Psyc387 Exam | Graded A |
Study online at https://quizlet.com/_i25fsl
1. Define punishment in terms of its three characteristic features. What are
punishers? (p. 232): -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.
2. What are the two types of punishment? (pp. 232-234): Positive and negative punishment.
3. positive punishment (not actually positive*): The administration/increase of a stimulus to
decrease the probability of a behavior recurring. ex. reprimands, electric shock, physical blows.
4. negative punishment aka penalty training (not actually negative*): the removal of
a stimulus to decrease the probability of a behavior's recurring. ex. taking a toy away from a child
5. Describe how punishment differs from negative reinforcement. (p. 233): In
negative reinforcement, the stimulus is decreased so as to INCREASE the behavior. in punishment, the stimulus is
decreased as to decrease the behaviour.
6. Describe how the contingency variable influences the effectiveness of punish-
ment. (pp. 234-235): 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.
7. Describe how the contiguity variable influences the effectiveness of punish-
ment. (pp. 235-238): 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.
8. How does contiguity relate to the problem of texting when driving? (pp.
236-238): 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.
9. Describe how Abramowitz and O'Leary (1990) demonstrated the relative
effectiveness of immediate punishment in examining off-task behaviour. (p.
238): 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.
1/7
, Psyc387 Exam | Graded A |
Study online at https://quizlet.com/_i25fsl
10. 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): 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.
11. Describe how the effectiveness of punishment is influenced by the rein-
forcers available for the punished behavior. (p. 240): 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.
12. Describe how the availability of sources of reinforcement for alternative
behaviours influences the effectiveness of punishment. (pp. 240-241): 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.
13. Explain how motivation influences the effectiveness of punishment. (pp.
241-242): 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.
14. What is the disruption theory of punishment? Describe the evidence that
supports/refutes this theory. (p. 243): 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
2/7
Study online at https://quizlet.com/_i25fsl
1. Define punishment in terms of its three characteristic features. What are
punishers? (p. 232): -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.
2. What are the two types of punishment? (pp. 232-234): Positive and negative punishment.
3. positive punishment (not actually positive*): The administration/increase of a stimulus to
decrease the probability of a behavior recurring. ex. reprimands, electric shock, physical blows.
4. negative punishment aka penalty training (not actually negative*): the removal of
a stimulus to decrease the probability of a behavior's recurring. ex. taking a toy away from a child
5. Describe how punishment differs from negative reinforcement. (p. 233): In
negative reinforcement, the stimulus is decreased so as to INCREASE the behavior. in punishment, the stimulus is
decreased as to decrease the behaviour.
6. Describe how the contingency variable influences the effectiveness of punish-
ment. (pp. 234-235): 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.
7. Describe how the contiguity variable influences the effectiveness of punish-
ment. (pp. 235-238): 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.
8. How does contiguity relate to the problem of texting when driving? (pp.
236-238): 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.
9. Describe how Abramowitz and O'Leary (1990) demonstrated the relative
effectiveness of immediate punishment in examining off-task behaviour. (p.
238): 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.
1/7
, Psyc387 Exam | Graded A |
Study online at https://quizlet.com/_i25fsl
10. 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): 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.
11. Describe how the effectiveness of punishment is influenced by the rein-
forcers available for the punished behavior. (p. 240): 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.
12. Describe how the availability of sources of reinforcement for alternative
behaviours influences the effectiveness of punishment. (pp. 240-241): 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.
13. Explain how motivation influences the effectiveness of punishment. (pp.
241-242): 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.
14. What is the disruption theory of punishment? Describe the evidence that
supports/refutes this theory. (p. 243): 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
2/7
