Psyc387 Exam | Graded A |
Define punishment in terms of its three characteristic features. What are punishers? (p.
232) - Answer- -A decrease in the strength of behavior due to its consequences.
1. A behavior must have a consequence.
2.The behavior must decrease in strength.
3.The reduction in strength must be due to the consequence.
What are the two types of punishment? (pp. 232-234) - Answer- Positive and negative
punishment.
positive punishment (not actually positive*) - Answer- The administration/increase of a
stimulus to decrease the probability of a behavior recurring. ex. reprimands, electric
shock, physical blows.
negative punishment aka penalty training (not actually negative*) - Answer- the removal
of a stimulus to decrease the probability of a behavior's recurring. ex. taking a toy away
from a child
Describe how punishment differs from negative reinforcement. (p. 233) - Answer- In
negative reinforcement, the stimulus is decreased so as to INCREASE the behavior. in
punishment, the stimulus is decreased as to decrease the behaviour.
Describe how the contingency variable influences the effectiveness of punishment. (pp.
234-235) - Answer- The degree to which a punishment weakens a behaviour varies with
the contingency between the punishing event and the behaviour. The greater the
degree of contingency, the faster the decrease in behaviour. Ex. yelling at a dog when it
pees on the sofa will create a high contingency for peeing and getting yelled at.
Describe how the contiguity variable influences the effectiveness of punishment. (pp.
235-238) - Answer- The interval between a behavior and a punishing consequence is
important in how the behavior will change. The longer the delay, the less effective the
punisher will be. *could be due because other behaviors occur in between the target
behavior and the consequence, so the wrong behaviours are suppressed.
How does contiguity relate to the problem of texting when driving? (pp. 236-238) -
Answer- Because not every single time someone texts and drives they crash into
something, if this were the case than individuals would be way less likely to do it. But
because they get away with the behaviour, they are more likely to repeat it.
Describe how Abramowitz and O'Leary (1990) demonstrated the relative effectiveness
of immediate punishment in examining off-task behaviour. (p. 238) - Answer- They did a
study on the effects of immediate and delayed reprimands by reprimanding "off-task"
first and second graders either immediately after they were caught, or two minutes after
, the "off-task" behavior began. Reprimands were effective in suppressing this behavior
only when they were reprimanded immediately. delayed reprimands were useless.
Explain why the initial selection of punishment intensity is important in making
punishment effective. Describe the implications this has for parents, teachers, and
judges. (pp. 239-240) - Answer- Increased intensity means a quicker decrease in
behavior. When first deciding on a punisher, the most intense punisher should be used
first, because using weaker ones first, results in the more intense punishment not
working as effectively. however, it is hard to determine what intensity is
effective/necessary for what behavior.
-Judges, teacher, and parents may use a weak punisher and thus behavior will likely
continue and further punishment will not be as effective.
Describe how the effectiveness of punishment is influenced by the reinforcers available
for the punished behavior. (p. 240) - Answer- An unwanted behavior normally has a
reinforcer and a punishment. Thus, the effectiveness of the punisher relies on the
frequency, amount, and quality of reinforcers the behavior produces.
ex. if a rat receives food when it presses a lever, but also receives a punishment, it may
continue to press the lever because the reinforcement surpasses the punishment, if
food is not received then the lever-pressing would likely decreased.
Describe how the availability of sources of reinforcement for alternative behaviours
influences the effectiveness of punishment. (pp. 240-241) - Answer- If there is another
way to obtain the reinforcement then the behavior is likely to be suppressed. The
original behavior will be suppressed and an alternative behavior will continue. Such as a
rat finding food a different way than pressing a lever with a tone.
Ex. if a child needs attention so they yell and scream, make sure they are given
attention in other ways to suppress the screaming, punishment may be more effective
and perhaps, not necessary.
Explain how motivation influences the effectiveness of punishment. (pp. 241-242) -
Answer- The effectiveness of a punishment depends on how much the individual
requires the reinforcement. ex. taking food away from a person who is hungry is more
punishing than taking food away from a person who is satiated.
What is the disruption theory of punishment? Describe the evidence that
supports/refutes this theory. (p. 243) - Answer- Punishments may be so disruptive as to
distract from the actual behavior, the reaction from the punishment doesn't allow for the
behavior to take place. ex. a rat reacting to a shock does not allow it to press the lever.
- If punishment merely evokes incompatible behavior then it should make no difference
whether the aversive stimuli used are contingent on behavior., but this is wrong. Ex. in
rats, the contingent shocks were far more effective than the contingent shocks. All
shocks should be equal if Skinners disruption theory were true.
Define punishment in terms of its three characteristic features. What are punishers? (p.
232) - Answer- -A decrease in the strength of behavior due to its consequences.
1. A behavior must have a consequence.
2.The behavior must decrease in strength.
3.The reduction in strength must be due to the consequence.
What are the two types of punishment? (pp. 232-234) - Answer- Positive and negative
punishment.
positive punishment (not actually positive*) - Answer- The administration/increase of a
stimulus to decrease the probability of a behavior recurring. ex. reprimands, electric
shock, physical blows.
negative punishment aka penalty training (not actually negative*) - Answer- the removal
of a stimulus to decrease the probability of a behavior's recurring. ex. taking a toy away
from a child
Describe how punishment differs from negative reinforcement. (p. 233) - Answer- In
negative reinforcement, the stimulus is decreased so as to INCREASE the behavior. in
punishment, the stimulus is decreased as to decrease the behaviour.
Describe how the contingency variable influences the effectiveness of punishment. (pp.
234-235) - Answer- The degree to which a punishment weakens a behaviour varies with
the contingency between the punishing event and the behaviour. The greater the
degree of contingency, the faster the decrease in behaviour. Ex. yelling at a dog when it
pees on the sofa will create a high contingency for peeing and getting yelled at.
Describe how the contiguity variable influences the effectiveness of punishment. (pp.
235-238) - Answer- The interval between a behavior and a punishing consequence is
important in how the behavior will change. The longer the delay, the less effective the
punisher will be. *could be due because other behaviors occur in between the target
behavior and the consequence, so the wrong behaviours are suppressed.
How does contiguity relate to the problem of texting when driving? (pp. 236-238) -
Answer- Because not every single time someone texts and drives they crash into
something, if this were the case than individuals would be way less likely to do it. But
because they get away with the behaviour, they are more likely to repeat it.
Describe how Abramowitz and O'Leary (1990) demonstrated the relative effectiveness
of immediate punishment in examining off-task behaviour. (p. 238) - Answer- They did a
study on the effects of immediate and delayed reprimands by reprimanding "off-task"
first and second graders either immediately after they were caught, or two minutes after
, the "off-task" behavior began. Reprimands were effective in suppressing this behavior
only when they were reprimanded immediately. delayed reprimands were useless.
Explain why the initial selection of punishment intensity is important in making
punishment effective. Describe the implications this has for parents, teachers, and
judges. (pp. 239-240) - Answer- Increased intensity means a quicker decrease in
behavior. When first deciding on a punisher, the most intense punisher should be used
first, because using weaker ones first, results in the more intense punishment not
working as effectively. however, it is hard to determine what intensity is
effective/necessary for what behavior.
-Judges, teacher, and parents may use a weak punisher and thus behavior will likely
continue and further punishment will not be as effective.
Describe how the effectiveness of punishment is influenced by the reinforcers available
for the punished behavior. (p. 240) - Answer- An unwanted behavior normally has a
reinforcer and a punishment. Thus, the effectiveness of the punisher relies on the
frequency, amount, and quality of reinforcers the behavior produces.
ex. if a rat receives food when it presses a lever, but also receives a punishment, it may
continue to press the lever because the reinforcement surpasses the punishment, if
food is not received then the lever-pressing would likely decreased.
Describe how the availability of sources of reinforcement for alternative behaviours
influences the effectiveness of punishment. (pp. 240-241) - Answer- If there is another
way to obtain the reinforcement then the behavior is likely to be suppressed. The
original behavior will be suppressed and an alternative behavior will continue. Such as a
rat finding food a different way than pressing a lever with a tone.
Ex. if a child needs attention so they yell and scream, make sure they are given
attention in other ways to suppress the screaming, punishment may be more effective
and perhaps, not necessary.
Explain how motivation influences the effectiveness of punishment. (pp. 241-242) -
Answer- The effectiveness of a punishment depends on how much the individual
requires the reinforcement. ex. taking food away from a person who is hungry is more
punishing than taking food away from a person who is satiated.
What is the disruption theory of punishment? Describe the evidence that
supports/refutes this theory. (p. 243) - Answer- Punishments may be so disruptive as to
distract from the actual behavior, the reaction from the punishment doesn't allow for the
behavior to take place. ex. a rat reacting to a shock does not allow it to press the lever.
- If punishment merely evokes incompatible behavior then it should make no difference
whether the aversive stimuli used are contingent on behavior., but this is wrong. Ex. in
rats, the contingent shocks were far more effective than the contingent shocks. All
shocks should be equal if Skinners disruption theory were true.
