar response. Conditioned Response (CR): The learned response to the CS. CLASSICAL CONDITIONING SHORTCUT Note that the UR and the CR are the same behavior —in this case salivation— but they are only given different names because they are produced by different stimuli: Unconditioned - BEFORE (what is natural?) Conditioned – AFTER (what was learned?) CLASSICAL CONDITIONING SHORTCUT Note that the UR and the CR are the same behavior —in this case salivation— but they are only given different names because they are produced by different stimuli: Unconditioned - BEFORE (what is natural?) Conditioned – AFTER (what was learned?) CLASSICAL CONDITIONING SHORTCUT Note that the UR and the CR are the same behavior —in this case salivation— but they are only given different names because they are produced by different stimuli: Unconditioned - BEFORE (what is natural?) Conditioned – AFTER (what was learned?) CLASSICAL CONDITIONING LITTLE ALBERT EXPERIMENT BY JOHN WATSON Behaviorism posits that we acquire phobias through classical conditioning. OTHER EXAMPLES OF CLASSICAL CONDITIONING OTHER EXAMPLES OF CLASSICAL CONDITIONING OTHER EXAMPLES OF CLASSICAL CONDITIONING CAN YOU THINK OF OTHER DAY TO DAY EXAMPLES THAT MAKE USE OF CLASSICAL CONDITIONING? 4.5/7 DONE!  OPERANT CONDITIONING Learning through reinforcements & punishments  BEHAVIORISM OPERANT CONDITIONING Proponent: B.F. Skinner a type of learning in which behavior is strengthened or weakened by its consequences.  Reinforcement Punishment Consequence that aims to Consequence that aims to increase the likelihood of a decrease the likelihood of a behavior occurring again in the behavior occurring again in the future. future.  Reinforcement Punishment Consequence that aims to Consequence that aims to increase the likelihood of a decrease the likelihood of a behavior occurring again in the behavior occurring again in the future. future. Positive Negative Positive Negative addition removal addition removal of a stimulus of a stimulus of a stimulus of a stimulus  Increase Behavior Reduce Behavior Add Stimulus Positive Reinforcement Positive Punishment OPERANT CONDITIONING QUADRANT Remove Stimulus Negative Reinforcement Negative Punishment  Increase Behavior Reduce Behavior Positive Reinforcement OPERANT CONDITIONING Add Stimulus POSITIVE REINFORCEMENT Giving a treat to a dog for sitting on command. Giving a treat to a dog is a positive reinforcement because it involves presenting a pleasant stimulus (the treat) after a behavior (sitting on Remove Stimulus command), which aims to increase the likelihood of the behavior being Negative Punishment repeated in the future. Negative Reinforcement  Increase Behavior Reduce Behavior Positive Reinforcement Positive Punishment OPERANT CONDITIONING Add Stimulus Key Terms POSITIVE PUNISHMENT Giving a treat to a dog for Scolding a child for sitting on command. drawing on the walls. Scolding a child is a positive punishment because it involves presenting an unpleasant stimulus (the scolding) after a behavior Remove Stimulus (misbehaving), which aims to decrease the likelihood of the Negative Punishment behavior being repeated in the Negative Reinforcement future.  Increase Behavior Reduce Behavior Positive Reinforcement Positive Punishment OPERANT CONDITIONING Add Stimulus NEGATIVE REINFORCEMENT Giving a treat to a dog for Scolding a child for sitting on command. drawing on the walls. Not giving homework as a reward for behaving well is an example of negative Negative Reinforcement reinforcement because it involves removing an unpleasant task Remove Stimulus (homework) after a behavior (behaving well), which aims to increase the Negative Punishment likelihood of the behavior being Negative Reinforcement repeated in the future. Not giving homework as a reward for behaving well.  Increase Behavior Reduce Behavior Positive Reinforcement Positive Punishment OPERANT CONDITIONING Add Stimulus NEGATIVE PUNISHMENT Giving a treat to a dog for Scolding a child for sitting on command. drawing on the walls. Taking away a teenager's phone for breaking curfew is an example of Negative Reinforcement Negative Punishment negative punishment because it involves removing a desired item Remove Stimulus (the phone) after a behavior (breaking curfew), which aims to decrease the Negative Punishment likelihood of the behavior being Negative Reinforcement repeated in the future. Not giving homework as a Taking away a teenager's reward for behaving well. phone for breaking curfew.  Increase Behavior Reduce Behavior Positive Reinforcement Positive Punishment OPERANT CONDITIONING Add Stimulus Key Terms Positive Reinforcement (+R): Adding a Giving a treat to a dog for Scolding a child for sitting on command. drawing on the walls. pleasant stimulus to strengthen a behavior. Negative Reinforcement (-R): Removing an Negative Reinforcement Negative Punishment unpleasant stimulus to strengthen a behavior. Remove Stimulus Positive Punishment (+P): Adding an unpleasant stimulus to weaken a behavior. Negative Reinforcement Negative Punishment Negative Punishment (-P): Removing a pleasant stimulus to weaken a behavior. Not giving homework as a Taking away a teenager's reward for behaving well. phone for breaking curfew.  Increase Behavior Reduce Behavior Positive Reinforcement Positive Punishment OPERANT CONDITIONING Add Stimulus Key Terms Positive Reinforcement (+R): Adding a Giving a treat to a dog for Scolding a child for sitting on command. drawing on the walls. pleasant stimulus to strengthen a behavior. Negative Reinforcement (-R): Removing an Negative Reinforcement Negative Punishment unpleasant stimulus to strengthen a behavior. Remove Stimulus Positive Punishment (+P): Adding an unpleasant stimulus to weaken a behavior. Negative Reinforcement Negative Punishment Negative Punishment (-P): Removing a pleasant stimulus to weaken a behavior. Not giving homework as a Taking away a teenager's reward for behaving well. phone for breaking curfew.  OPERANT CONDITIONING FLOWCHART was something POSITIVE added? REINFORCEMENT to increase behavior: REINFORCEMENT was something NEGATIVE removed? REINFORCEMENT What’s the What’s the BEHAVIOR? OBJECTIVE? was something POSITIVE to decrease behavior: added? PUNISHMENT PUNISHMENT was something NEGATIVE removed? PUNISHMENT  OPERANT CONDITIONING FLOWCHART was something POSITIVE added? REINFORCEMENT behavior was increased: REINFORCEMENT was something NEGATIVE removed? REINFORCEMENT What’s the What’s the BEHAVIOR? OUTCOME? was something POSITIVE behavior was decreased: added? PUNISHMENT PUNISHMENT was something NEGATIVE removed? PUNISHMENT Sample Problem #1 Jason, a salesperson, LET’S APPLY IT! consistently fails to meet What’s the BEHAVIOR? was something added? POSITIVE REINFORCEMENT to increase behavior: his sales targets. As a REINFORCEMENT consequence, his manager was something removed? NEGATIVE REINFORCEMENT What’s the reduces his commission OBJECTIVE? was something POSITIVE percentage. Which type of to decrease behavior: added? PUNISHMENT PUNISHMENT operant conditioning was was something NEGATIVE used by Jason’s manager? removed? PUNISHMENT Sample Problem #1 Jason, a salesperson, LET’S APPLY IT! consistently fails to meet What’s the BEHAVIOR? was something added? POSITIVE REINFORCEMENT to increase behavior: his sales targets. As a REINFORCEMENT consequence, his manager was something removed? NEGATIVE REINFORCEMENT What’s the reduces his commission OBJECTIVE? was something POSITIVE percentage. Which type of to decrease behavior: added? PUNISHMENT PUNISHMENT operant conditioning was was something NEGATIVE used by Jason’s manager? removed? PUNISHMENT Sample Problem #1 Jason, a salesperson, LET’S APPLY IT! consistently fails to meet What’s the BEHAVIOR? was something added? POSITIVE REINFORCEMENT to increase behavior: his sales targets. As a REINFORCEMENT consequence, his manager was something removed? NEGATIVE REINFORCEMENT What’s the reduces his commission OBJECTIVE? was something POSITIVE percentage. Which type of to decrease behavior: added? PUNISHMENT PUNISHMENT operant conditioning was was something NEGATIVE used by Jason’s manager? removed? PUNISHMENT Sample Problem #1 Jason, a salesperson, LET’S APPLY IT! consistently fails to meet What’s the BEHAVIOR? was something added? POSITIVE REINFORCEMENT to increase behavior: his sales targets. As a REINFORCEMENT consequence, his manager was something removed? NEGATIVE REINFORCEMENT What’s the reduces his commission OBJECTIVE? was something POSITIVE percentage. Which type of to decrease behavior: added? PUNISHMENT PUNISHMENT operant conditioning was was something NEGATIVE used by Jason’s manager? removed? PUNISHMENT Sample Problem #1 Jason, a salesperson, LET’S APPLY IT! consistently fails to meet What’s the BEHAVIOR? was something added? POSITIVE REINFORCEMENT to increase behavior: his sales targets. As a REINFORCEMENT consequence, his manager was something removed? NEGATIVE REINFORCEMENT What’s the reduces his commission OBJECTIVE? was something POSITIVE percentage. Which type of to decrease behavior: added? PUNISHMENT PUNISHMENT operant conditioning was was something NEGATIVE Answer: used by Jason’s manager? removed? PUNISHMENT Negative Punishment Sample Problem #2 Every time Emma completes LET’S APPLY IT! her household chores on time, What’s the BEHAVIOR? was something POSITIVE her parents stop nagging her behavior was increased: added? REINFORCEMENT about them. As a result, Emma REINFORCEMENT was something NEGATIVE begins to complete her chores What’s the removed? REINFORCEMENT promptly to avoid the nagging. OUTCOME? was something POSITIVE What type of operant behavior was decreased: added? PUNISHMENT conditioning is being used in PUNISHMENT this situation? was something removed? NEGATIVE PUNISHMENT Sample Problem #2 Every time Emma completes LET’S APPLY IT! her household chores on time, What’s the BEHAVIOR? was something POSITIVE her parents stop nagging her behavior was increased: added? REINFORCEMENT about them. As a result, Emma REINFORCEMENT was something NEGATIVE begins to complete her chores What’s the removed? REINFORCEMENT promptly to avoid the nagging. OUTCOME? was something POSITIVE What type of operant behavior was decreased: added? PUNISHMENT conditioning is being used in PUNISHMENT this situation? was something removed? NEGATIVE PUNISHMENT Sample Problem #2 Every time Emma completes LET’S APPLY IT! her household chores on time, What’s the BEHAVIOR? was something POSITIVE her parents stop nagging her behavior was increased: added? REINFORCEMENT about them. As a result, Emma REINFORCEMENT was something NEGATIVE begins to complete her chores What’s the removed? REINFORCEMENT promptly to avoid the nagging. OUTCOME? was something POSITIVE What type of operant behavior was decreased: added? PUNISHMENT conditioning is being used in PUNISHMENT this situation? was something removed? NEGATIVE PUNISHMENT Sample Problem #2 Every time Emma completes LET’S APPLY IT! her household chores on time, What’s the BEHAVIOR? was something POSITIVE her parents stop nagging her behavior was increased: added? REINFORCEMENT about them. As a result, Emma REINFORCEMENT was something NEGATIVE begins to complete her chores What’s the removed? REINFORCEMENT promptly to avoid the nagging. OUTCOME? was something POSITIVE What type of operant behavior was decreased: added? PUNISHMENT conditioning is being used in PUNISHMENT this situation? was something removed? NEGATIVE PUNISHMENT Sample Problem #2 Every time Emma completes LET’S APPLY IT! her household chores on time, What’s the BEHAVIOR? was something POSITIVE her parents stop nagging her behavior was increased: added? REINFORCEMENT about them. As a result, Emma REINFORCEMENT was something NEGATIVE begins to complete her chores What’s the removed? REINFORCEMENT promptly to avoid the nagging. OUTCOME? was something POSITIVE What type of operant behavior was decreased: added? PUNISHMENT conditioning is being used in PUNISHMENT this situation? Answer: was something removed? NEGATIVE PUNISHMENT Negative Reinforcement Sample Problem #3 Sarah is afraid of public speaking LET’S APPLY IT! and experiences high levels of What’s the BEHAVIOR? was something anxiety whenever she has to give a POSITIVE added? REINFORCEMENT behavior was increased: presentation in class. To cope with REINFORCEMENT her anxiety, she starts attending was something NEGATIVE removed? public speaking workshops where REINFORCEMENT What’s the she learns relaxation techniques. OUTCOME? was something POSITIVE Over time, she finds that her behavior was decreased: added? PUNISHMENT anxiety decreases during PUNISHMENT presentations. What type of was something NEGATIVE operant conditioning is evident removed? PUNISHMENT in Sarah's situation? Sample Problem #3 Sarah is afraid of public speaking LET’S APPLY IT! and experiences high levels of What’s the BEHAVIOR? was something anxiety whenever she has to give a POSITIVE added? REINFORCEMENT behavior was increased: presentation in class. To cope with REINFORCEMENT her anxiety, she starts attending was something NEGATIVE removed? public speaking workshops where REINFORCEMENT What’s the she learns relaxation techniques. OUTCOME? was something POSITIVE Over time, she finds that her behavior was decreased: added? PUNISHMENT anxiety decreases during PUNISHMENT presentations. What type of was something NEGATIVE operant conditioning is evident removed? PUNISHMENT in Sarah's situation? Sample Problem #3 Sarah is afraid of public speaking LET’S APPLY IT! and experiences high levels of What’s the BEHAVIOR? was something anxiety whenever she has to give a POSITIVE added? REINFORCEMENT behavior was increased: presentation in class. To cope with REINFORCEMENT her anxiety, she starts attending was something NEGATIVE removed? public speaking workshops where REINFORCEMENT What’s the she learns relaxation techniques. OUTCOME? was something POSITIVE Over time, she finds that her behavior was decreased: added? PUNISHMENT anxiety decreases during PUNISHMENT presentations. What type of was something NEGATIVE operant conditioning is evident removed? PUNISHMENT in Sarah's situation? Sample Problem #3 Sarah is afraid of public speaking LET’S APPLY IT! and experiences high levels of What’s the BEHAVIOR? was something anxiety whenever she has to give a POSITIVE added? REINFORCEMENT behavior was increased: presentation in class. To cope with REINFORCEMENT her anxiety, she starts attending was something NEGATIVE removed? public speaking workshops where REINFORCEMENT What’s the she learns relaxation techniques. OUTCOME? was something POSITIVE Over time, she finds that her behavior was decreased: added? PUNISHMENT anxiety decreases during PUNISHMENT presentations. What type of was something NEGATIVE operant conditioning is evident removed? PUNISHMENT in Sarah's situation? Sample Problem #3 Sarah is afraid of public speaking LET’S APPLY IT! and experiences high levels of What’s the BEHAVIOR? was something anxiety whenever she has to give a POSITIVE added? REINFORCEMENT behavior was increased: presentation in class. To cope with REINFORCEMENT her anxiety, she starts attending was something NEGATIVE removed? public speaking workshops where REINFORCEMENT What’s the she learns relaxation techniques. OUTCOME? was something POSITIVE Over time, she finds that her behavior was decreased: added? PUNISHMENT anxiety decreases during PUNISHMENT presentations. What type of was something NEGATIVE operant conditioning is evident Answer: removed? PUNISHMENT Negative Reinforcement in Sarah's situation? Sample Problem #4 Every time Tom gets into his LET’S APPLY IT! car, he immediately buckles What’s the BEHAVIOR? was something POSITIVE his seatbelt to stop the added? REINFORCEMENT behavior was increased: annoying beeping sound. As REINFORCEMENT was something NEGATIVE a result, he finds himself removed? REINFORCEMENT What’s the OUTCOME? consistently buckling up was something POSITIVE behavior was decreased: whenever he drives. What added? PUNISHMENT PUNISHMENT type of operant conditioning was something NEGATIVE is evident in Tom's behavior? removed? PUNISHMENT Sample Problem #4 Every time Tom gets into his LET’S APPLY IT! car, he immediately buckles What’s the BEHAVIOR? was something POSITIVE his seatbelt to stop the added? REINFORCEMENT behavior was increased: annoying beeping sound. As REINFORCEMENT was something NEGATIVE a result, he finds himself removed? REINFORCEMENT What’s the OUTCOME? consistently buckling up was something POSITIVE behavior was decreased: whenever he drives. What added? PUNISHMENT PUNISHMENT type of operant conditioning was something NEGATIVE is evident in Tom's behavior? removed? PUNISHMENT Sample Problem #4 Every time Tom gets into his LET’S APPLY IT! car, he immediately buckles What’s the BEHAVIOR? was something POSITIVE his seatbelt to stop the added? REINFORCEMENT behavior was increased: annoying beeping sound. As REINFORCEMENT was something NEGATIVE a result, he finds himself removed? REINFORCEMENT What’s the OUTCOME? consistently buckling up was something POSITIVE behavior was decreased: whenever he drives. What added? PUNISHMENT PUNISHMENT type of operant conditioning was something NEGATIVE is evident in Tom's behavior? removed? PUNISHMENT Sample Problem #4 Every time Tom gets into his LET’S APPLY IT! car, he immediately buckles What’s the BEHAVIOR? was something POSITIVE his seatbelt to stop the added? REINFORCEMENT behavior was increased: annoying beeping sound. As REINFORCEMENT was something NEGATIVE a result, he finds himself removed? REINFORCEMENT What’s the OUTCOME? consistently buckling up was something POSITIVE behavior was decreased: whenever he drives. What added? PUNISHMENT PUNISHMENT type of operant conditioning was something NEGATIVE is evident in Tom's behavior? removed? PUNISHMENT Sample Problem #4 Every time Tom gets into his LET’S APPLY IT! car, he immediately buckles What’s the BEHAVIOR? was something POSITIVE his seatbelt to stop the added? REINFORCEMENT behavior was increased: annoying beeping sound. As REINFORCEMENT was something NEGATIVE a result, he finds himself removed? REINFORCEMENT What’s the OUTCOME? consistently buckling up was something POSITIVE behavior was decreased: whenever he drives. What added? PUNISHMENT PUNISHMENT type of operant conditioning was something NEGATIVE is evident in Tom's behavior? Answer: removed? PUNISHMENT Negative Reinforcement Sample Problem #5 Every time Angel forgets to do LET’S APPLY IT! her chores, her parents assign What’s the BEHAVIOR? was something POSITIVE her additional household tasks behavior was increased: added? REINFORCEMENT as a consequence. As a result, REINFORCEMENT was something NEGATIVE Angel starts to remember her What’s the removed? REINFORCEMENT chores more consistently to OUTCOME? was something POSITIVE avoid the extra workload. What behavior was decreased: added? PUNISHMENT type of operant conditioning is PUNISHMENT evident in Angel’s situation? was something removed? NEGATIVE PUNISHMENT Sample Problem #5 Every time Angel forgets to do LET’S APPLY IT! her chores, her parents assign What’s the BEHAVIOR? was something POSITIVE her additional household tasks behavior was increased: added? REINFORCEMENT as a consequence. As a result, REINFORCEMENT was something NEGATIVE Angel starts to remember her What’s the removed? REINFORCEMENT chores more consistently to OUTCOME? was something POSITIVE avoid the extra workload. What behavior was decreased: added? PUNISHMENT type of operant conditioning is PUNISHMENT evident in Angel’s situation? was something removed? NEGATIVE PUNISHMENT Sample Problem #5 Every time Angel forgets to do LET’S APPLY IT! her chores, her parents assign What’s the BEHAVIOR? was something POSITIVE her additional household tasks behavior was increased: added? REINFORCEMENT as a consequence. As a result, REINFORCEMENT was something NEGATIVE Angel starts to remember her What’s the removed? REINFORCEMENT chores more consistently to OUTCOME? was something POSITIVE avoid the extra workload. What behavior was decreased: added? PUNISHMENT type of operant conditioning is PUNISHMENT evident in Angel’s situation? was something removed? NEGATIVE PUNISHMENT Sample Problem #5 Every time Angel forgets to do LET’S APPLY IT! her chores, her parents assign What’s the BEHAVIOR? was something POSITIVE her additional household tasks behavior was increased: added? REINFORCEMENT as a consequence. As a result, REINFORCEMENT was something NEGATIVE Angel starts to remember her What’s the removed? REINFORCEMENT chores more consistently to OUTCOME? was something POSITIVE avoid the extra workload. What behavior was decreased: added? PUNISHMENT type of operant conditioning is PUNISHMENT evident in Angel’s situation? was something removed? NEGATIVE PUNISHMENT Sample Problem #5 Every time Angel forgets to do LET’S APPLY IT! her chores, her parents assign What’s the BEHAVIOR? was something POSITIVE her additional household tasks behavior was increased: added? REINFORCEMENT as a consequence. As a result, REINFORCEMENT was something NEGATIVE Angel starts to remember her What’s the removed? REINFORCEMENT chores more consistently to OUTCOME? was something POSITIVE avoid the extra workload. What behavior was decreased: added? PUNISHMENT type of operant conditioning is PUNISHMENT evident in Angel’s situation? Answer: was something removed? NEGATIVE PUNISHMENT Positive Punishment NICE TO KNOW CONCEPTS Reinforcers Punishers Primary Secondary Primary Secondary inherently learned inherently learned rewarding association punishing association  NICE TO KNOW CONCEPTS Primary Reinforcers Secondary Reinforcers Inherently rewarding things: their Initially neutral, they gain their value value doesn't need to be learned as through association with primary they satisfy basic biological needs. reinforcers that are inherently Examples include food, water, sleep, satisfying. Examples include money, shelter, and sex. trophies, and good grades  NICE TO KNOW CONCEPTS Primary Punishers Secondary Punishers Naturally unpleasant or painful Unpleasant consequences learned stimuli that directly discourage through association with primary behavior. Examples include physical punishers. Examples include poor pain, hunger, loud noises, extreme grades, penalties, loss of privileges, temparatures, and bad odor. and negative facial expressions. PRIMARY OR SECONDARY? PRIMARY OR SECONDARY? PRIMARY OR SECONDARY? PRIMARY OR SECONDARY? PRIMARY OR SECONDARY? PRIMARY OR SECONDARY? PRIMARY OR SECONDARY? PRIMARY OR SECONDARY? PRIMARY OR SECONDARY? PRIMARY OR SECONDARY? NICE TO KNOW CONCEPTS Reinforcers Punishers Primary Secondary Primary Secondary inherently learned inherently learned rewarding association punishing association REFLECT ON THIS! Albert sees Lucas get a gold star on his name tag for picking up trash in the hallway. As a result, Albert starts picking up trash in the hallway in hopes of also receiving a gold star. What kind of reinforcement is used? 5/7 DONE! Recap 1 Psychoanalytic Theory 2 Psychosocial Theory 3 Classical Conditioning 4 Operant Conditioning Next Session August 13, 2024 1 Social Learning Theory 2 Cognitive Dev’t Theory 3 Sociocultural Theory 4 Moral Dev’t Theory Thank you!