According to the Premack’s principles of reinforcement and of punishment certain high probable behaviors or actions can reinforce other less probable behaviors while improbable behaviors on the other hand usually punish the more probable behaviors. It simply describes how activities can be used in reinforcing behaviors that are probable in a person (Premack, 2014). It was a principle that was developed back in 1965 by David Premack. Physiologists during this time were mainly focused on behaviorism, and thus many researched on instrumental conditioning which was all about attempts to alter behaviors by trying them to certain consequences. For instance, a rat can be taught pressing a lever to get a reward in the form of food, or it can be taught to avoid it by getting a hit or shock when it presses the lever. This means that a more probable behavior can easily reinforce a less probable action. Behaviors under this principle can be reinforcers for behaviors which are considered to be considerably lower on the probability scale, and it can be reinforceable response for those higher on the scale. As the studies on conditioning were containing, psychologists aimed to define what constituted an efficient reinforcer. Premack, however, disagreed by noting that the experiments which gave food to animals as rewards meant that they were deprived of food and as such would have done anything or act in a certain way to eat. Premack suggested that the experiment should consider the probability that a response will occur instead of looking at how reinforcer satisfies a need. Following this Premack was able to develop this principle which can be termed as: the chance to perform a probability response following a lower probability response can reinforce the low probability behavior.
This principle can be described in a situation where a child prefers playing outside rather than studying. His mother in an attempt to make him read more tells him that if he can read for a half an hour, then he can play outside for forty minutes. In such a situation, the mother is using playing outside as the higher probability behavior to reinforce reading, which is a lower probability behavior which basically illustrates the whole Premack’s principle.
According to Hagermoser, Williamson, Long and Kratochwill, (2018), participant modeling can be described as an approach which is used within the psychotherapy field and where counselors or therapists helps a client to learn appropriate or desired behaviors through demonstrating the behavior or “modeling” and then helping the individual to limit this modeled behavior. For example, if a person wants to learn how to use the public transport, a therapist would actually take the individual to the public bus stop. The therapist would then show them how the whole process of waiting for the bus, walk up the stairs into the vehicle pay for the service, locate a seat and how and where to even get off the vehicle. According to this model. Individuals are normally born with limited innate reflexes, and thus behaviors are learned all through a person’s life. As such, the behaviorist, mental challenges are created through things which can be seen such as trauma or even from learned experiences which impede one’s mind.
Participant modeling can be used to overcome fear where a therapist might evoke the fear-evoking behavior for the individual and the prompt the client to engage in the same action. As such, the individual watches first the demonstration or modeling from the therapist and then does same in stages or steps with support and encouragement from the therapist. It is a form of therapy that is often used in phobia treatment. For instance, an individual who is afraid of cats may be required to watch as a therapist touch the animal or even feed the pet. Then the client can begin doing the same with the support of the therapist. It can be said to be imitation or observational learning. This is because it is a behavioral-based method involving the use of a symbolic or a live model to demonstrate a specific behavior, attitude or through so that a client may want to do the same.
Graduated Modeling can be described as a method where an individual progresses from simple to considerably more demanding kind of behaviors. For instance, a simple interaction of two kids while playing is most likely to end up with more kids participating. In simpler terms, graduated modeling is a method where a certain behavior progresses from an otherwise simple to a more demanding behavior (Akmanoglu, Yanardag, " Batu, 2014). A good example can be given by an instance where film models are used to increase the sociability of socially withdrawn children. Socially withdrawn children are likely to avoid interactions. However, having the children watch a short film with depictions of children of their age engaging in various social activities would also make the children in the classroom start some relatively calm activities such as sharing toys and books. By the time the film ends, the children are likely to engage in relatively more energetic and involved social activities around the classroom with obvious enjoyment. It is a frequent approach to many modeling programs currently available.
References
Akmanoglu, N., Yanardag, M., " Batu, E. S. (2014). Comparing video modeling and graduated guidance together and video modeling alone for teaching role playing skills to children with autism. Education and Training in Autism and Developmental Disabilities, 17-31.
Hagermoser Sanetti, L. M., Williamson, K. M., Long, A. C., " Kratochwill, T. R. (2018). Increasing In-Service Teacher Implementation of Classroom Management Practices Through Consultation, Implementation Planning, and Participant Modeling. Journal of Positive Behavior Interventions, 20(1), 43-59.
Premack, D. (2014). Intelligence in Ape and Man (Psychology Revivals). Psychology Press.
