Operant Conditioning (Worth 30 Points)

The purpose of this writing assignment is to apply critical thinking skills to conduct a real-life application of operant conditioning.

Learning Objectives 3c and 5c

Select a target behavior that you would like to strengthen in a person or animal in which you have daily contact. For example, you may choose to have your child pick up his/her toys more often; try to get more hugs from your significant other; train a dog to sit on command, etc.  Try to avoid selecting a target behavior you would like to weaken, which would require the use of positive punishment (punishment by application) or negative punishment (punishment by removal).

Step 1 Written Portion: State your target behavior. If you choose a target behavior in an animal, include the animal’s name, age, gender, and breed.  If you choose a target behavior in a person, include his or her first name, age, and relationship to you (such as a friend, co-worker, child, or significant other).

Once you have decided on a target behavior, collect data over the next day to find out how often the target behavior occurs without your guidance or reinforcement. In other words, just observe and count the times the target behavior occurs on its own. For example, if you choose the following target behavior: Teaching your dog how to roll over on command, then you would give the roll over command and count the times the dog rolls over (without your interference or guidance). This data is called the baseline frequency.

Step 2 Written Portion:  State your baseline frequency data. Describe your data collection, including the number of hours observed, where you observed the target behavior, and any other relevant information. Also, report any biases that may be introduced in your baseline frequency data collection. For instance, if you are doing your baseline frequency count on the number of times your dog sits on command, and you observe your pet during an obedience class, a bias will be introduced.

*Please note*: A baseline frequency of one day will implement a bias in your study. Report the bias, stating that a baseline frequency observed and recorded over several days may produce a more valid and reliable record of the target behavior.

On the next day, begin the process of operant conditioning. The first time the target behavior occurs; reinforce it with a behavior that you believe has meaning to the person/animal. Think through your operant conditioning terms. For instance, if the target behavior occurs, and you respond with “Great Job,” your compliment is positive reinforcement with a secondary/conditioned reinforcer, which increases the likelihood the target behavior will occur again.

If the baseline frequency is 0, in other words, if the target behavior does not occur on its own, then you will need to employ the technique of shaping.

Step 3 Written Portion: Write a paragraph reporting the number of times the target behavior occurred during the operant conditioning phase.  Explain why you think the target behavior increased, decreased, or stayed the same.  Use your operant conditioning terms to describe what you did, including your use of primary or secondary/conditioned reinforcers of positive reinforcement.  Also, explain if and how you used escape or avoidance conditioning of negative reinforcement. In addition, identify if you stayed with one type of effective reinforcer or if you used many.  Also, if you used shaping because the target behavior did not occur on its own, discuss how you applied shaping. Lastly, describe what you may have done differently, and report any conclusions you may have about your operant conditioning efforts.

There are several perspectives on how humans develop gender. Older perspectives that emphasized biological differences between males and females have given way to newer perspectives that account for the roles of both biology (e.g., hormones) and environment. When psychologists refer to the environment, they mean the social factors or socialization agents such as peers, family, school, and media, through which a person comes to understand and develop a gender identity. Although many perspectives are in agreement that socialization agents influence gender development, they differ in their conceptualizations of how, why, and to what degree this occurs.

These perspectives have been studied and formulated into theories. Freud led the way with psychoanalytic theories of gender development, suggesting early unconscious drives were the foundation of gender development. Social learning theories are founded in reinforcement and observational models suggesting that gender development is learned. Cognitive development theories suggest that gender differences develop by observation of gender consistencies, gender schemata, or gender scripts within a culture. Whatever the theory, gender roles differ in different cultures.

In this Assignment, you will analyze the gender development of an individual through the lenses of two gender development theories. You will also evaluate the relative strengths and weaknesses of the two theories in explaining the individual’s development.

To prepare

· Consider the key socialization agents (culture, family, school, peers, media, or other societal influences) that influence gender development.

· Consider the theories presented in the Learning Resources (biosocial theories, psychoanalytic theories, social learning theory, and gender-schema theory) and select two to use for this Assignment.

· Interview an individual you know or complete a self-analysis regarding the key socialization agents (influences) in this person’s or your life regarding gender development. Use the questions in the document “Gender Analysis Questions” in this week’s Learning Resources to guide your interview or self-analysis.

Write a 2- to 3-page paper in which you do the following:

· Briefly introduce the individual you interviewed (or yourself), including the person’s gender identity.

· Summarize the key gender development socialization agents for this individual.

· Identify the two theories you selected, and briefly summarize how each would explain the individual’s gender development.

· Explain the relative strengths and weaknesses of each theory in explaining the gender development of the individual.

Please write as if you are being interviewed by someone.

Some readings that may help in writing paper.

Helgeson, V. S. (2017). Psychology of gender (5th ed.). New York, NY: Taylor and Francis.

• Chapter 5, “Sex-Related Comparisons: Theory”      (pp. 161–217)

Hyde, J. S. (2014). Gender similarities and differences. Annual Review of Psychology, 65, 373–398. doi:10.1146/annurev-psych-010213-11505

DPSY 6218/8218:

Gender and Human Development Gender Analysis Questions

1. Please describe how you would define your gender (e.g., male, female, androgynous, variable).

2. Do you feel that your sense of gender has remained stable throughout your life, or has it changed? If so, how?

3. Describe any early memories you have regarding how you “learned” about gender and/or what it meant to be a boy or a girl.

4. What are some of the key things that you believe influenced your own sense of gender (e.g., parents, peers, school, media)?

5. Have you ever experienced negative reactions to how you express your gender? If so, please describe.