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Chapter 11

PSYB45H3 Chapter Notes - Chapter 11: Task Analysis, Stabilisation Force In Bosnia And Herzegovina, Reinforcement


Department
Psychology
Course Code
PSYB45H3
Professor
Jessica Dere
Chapter
11

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Chapter 11 – Getting a New Sequence of Behaviors to Occur w/ Behavior Chaining
(PSYB45)
Behavior Chaining
Behavior chain/stimulus-response chain which is a consistent sequence of stimuli &
response that occur closely in time and in which last response is usually followed by a
reinforce
Each response produce stimulus that is SD (cue) for the next response, stimulus-response
chain:
SD1 R1 SD2 R2 … S+
The connections are “links” that hold the chain together, if any response is so weak (fails
to be evoked by SD preceding it, the rest of chain wont occur (will break @ weakest link)
To repair chain, is to strengthen the weak stimulus-response connection by means of an
effective SDs for the responses that follow them
S+ : positive reinforce that follows the last response of the chain
Designates the “oil” that one must apply regularly to keep chain rust free & strong
Reinforce at the end of chain maintains the stimuli in chain as effective SDs for the
responses that follow them
Not All Behavior Sequences Are Behavior Chains
Many behavior sequences that are chained (ex. playing a musical peace) but not all are
behavior chains (ex. studying for an exam, attending class, writing exam & etc…has diff
activities with many breaks during the action)…in order to be a chain, S & R needs to
come after each other immediately
Methods For Teaching a Behavior (Table 11.1, pg 107)
3 methods of teaching a behavior chain:
1. Total-task presentation: individual attempts all of the steps from the beginning
to the end of the chain on each trial and continues w/ total task trials until person
learns chain
Prompting is provided at each step, & reinforce follows correct
completion of last step
Best out of the three (stated by research) when it comes to teaching people
with development disabilities
Total-task presentation requires the instructor to spend less time in partial
assembly or disassembly to prepare the task for training
Focuses on teaching response topography and response sequence
simultaneously which intuitively produce results faster
Maximizes the learner’s independence early in training
It is also the best method for those who don’t have developmental
disabilities that require short steps
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