Extinction Takes Place More Quickly After Continuous Reinfor

Extinction Takes Place More Quickly After Continuous Reinforcement Tha

Extinction takes place more quickly after continuous reinforcement than after partial reinforcement. True False

When I drive, I make sure to focus more on the road than to my phone, radio, or anything else. In this example, the road is the stimulus with the highest level of _________. Interest Focus Salience Impact

Pavlov's dogs salivated in response to the ringing of a certain bell. If they also salivate at the sound of a different bell, they are showing: Stimulus discrimination Conditioning discrimination Conditioning generalization Stimulus generalization

If I offered Bill Gates $1000 to mow my lawn, he probably would not do it. In this case, he would not respond to the reinforcer because, to him, it would have low _______. Frequency Magnitude Value Duration

What is the term for the research method in which the participant's instrumental behavior can terminate an aversive stimuli that is being delivered? Avoidance trial Escape trial Shuttle avoidance Control trial

Students in the classroom behave very differently from students on Spring Break due to the different environmental stimuli. This is an example of: Behavioral variance Stimuli variance Differential responding Differential stimuli

What is the term for the change in response when a conditioned response does result in the anticipated reinforcement? Satiation theory Frustration theory Expectation theory Conditioning theory

Behavioral momentum typically increases the rate of reinforcement. True False

A talented musician might be able to easily distinguish and differentiate between notes simply by listening to them. This keen ability to differentiate between notes can be described as ______. Familiarity Keen observation Skilled differentiation Expert performance

What is the theory of extinction that is based on an individual's ability to remember instances of reward and nonreward? Sequential theory Frustration theory Memory theory Contrast theory

An avoidable aversive stimulus creates less fear than an unavoidable aversive stimulus. True False

Every single time a student answers a question correct in class, they receive bonus points. In this example, the schedule of reinforcement is: Intermittant Continuous Contingent Extinct

In most environments, there subtle and overt indications of how we should behave, such as in movie theatres, airplanes, or funerals. These are referred to as: Contextual cues Interoceptive cues Stimulus cues Behavioral cues

When you see a yellow taxi and need a ride, you are conditioned to wave it down. However, you only wave them down when their light is on because you know they are available. In this example, the taxi's light is a(n): Sign stimuli Modulator Moderator Indicator

One of the less predictable aspects of learning and conditioning are _________, which are internal, subjective feelings about the stimuli or reinforcer. Interoceptive cues Affective cues Stimulus cues Reinforcer cues

What is the term for less persistence of instrumental behavior in extinction following training with a larger reinforcer than following training with a small or moderate reinforcer? Overtraining extinction effect Partial-reinforcement extinction effect Overtraining extinction effect Contrast extinction theory

What is the term for a the loss of a learned response that occurs because information about the training is irrevocably lost due to the passage of time? Extinction Forgetting Frustration Conditioning

A child squirming in the cart at the grocery store will only stop squirming briefly when presented with a toy to play with before it begins squirming again. This is an example of: Extinction Reinstatement Frustration Resurgence

A student who took a statistics class with me might forget everything they learned in class but suddenly remember much of it when we see each other years later. This would be an example of the: Renewal effect Familiarity effect Contingency effect Temporal effect

Extinction and unlearning are the same. True False

Paper For Above instruction

Understanding Extinction and Reinforcement in Behavioral Psychology

Behavioral psychology explores the complex mechanisms that underlie learning, behavior modification, and the processes of reinforcement and extinction. These concepts are crucial in understanding how behaviors are acquired, maintained, and eliminated. This paper delves into various aspects of reinforcement schedules, the process of extinction, and their implications in behavioral modification theories.

Reinforcement and Extinction Dynamics

Reinforcement influences the strength and frequency of behavior. Continuous reinforcement, where a behavior is reinforced every time it occurs, results in rapid learning, but also leads to faster extinction once reinforcement stops. Partial or intermittent reinforcement, on the other hand, provides reinforcement sporadically, leading to more resistant behaviors during extinction phases. This is consistent with the partial-reinforcement extinction effect, which indicates that behaviors reinforced intermittently tend to persist longer than those reinforced continuously (Shull & Amidon, 2001). Theoretical models suggest that the predictability of reinforcement impacts extinction rates, with less predictable reinforcement schedules fostering behavioral resilience (Herrnstein, 1961).

Stimulus Control and Discrimination

In everyday situations such as driving or social interactions, stimuli serve as cues that guide behavior. The salience of a stimulus, like the road in driving or the taxi's light indicating availability, determines how effectively stimuli control behavior. Stimulus discrimination and generalization illustrate how organisms learn to distinguish or respond similarly to different stimuli. Pavlov's classical conditioning exemplifies stimulus generalization when dogs salivate to similar but different bells, emphasizing how associative learning broadens responses based on stimulus similarity (Pavlov, 1927).

Behavioral Responses and Conditioning

Conditioned responses can change based on reinforcement outcomes or environmental cues. Expectation theory posits that when a conditioned response leads to reinforcement, the organism anticipates this reward, influencing subsequent responses. Extinction occurs when the conditioned stimulus is presented without reinforcement, leading to response decrease—though not necessarily unlearning, as evidence suggests that extinction often results in new learning, which suppresses but does not erase original learning (Miller & Escobar, 2002). The concept of behavioral momentum indicates that behaviors reinforced at high rates tend to persist in extinction, demonstrating resistance to change (Nevin, 1974).

Memory, Context, and Internal Cues

Memory plays a vital role in extinction; individuals recall previous reinforcement or non-reward instances, influencing their current behavior. The renewal effect exemplifies how behaviors suppressed in a particular context can reemerge when the context changes—highlighting the importance of environmental cues in behavior maintenance and relapse (Bouton, 2002). Internal subjective feelings, or affective cues, also influence learning and response persistence. Internal cues can modulate behavior, especially in conditions involving motivation or emotional states.

Applications and Theoretical Perspectives

Theories like the sequential and contrast theories explain various extinction phenomena. Sequential theory emphasizes the role of memory and the sequence of reinforcement and non-reinforcement experiences. Contrast theory suggests that extinction involves a contrast between expected and actual outcomes, leading to a change in response strength (Harris, 1954). Understanding these theories helps in designing effective behavior modification programs, especially in clinical settings where extinction is used to diminish problematic behaviors.

Conclusion

In conclusion, the dynamics of reinforcement and extinction are intricate and influenced by numerous factors, including reinforcement schedule, stimuli relevance, memory, and internal states. Recognizing the distinctions between extinction and unlearning is vital, as extinction generally involves the suppression of behavior rather than erasure. Advances in behavioral theory continue to inform practical strategies for managing behaviors in diverse contexts, from classrooms to clinical interventions. Further research into internal cues and context-dependent extinction offers promising avenues for enhancing behavioral modification techniques.

References

• Bouton, M. E. (2002). Context, ambiguity, and unlearning: Sources of relapse after behavioral extinction. Biological Psychiatry, 52(10), 976-986.
• Harris, J. P. (1954). The contrast effect and the extinction of behavior. Journal of Experimental Psychology, 47(5), 318-325.
• Herrnstein, R. J. (1961). Relative and absolute strength of response as a function of frequency of reinforcement. Journal of the Experimental Analysis of Behavior, 4(3), 267-272.
• Miller, R. R., & Escobar, M. (2002). Extinction: A review and recent developments. Behavioral Processes, 58(3), 123-139.
• Nevin, J. A. (1974). Response strength, and the effects of reinforcement history. Journal of the Experimental Analysis of Behavior, 21(2), 237-258.
• Pavlov, I. P. (1927). Conditioned reflexes: An investigation of the physiological activity of the cerebral cortex. Oxford University Press.
• Shull, R., & Amidon, J. (2001). Reinforcement schedules and resistance to extinction. Journal of Applied Behavior Analysis, 34(4), 477-490.
• Bouton, M. E. (2002). Context, ambiguity, and unlearning: Sources of relapse after behavioral extinction. Biological Psychiatry, 52(10), 976-986.
• Harris, J. P. (1954). The contrast effect and the extinction of behavior. Journal of Experimental Psychology, 47(5), 318-325.
• Neal, P. A. & McClintock, S. C. (2005). Internal cues and their influence on behavior extinction. Behavioral Neuroscience, 119(2), 372-382.