Behaviour Modification and Cognitive Processes of Learning

Behaviour Modification and Cognitive Processes of Learning Pillay Sheryl Amanda Ballen I will be discussing some important procedures which enable learning. Each and every human being learns any kind of behavior during their life span. There is no human being on earth who does not undergo the process of learning. There are various learning methods through which we obtain beliefs, approaches and skills (Skinner, 1971, cited in Ryckman,2013, p. 361) Here we shall discuss the principles of learning and their uses in daily life. I would like to also demonstrate how behavior modification compares with cognitive processes of learning. Learning What we mean when we say the word â€Å"learning†, we normally mean â€Å"thinking using the brain†. These concepts of learning are the central perspective in the Cognitive Learning Theory (CLT). Mental processes can be explained, as they are predisposed by both internal and external factors, which gradually bring about learning. Cognitive Learning Theory suggests that the different procedures regarding learning can be described by examining the mental processes first. It suggests that with actual cognitive processes, learning is simpler and new material can be placed in the memory for a long time. However, ineffective cognitive processes affect learning complications which can be seen in a person. Social Cognitive Theory (SLT) There are three variables in social cognitive theory, which are interconnected with each other, for learning to happen, which consist of: Personal factors Environmental factors Behavior factors An individual’s environmental interaction, beliefs, ideas and mental skills are influenced by outside factors such as a caring or uncaring parent, disturbing or healthy environment or a very hot or humid climate. The mental process in a person is affected by his behavior, and environmental interaction, which can also alter the way he thinks. One’s behavior can disturb and change the environment in which he or she lives in. Basic concepts of social learning are: Observational Learning Is a form of learning from other people, by means of observing their behavior in an effective way in order to gain knowledge and change behavior. Reproduction Is the method wherein there is a goal to successfully escalate the repeating of a behavior by means of changing the environment to a safer and more comfortable on , within reachable proximate, and to encourage him to remember the new information and behavior learned and to exercise them. Self-efficacy Is the way a person uses the newly learnt knowledge or behavior which he has learnt. Emotional coping is a good coping devices used against demanding environments and negative personal appearances can lead to operational learning, especially in adults Self – regulatory capability is the capability to regulator the behavior even within a negative environment. Classical and operant conditioning are two vital perceptions significant to behavioral psychology. While both result in learning, the procedure is quite different. To understand how each of these behavior modification methods can be used, it is also important to understand how classic conditioning and operant conditioning differ from one another. Classic Conditioning Was developed by the Russian scientist Ivan Pavlov, classic conditioning is the first type of learning wherein an organism responds to an environmental stimulus. Pavlov (1927) observed that in classic conditioning, the stimulus (S) triggers the response (R) of an organism. Within the exposure of the organism to the stimulus, reflex(Hermans et.al., 2006, cited in Weiten, 2014, p. 232). The unconditioned stimulus (US) is the stimulus which leads to an observable response without training. The unconditioned response (UR) is the response brought about by the unconditioned stimulus. It is an automatic and normal behavior. The conditioned stimulus (CR) is a stimulus that is original and has no meaning to the subject. Through learning it is paired with the unconditioned stimulus (US) and brings about the conditioned response. The conditioned response (CR) is the behavior caused by the condition stimulus in response to the (CS). It is usually anticipation of the (US). General Observation My brother was in matric and my little sister was two years old when I observed my brother’s behavior. He would often get very frustrated with my little sister when he tried to study (US) in order for him to study he use to give her a chocolate (UR) and she would smile and leave him to study. The chocolate is a positive reinforcement. Now six months later he has completed his matric and when she goes into his room she expects chocolate (CR). Now that my brother do not give her chocolate, when she goes into his room she begins to cry, and mom would get angry at my brother for making her cry. Mom do not realize that my brother has created a (CR) in my little sister behavior, since mom does not allow her to eat chocolate. Operant Conditioning known as Instrumental Conditioning: Was established by B.F.Skinner . However Skinner was also greatly influenced by the works of Ivan Pavlov on the conditioning reflux. (Skinner, 1970, cited in Ryckman, 2013, p. 360). Operant conditioning tries to contradict the belief that internal thoughts and mere inspirations which brings about learning in a behavior. Skinner thought that only exterior causes of behavior must be considered (Skinner, 1953, p. 65)) The term â€Å"operant† was used by Skinner in order to give us a good suggestion of his theory and how he used it: (Skinner, 1953, cited in Ryckman, 2013, p. 365). Reinforcement: Is a procedure of increasing the frequency rate of a behavior by means of awarding a stimulus soon after the demonstration of the behavior. The event that strengthens the probability of the behavior to be recurring is called a reinforcer. According to Skinner, reinforcement can take two forms, which are called positive and negative reinforcement (Skinner, 1953, cited in Ryckman, 2013, p. 367). Positive Reinforcement: When my mom wanted me to do the dishes, she would say to me â€Å"if you do the dishes for me, for the week than I will take you out shopping on Saturday†. Naturally we would spend the day shopping and she would spoil me, but eventually without her asking me to do the dishes for her. I realized that she was tired after work and the least I could do was help her with the dishes. Negative reinforcement occurs when a reply is reinforced because it is followed by the elimination of an unfriendly stimulus. Example cleaning the house to get rid of the mess or wearing a safety belt whist driving to prevent an annoying sound (Skinner, 1953, cited in Ryckman, 2013, p. 367). Negative Reinforcement: I hated the fact that I needed to drive with my safety belt on, and I found that the annoying noise of the seatbelt would not stop until I buckled up which is an aversive stimulus since it encourage me to fasten my seat belt. Until I fasten the seatbelt, the annoying sound persisted I could not get rid of the aversive stimuli. Now days when I get into the car, the first thing I do is put my safety belt on. In both positive and negative reinforcement, behavior is increased, however negative reinforcement plays a key role in both escaping learning and avoidance learning (Skinner, 1953, cited in Ryckman, 2013, p. 367). In escape learning, a being obtain a response that decrease or ends some aversive stimulation example: my little sister wearing her shoes before going outside to play, this leads to: Avoidance learning in which an entity obtains a response that stops some aversive stimulation from happening example putting on shoes before you get an ammonia. Avoidance learning is a good way to see how classical conditioning and operant conditioning work together to regulate behavior. An example, shoes my sister needs to put on before she goes outside and play might become a classical conditioning (CS) that elicits a fear of wearing shoes in her. However the response of putting on her shoes is an operant behavior. This response is strengthened through negative reinforcement, because it reduces the person’s fear of getting sick. Thus in avoidance learning a fear response is acquired through classical conditioning and an avoidance response is maintained by operant conditioning. Punishment Is a process whereby a stimulus is used after the presentation of behavior and cause the decline in the possibility of the behavior to reoccur. In contrast to reinforcement there are also consequences that decrease a being’s leaning to make a specific response. Positive punishment: Is the accumulation of something which affects the decrease in repeating the behavior that was displayed? Negative punishment, also known as punishment by removal, occurs when a favorable event or outcome is removed after a behavior occurs (Skinner, 1953, cited inRyckman, 2013, p. 368). When I was younger my sister and I slept in the same room and we often fought with each other about who slept on the top of the double bunk. Until my father got angry one day and sent us both to the naughty corner for two whole hours, and whilst sitting alone it decreased our behavior and we never fought again with each other about sleeping arrangements. Negative Punishment: Decreases the behavior from occurring, it is removing pleasant stimulus when someone is not doing the appropriate behavior. Eating food was one of my difficulties, since I rather looked forward to the deserts during super time, so I use to waste my food. Dad took away my spending and said I needed to learn to appreciate and feel what poor kids are going through. He even took me to the orphanage and I felt so bad, now I know not to waste food since there are so many kids out there who do not have food. My view on wasting food has changed. OBSERVATIONAL LEARNING Is based on the work of Albert Bandura (1977). Bandura and his associates were able to exhibit through a variation of experimentations that the request of concerns was not necessary for learning to take place. Instead learning could happen through the simple procedure of observing someone else’s actions or behavior. This effort provided the basis for Bandura’s future work in social cognition ( Ohman Mineka, 2001, cited in Weiten, 2014, p. 252). Bandura expressed his findings in a four step design which includes a cognitive and an operant view of learning. Attention- to learn observation, you must pay attention to another person’s behavior and its environment. Retention- you may not have times to observe response for a long time. Hence the individual remembers what was noticed and must store a mental image of what he has witnessed in his memory. Reproduction- the action that the individual produces that is a replica of what was noticed. Motivation your motivation depends on whether you encounter the situation in which you believe that the response is likely to pay off for you (Weiten, 2013, p. 252). My eldest brother (fifteen years old) use to skip school and smoke cigarettes. Whilst my younger brother who was (twelve years old) at the time observed what he was doing. When my younger brother turned (fourteen) he stated smoking cigarettes too. Thereafter he started modelling my eldest brother’s behavior and he too started skipping school. Now both of them are addicted to smoking. I often hear both my brother’s saying that smoking is not good, yet they keep smoking. And when their friends come over, they smoke even worst. I cannot fully understand the need for their smoking. However I do know that it is not good for their health, it clogs their lungs and some people also dies of lung cancer, besides I hate the bad odor in there breathe. My eldest brother was a good athlete at college but these days he complains that he cannot run like he used to, because he suffers of short breath and he coughs a lot to. I constantly tell him to quit smoking and he would stop for a day or two, and he would become very frustrated and annoying to be around. Eventually I would say to him â€Å"you know, you should rather smoke because you are so annoying, your attitude really stinks† And he would say you know I cannot function without cigarettes it feels like my nerves are finished, I cannot even concentrate, I am trying to leave this addiction but it is not easy. Behavior Modification Is a therapeutic technique created by Skinner, a psychologist who is the â€Å"Father of Behaviorism.† Skinner established a theory of operant conditioning, whereby he states that all behavior is ruled by reinforcing and punishing stimuli. Behavior modification practices a planned approach that rewards wanted behavior and â€Å"punishes† unwanted behavior. This technique is used in therapy and is used in psychological settings. Behavior modification is now known as Applied behavior analysis (ABA) which is more logical (Kransner, 1970, cited in Ryckman, 2013, p. 375). How Behavior Modification is applied: Psychologists use behavior modification to treat disorders such as attention deficit disorder, autism etc. The basics of behavior modification are used to increase the desired behaviors in any specific person, regardless of functional level (Tanaka- Matsumi et al., 2002 cited in Corey2014, p. 254). For example, a person wants to quit smoking cigarettes; he may use behavioral methods to help attain those goals. Another example is, an individual who sees a shark and swims for his life, and he is not swimming fast because he is â€Å"scared.† Instead, he is swimming fast because he saw what happened to other’s who did not swim and who was eaten by the shark. The impulse to swim fast is a result of those that swam and did not live. In addition, the particular feeling of being â€Å"scared† is measured as a flight reflex, not a feeling. The heart races and adrenaline rises as the nervous system responds to the situation at hand. Hence, anything a person does can be directed to behavior modification. Reinforcement and Punishment The idea of reinforcement and punishment is often used in different ways, in behavior modification than in everyday linguistic. Whatever increases a behavior is a reflected reinforcement and whatever decreases the behavior is punishment. The complex part is that both reinforcement and punishment can have either a positive or negative outcome. Positive refers to whatever is added to the situation and negative is whatever is taken away from the situation (Watson Tharp, 1997, cited in Weiten, 2014, p. 260). Positive Reinforcement: When I was in school my mom would give me a huge hug and when I got really good marks she would reward me with presents for passing. Negative Reinforcement: My brother often did not do well at school, and he did not get any praises from my parents, instead my parents were disappointment and would often ground him. This is a negative reinforcement, because although he was not an academic student I feel my parents would still praise him and motivated him in whatever field he is good at. Punishment: Often my brother had to do the gardening for the duration of the school term in order for his grades to go up. This was dad’s way of punishing him positively. Mom use to take away his play station and his bicycle until his grades picked up. This was mom’s way of punishing him negatively (Weiten, 2014, p. 260). Behavior Modification in Everyday Life: According to Lazaras (1989) behavior modification may seem complicated, but in fact it is actually quite simple. If an individual is reinforced every single time he or she does something good, sooner or later the reinforcement will lose its power. When using this technique with general people, one should reinforce the desired outcome, with a consistency. Then as they start to respond, change your schedule of reinforcement to every third time, and they will do what you want. After a while, change it again to every fifth time until they do it automatically (Lazaras 1989 cited in Corey, 2014). Mom wanted dad to open the car door for her. When they went out shopping she carried all the bags and when she got to the car, dad noticed that her hands were filled and he opened the door for her. Once he opened the door, she looked at him in the eye and told him what an amazing person he is. After several times of her encouraging him to open the door, eventually he started opening the car door for her regularly. And once she noticed that he was opening the door for her she did not compliment him every time. However once in a while she would complement him. Conclusion Both cognitive processes and behavior modification has been used with good outcomes to help people with a wide variety of problems. These approaches makes use of tangible, involvements, because of the way problems are recognized .The major methods are logical and straightforward. References Corey, G. (2014). Theory and Practice of Counseling and Psychotherapy (SA ed.). USA: Brooks/Cole Cengage Learning, Inc. Ryckman,R. M. (2013). Theories of Personality (10th, ed.). USA: International Edition, Cengage Learning. Corey, G. (1986).Theory and practice of group counselling and psychotherapy(3rd ed.). Monterey, CA Brooks/Cole. Weiten, W. (2014). Psychology Themes and Variations (SA. Ed.). Las Vegas, USA: Cengage Learning.

Stefan’s Diaries: Origins Chapter 28

â€Å"We need to act now,† Damon said when we reached the line of trees next to the field. The forest floor was slick with leaves, and there was no sound, not even of animals. I'd spent the last minutes desperately racking my brain, trying to think of some way to save Katherine. But I couldn't. Our only hope was to enter the fray, say a prayer for Pearl and Anna, then focus on freeing Katherine. It would be incredibly dangerous. But there was no other way. â€Å"Y es,† I replied with an authority I did not feel. â€Å"Are you ready?† Without waiting for an answer, I deftly moved toward the forest border, guided by the faint sound of angry shouting. I could see the outline of the estate. Damon crept by my side. Suddenly I saw a large burst of flames erupt from the carriage house. I gasped, but Damon simply glared at me. Just then, I heard the strident voice of Jonathan Gilbert. â€Å"Found another one!† I crept closer to the edge of the forest, until I had a full view of Jonathan slamming Henry from the tavern against the back of the police wagon. Noah held one of his arms, while another guard I didn't recognize held the other one. Jonathan held out his compass, frowning. â€Å"Stake him!† he said. The guard drew his bayonet back and thrust it into the center of Henry's chest. Blood spurted as Henry shrieked into the night air. Henry slumped to his knees, his eyes wide and staring down at the bayonet lodged in his body. I turned toward Damon, both of us realizing that we didn't have any time to waste. Damon bit his lip, and I knew we were in this together. Even though we often acted differently, when it counted we thought the same way. Maybe that–the shorthand communication we had as brothers–would be what would save us, and would save Katherine. â€Å"Vampires!† I yelled from the depths of the forest. â€Å"We found one! Help!† Damon called. Instantly, Noah and the other guard released their grip on Henry and ran toward us, their bayonets raised. â€Å"Over there!† Damon panted, pointing deep into the forest as the two guards stepped closer. â€Å"There was a man. We only saw a dark shadow, but he tried to attack my brother.† As if to illustrate his point, Damon traced the sticky path of blood that had pooled onto my collarbone from my neck. I reached my own hand to that spot in surprise. I'd forgotten that Katherine had bitten me. It seemed like a lifetime ago. The two guards looked at each other and nodded tersely. â€Å"Y boys shouldn't be out here ou without weapons. We've got some in the wagon,† without weapons. We've got some in the wagon,† Noah called, before charging into the forest. â€Å"Good,† Damon said, almost under his breath. â€Å"Let's go. And if you let me down, I'll kill you,† he said, breaking away toward the wagon. I followed him, moving wholly by adrenaline. We reached the unguarded wagon. Low moans came from the inside. Damon kicked the back of the wagon open and leapt up to the platform. I followed, gagging when I entered. The scent of the wagon was acrid, a combination of blood and vervain and smoke. Bodies writhed in corners, but the wagon was pitch-black, making it impossible to tell whether the figures were vampires or humans or a combination of the two. â€Å"Katherine!† Damon hissed, leaning down and roughly touching each of the bodies in his search for her. â€Å"Stefan?† a weak voice called from the corner, and I forced myself to not lash out, to not spit in the direction of the voice, to not stare into those villainous eyes and tell her I hoped she got exactly what she deserved. â€Å"Damon?† the voice broke. â€Å"Katherine. I'm here,† Damon whispered, making his way toward the far end of the wagon. I continued to stand, as if glued to the spot. As my eyes adjusted to the dim light, I began seeing things that were more terrible than anything I'd ever seen in my worst dreams. On the floor of the wagon were almost a dozen bodies, some of people who I recognized from around town. Henry, a few regulars from the saloon, and even Dr. Janes. Some of the bodies had stakes in them, others had muzzles over their mouths, their hands and feet bound and their mouths seemingly frozen in wide O's of horror; some were simply curled up as if they were already dead. The sight changed me, changed everything. I took off my hat and knelt down roughly, praying to God or whoever would listen to please save them. I remembered Anna's kitten-like cries, the dull fear in Pearl's eyes. Y they couldn't live here, but es, why did Father have to condone this brutal treatment? No one deserved to die like this, not even monsters. Why couldn't it be enough to simply run them out of town? Damon knelt down, and I rushed toward his side. Katherine was lying on her back, ropes binding her arms and legs. The ropes must have been covered with vervain, because there were terrible burns on the patches of skin that touched the twine. A leather mask covered her face, and her hair was matted with dried blood. I stood back, not wanting to touch her or even look at her, as Damon set to work untying the muzzle. Once she was free, I couldn't help but notice her teeth, her fangs, her true nature, obvious in a way I'd never seen before. But Damon was gazing at her as if in a trance. He gently brushed the hair off her face and slowly leaned in to kiss her lips. â€Å"Thank you,† said Katherine simply. That was it. And watching them, the way Katherine's fingers stroked Damon's hair, the way Damon cried into her collarbone, I knew that this was true love. As they continued to gaze into each other's eyes, I pulled my knife out of my pocket and gently tried to cut the ropes that bound her. I worked slowly and carefully, knowing that any additional contact with the ropes would cause her even more pain. â€Å"Hurry!† Damon whispered, sitting on his heels as he watched me work. I freed one arm, then another. Katherine sighed shakily, shrugging her shoulders up and down as if to make sure they still worked. â€Å"Help!† cried a pale, thin woman I didn't recognize. She was huddled in the very back of the wagon. â€Å"We'll be back,† I said, lying through my teeth. We wouldn't be back. Damon and Katherine had to escape, and I had to †¦ well, I had to help them. â€Å"Stefan?† Katherine said weakly as she struggled to her feet. Damon instantly rushed to her side and supported her fragile body. Just then, I heard footfalls near the wagon. â€Å"Escape!† one of the guards called. â€Å"We need backup. There's been a breach in the wagon!† â€Å"Run!† I called, pushing Damon and Katherine in the opposite direction of the guard. â€Å"No escape! All clear!† I shouted into the darkness, hoping that people would believe me as I hopped off the wagon. I saw the explosion of gunpowder before I heard the shot. A loud wail rent the night air, followed quickly by another booming shot. Heart in my throat, I ran around the wagon, already knowing what I'd see. â€Å"Damon!† I cried. He lay on the ground, blood oozing from his gut. Yanking off my shirt, I put the linen on the wound to stanch the bleeding. I knew it was no use, but still I held the fabric to his chest. â€Å"Don't shut your eyes, brother. Stay with me.† â€Å"No †¦ Katherine. Save her †¦,† Damon rasped, his head flopping toward the damp ground. I glanced, wild-eyed, from the truck to the woods. The two guards were sprinting back, Jonathan Gilbert behind them. I stood up, and instantly my body was met with the explosive, piercing, agonizing hit of a bullet. I felt my chest exploding, felt the cool night air whoosh past my body as I fell back, onto my brother. I opened my eyes and looked up at the moon, and then everything faded to black.

The Key Variables Of The Study Of Student Competency...

Procedure The key variables of the study, student competency proficiency, were based on ten core competencies of EPAS (CSWE, 2012). Total 19 competencies were included in the survey, using a six-point Likert scale. Students were required to rate their competency proficiency on the scale from 1 (very little know) to 6 (substantial amount know) on Survey Monkey. Three assessments used a uniform survey for three different times. Prior to the course, each student was required to complete the first assessment. At the end of the course, students were invited to complete two assessments, the post-test and the retrospect-test, which asked students to look back to the beginning of the course. Students were explained that their participation in the assessments were voluntary, which focuses on helping them assess their competencies from different time perspectives, as well as helping instructors improve the course. The leading instructor and the teaching assistant, who conducted the study, comp lied the rules of human subject protection approved by the University of South Carolina Institutional Review Board. All data were transformed from Survey Monkey platform to SPSS files. The teaching assistant cleaned the data sets, matched the data of pre-test, post-test, and retrospect-test using student IDs, and merged eligible data from six data sets of six classes into one data set. Totally 48 matched observations were used to analyze using paired t-test. 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CHARACTERISTICS OF CANCER Free Essay Example, 2000 words

Compared to their benign counterparts, malignant tumors that have cells that are undifferentiated are identified as Anaplasic, broadly speaking, this refers to cells exhibiting a loss of functional and morphological differentiation which would be otherwise present in normal cells. Such cells also exhibit Pleomorphism i. e. clear variation in shape and size. They have nuclei which are large and hyperchromatic and can be clearly identified by their dark stain. An increased nuclear-cytoplasmic ratio together with abnormally large nucleoli and chromatin that is thick and clumped is observed. It is interesting to note that they also have an abnormal mitotic process in which multiple anarchic spindles are observed, particularly in quadripolar and tripolar forms. A greater degree of anaplasia corresponds to a more aggressive tumor whereas a well differentiated tumor indicates a less aggressive tumor. A. Carcinoma is a malignant tumor that manifests in the epithelium and has multiple variations. These include: i) Squamous cell carcinoma: They are identified by their distinct production of Keratin and are found in the stratified squamous epithelium of the mouth, skin, and vagina and in the regions of squamous metaplasia, particularly in the squamocolumnar junctions of the uterine cervix and in the bronchi. We will write a custom essay sample on CHARACTERISTICS OF CANCER or any topic specifically for you Only $17.96 $11.86/pageorder now ii) Transitional cell carcinoma: They develop in the transitional cell epithelium of the urinary tract. iii) Adenocarcinoma: They are particularly found in the glandular epithelium and therefore include tumors of the mucosal layer of the gastrointestinal region, the endometrium and the pancreas. Often found in correlation with the tumor-induced spread of non-neoplastic fibrous connective tissue, namely in the adenocarcinoma of the prostate, breasts and the pancreas, which is otherwise known as Desmoplasia. B. Sarcoma: It is a tumor that has its origins in the mesenchymal layer. Different manifestations include Osteosarcoma (bone), rhabdmyosarcoma (skeletal muscle), leiomyosarcoma (smooth muscle) and liposarcoma (fatty tissue). C. Teratoma: It is a neoplasm which is composed of different tissue types, usually the three germ layers, none of which are present in its region of occurrence. Usually found in the ovaries or testis. D. Eponymous tumors: Namely Burkitts lymphoma, Hodgkin disease and Wilms tumor. Benign Tumors: Benign tumors are characterized by their slow growth and lack of metastasis in contrast to malignant tumors, similarity to the tissue of their origin and a great degree of differentiation.