Behavior Modification Project - Part II

• Discuss the triggers or antecedents that set off the current behavior
• Describe the current baseline levels of the behavior (1 pack a day) that will be used to measure the outcome of the behavior modification plan.
• Next discuss the desired behavior or outcome you wish to achieve.
• Finally in detail discuss the strategy that you plan to employ to modify this behaviorensuring that it is based on operant conditioning principles and techniques. Make sure to include the reinforcers you will apply whenmilestones are reachedand the punishment that will take place when you or your subject stray from the plan.

Here is the Behavior Modification Project - Part I

Part I -Behavior Modification Project

Behavior to Modify: Reducing Procrastination

Goals:

1. Behavioral Definition: The target behavior for this project is to reduce procrastination in completing academic assignments.

2. Description of the Target Behavior: Procrastination in this context refers to the habitual delay in starting or completing academic tasks. This includes waiting until the last minute to begin assignments, frequently postponing study sessions, and avoiding work-related responsibilities through distraction or non-productive activities.

Objective Measure:

To quantify whether or not the target behavior of reducing procrastination is being achieved, the following objective measures will be used:

a. Tracking Assignment Completion Time: Record the time it takes to start and complete academic assignments. The goal is to see a consistent reduction in the time taken to initiate tasks and finish them.

b. Time Management Journal: Maintain a daily journal to document how time is allocated throughout the day, with a focus on the time spent on productive academic work versus non-productive activities.

c. Grade Improvement: Monitor academic performance to measure improvements in grades, which can serve as an indirect indicator of reduced procrastination and improved time management skills.

By implementing this behavior modification plan, the aim is to foster more efficient and timely completion of academic tasks, ultimately leading to better academic performance and reduced stress related to procrastination.

Part II - Classical Conditioning

I conducted the classical conditioning experiment as described, and here's my reaction paper:

Experiment Experience:The classical conditioning experiment based on Pavlovian principles was a fascinating and illuminating experience. Holding a bell and standing near a light switch in a dark room, I followed the instructions meticulously. Initially, it seemed like a rather peculiar and unrelated set of actions - ringing a bell, turning off the light, and observing my pupils in a mirror. However, as I repeated the procedure, it became evident how our brains can create associations between seemingly unrelated stimuli.

Identification of Elements:

Neutral Stimulus (NS): The bell or set of keys initially served as the neutral stimulus. It was a sound without any inherent significance or response.

Unconditioned Stimulus (US): The turning off of the light can be considered the unconditioned stimulus. It's a stimulus that naturally and automatically elicits a response, in this case, the dilation of pupils in response to darkness.

Unconditioned Response (UR): The dilation of pupils in response to the darkness is the unconditioned response. It's a reflexive response that occurs naturally without any prior conditioning.

Conditioned Stimulus (CS): The bell, after repeated pairings with the unconditioned stimulus (turning off the light), becomes the conditioned stimulus. It initially had no effect on pupil dilation but later came to trigger a response due to its association with the unconditioned stimulus.

Conditioned Response (CR): The conditioned response is the slight dilation of pupils in response to ringing the bell, even when the light remains on. This response is learned through the conditioning process.

Real-Life Examples of Classical Conditioning:

Advertising and Branding: In marketing, classical conditioning is widely used. For example, consider a commercial for a refreshing soda. The imagery and sounds (like the fizzing sound when the can is opened) associated with the product create a conditioned response in consumers, making them feel thirsty or crave the soda when they encounter similar cues in real life.

Phobias and Fears: Phobias often develop through classical conditioning. For instance, someone who was once involved in a car accident may develop a fear of driving. The sound of a car engine starting (CS) becomes associated with the trauma (US), leading to anxiety and avoidance (CR) of driving.

Food Aversions: Classical conditioning can also influence our food preferences. If someone becomes ill (UR) after eating a particular food (US), they may develop an aversion (CR) to that food. Even the sight or smell of it (CS) can trigger feelings of nausea.

In conclusion, this experiment provided a practical demonstration of classical conditioning, showing how our brains can create associations between stimuli through repeated pairings. It highlights the role of learned behaviors in our daily lives and how subtle cues can influence our responses.