2
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Define and provide examples of behavior, response, and response class (B1)
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Define and provide examples of stimulus and stimulus class (B2)
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Define and provide examples of respondent and operant conditioning (B3)
The interactive lecture gave the example of the Dead Man’s test, “if a dead man can do it, it’s
not a behavior;” it elaborated on the Cooper et. al (2020) definition of behavior. The Active Student Response, ASR, questioned us on “John’s behavior,” which helped me identify the properties of it. The ASR also elaborated on the definitions of response and response class provided by Cooper et. al. (2020). With the understanding of response class especially, I can see how different responses, even with different topography, all have the same function, whether it’s task avoidance/escape, attention-seeking, etc. The ASR and lecture that supplemented the reading, helped me identify the different concepts of B-1.
In alignment with B-2, the ASR and the team discussion gave me a better understanding of stimulus and stimulus class, and how they can be identified in real life scenarios. After learning about stimulus pairing, I started to see the mechanics of “conditioning.” These activities elaborated on these Cooper et. al. (2020) definitions, by simplifying them into layman’s terms.
B-3 is where I struggled with understanding respondent conditioning and operant conditioning. Considering respondent conditioning, Cooper et. al. (2020), defines this when a previously neutral stimulus acquires the ability to elicit a response and alter behavior. I was able to identify this concept when I saw my client react to the gym at our school. He doesn’t like going to activities in the gym because of loud they are; i.e. school assemblies, pep rallies, etc. When I see him get nervous and hesitant when walking near the gym, I see this as an example of respondent conditioning. The gym, a neutral stimulus, then acquired the ability to alter behavior.
