Punishment in Psychology — Comprehensive Study Notes
Punishment: what it is and common misconceptions
Punishment is a consequence that decreases the likelihood of a behavior.
Distinguish punishment from reinforcement: reinforcement (positive or negative) increases behavior; punishment decreases it.
Common error: people misuse the term “negative reinforcement” to mean punishment; clarify that negative reinforcement increases behavior by removing a stimulus, whereas punishment decreases behavior.
Visual cue: the transcript starts with a humorous note about misusing terms, underscoring the importance of clear definitions inPunishment vs Reinforcement.
Effect of Consequences on Behavior
Consequences can either increase or decrease behavior:
Increase: Reinforcement
Decrease: Punishment
Core idea: consequences shape future behavior, not just the immediate next action.
Two Ways of Punishing (Basic Definitions)
Positive Punishment: add a stimulus following a behavior to decrease it.
Negative Punishment: remove a stimulus following a behavior to decrease it.
Two Key Points About Punishers
Punishers are things we will escape from or avoid when given the opportunity.
Punishers are defined by their effect on behavior (outcome matters more than the label).
If a consequence does not decrease the target behavior, it is not functioning as a punisher.
Variables Affecting Punishment
Contingency
Definition: the degree of correlation between a behavior and its consequence.
Takeaway: higher contingency (tighter link between behavior and consequence) typically yields stronger punishment effects.
Contiguity
Definition: nearness in time (temporal contiguity) or space (spatial contiguity) between the behavior and the consequence.
Principle: longer delays (lower contiguity) lead to slower learning of the punishment effect.
Outcome measure: suppression ratio; lower suppression ratio indicates more effective punishment.
Example label on the slide: Delay between response and shock.
Intensity
Primary finding: greater intensity of the punishing stimulus generally produces greater reduction in punished responses.
Cited: Azrin & Holz (1966) p. 396.
Introductory Intensity of Punishment
Practical and ethical consideration: using an effective level of punishment from the start is very important.
Ethical consideration: if punishment is used, it should be intense enough to dramatically suppress the behavior.
Risks of undershooting intensity:
Behavior may not be suppressed.
More punishment instances may be required, potentially increasing harm
Higher (and possibly inhumane) intensities may end up being needed.
Rule of thumb for self-modification: An effective punisher should be one you would not be willing to inflict on yourself; otherwise, a third party is preferred.
Practical clause: this supports using an external actor to deliver punishment when necessary.
Acceptable Level of Intensity (Self-modification Rule)
Reiteration: an acceptable level is one you would not inflict upon yourself.
Implication: emphasize ethical boundaries and feasibility when designing punishment-based interventions.
Reinforcement of Punished Behaviour (Maintaining Reinforcement)
The effectiveness of a punisher depends on how well the punished behavior is maintained by reinforcing consequences.
If the punished behavior is reinforced by other means, punishment may be less effective.
Alternative Sources of Reinforcement
If you provide alternative, more accessible reinforcers, the punished behavior tends to decrease more rapidly.
Practical implication: punishment may be unnecessary if alternatives adequately reinforce desired behaviors.
The Problems With Punishment
Punishment Can Be Reinforcing for the Punisher
Example: In classrooms, teachers may receive praise for maintaining order (positive reinforcement for the teacher).
Negative reinforcement can also contribute: stopping undesirable behaviors may feel rewarding to the punisher if it reduces disruption with little effort.
Escape and Avoidance
Punishment can induce escape and avoidance behaviors in the organism:
Struggling free
Hiding
Stealing
Cheating
Lying
Crying
Fawning
Suicide (the “ultimate escape”)
Aggression
Punishment can provoke aggressive responses, especially when escape options are limited.
Aggression is not always directed at the punisher; often directed at inanimate objects.
The opportunity to attack can be reinforced (via Premack-like relations).
Apathy
Without reinforcing alternative behaviors, organisms may do nothing, showing malaise or apathy.
Punishment alone does not teach acceptable behaviors; it only reduces the punished behavior.
Abuse and Escalation
Punishment often escalates, or is used in damaging ways (e.g., corporal punishment that progresses in intensity).
Negative punishment is generally preferred to positive punishment (e.g., removing privileges).
Imitation of the punisher by the punished individual can occur.
Considerations for Using Punishment Effectively
Do not delay punishment.
Use consistent contingency and appropriate intensity.
Ensure the punishment is intense enough to stop the behavior quickly.
Prefer negative punishment when possible.
Explain punishment if any delay occurs.
Provide alternatives for reinforcement.
Never punish out of frustration or anger.
Use punishment when necessary, but avoid relying on it as the sole strategy.
Premack Principle (Applied to Reinforcement and Punishment)
For Reinforcement (the classic use): High-probability behavior reinforces a low-probability behavior.
Example: Piano playing (low probability) → coffee (high probability) as a reward.
For Punishment (counterintuitive application): Low-probability behavior punishes high-probability behavior.
Example: Coffee (high probability) → Piano (low probability) as a punitive action to reduce the likelihood of coffee-seeking behavior when it is excessive.
Real-world and Apparent Devices Mentioned in the Transcript
Pavlok 3 (wearable technology): Mindfulness coach on the wrist with vibrating and silent alarm to change habits; used as a consumer example of aversive feedback for behavior modification.
Dr.Trainer Bark Collar (B1s/B1sPro): Electric shock collar with app control; progressive stimulation; designed to reduce barking; illustrates automatic, programmable punishment-like feedback systems.
SIBIS (Self-Injurious Behavior Inhibiting System): System for reducing self-injury; mechanism details: above-threshold blows to head/face trigger an impact detector, signal transmitter, and an arm/leg stimulator producing a tone followed by a brief electrical stimulation (0.08 s).
Takeaway: These devices demonstrate how punishment-like contingencies can be implemented in real-world tools, highlighting ethical and practical considerations when applying punishment-based strategies.
Key Formulas and Numbers (LaTeX)
Punishment duration example: 20\ \text{min}
Electrical stimulation duration in SIBIS: 0.08\ \text{s}
Intensity considerations and ethical thresholds are discussed qualitatively; no single numerical formula is provided beyond the duration and contingency examples.
Contingency and contiguity are described conceptually; when quantified, they relate to the correlation strength and timing, often assessed via suppression ratios and response rates in experiments.
Connections to Foundational Principles and Real-world Relevance
The material links to core operant conditioning theory: consequences shape behavior via reinforcement and punishment.
Ethical considerations are central: ensuring humane treatment, avoiding abuse, and balancing punishment with alternatives.
Practical implications for education, animal training, clinical psychology, and behavior modification technologies.
The Premack Principle demonstrates that reinforcement and punishment can be viewed within a unified framework of relative probability of behaviors.
Ethical, Philosophical, and Practical Implications
Ethically, punishment requires justification, timing, and proportionality to the target behavior; excessive or delayed punishment can be ineffective or harmful.
Philosophically, punishment raises questions about autonomy, consent, and the risk of reinforcement of undesirable behaviors in the punisher (e.g., teacher praise).
Practically, punishment is often more effective when paired with alternative reinforcement and when consequences are immediate, consistent, and appropriately intense.
Caution against reliance on punishment alone; emphasize teaching and reinforcing desirable alternative behaviors.
Quick Reference: Key Takeaways
Punishment decreases a behavior; defined by its effect, not its label.
Contingency, contiguity, and intensity are critical control variables.
Introductory intensity should be strong enough to be effective; ethical guardrails are essential.
Punishment can backfire by causing escape, aggression, apathy, or abuse; negative punishment is usually safer.
Provide alternatives and maintain other reinforcers to enhance punishment effectiveness.
Premack Principle can be applied to both reinforcement and punishment contexts.