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Psyc 1504-01 Written Assignment 3

The document discusses the expansion of the concept of sensation beyond the traditional five senses to include internal sensory experiences like interoception and proprioception, as well as emotional needs. It also explores the role of operant conditioning in reading development, highlighting how reinforcement shapes reading behaviors and skills acquisition. By broadening the definitions of sensation and understanding operant conditioning, the document emphasizes a more comprehensive view of human cognition and learning.

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15 views4 pages

Psyc 1504-01 Written Assignment 3

The document discusses the expansion of the concept of sensation beyond the traditional five senses to include internal sensory experiences like interoception and proprioception, as well as emotional needs. It also explores the role of operant conditioning in reading development, highlighting how reinforcement shapes reading behaviors and skills acquisition. By broadening the definitions of sensation and understanding operant conditioning, the document emphasizes a more comprehensive view of human cognition and learning.

Uploaded by

Jimmy Mwangi
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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PSYC 1504-01

WRITTEN ASSIGHNMENT, UNIT 3

Expanding the Concept of Sensation and the Role of Operant Conditioning in Reading

Development

Part I: Expanding the Concept of Sensation

Traditionally, the five commonly recognized senses are sight, hearing, touch, taste, and smell.

However, human perception extends beyond these five senses to include internal sensory

experiences. Interoception, for instance, is the body's ability to sense internal physiological

states, such as hunger, thirst, and the need for oxygen. When an individual holds their breath,

chemoreceptors in the body detect rising levels of carbon dioxide, prompting the urge to breathe

(Craig, 2015). Similarly, proprioception, the sense of body position and movement, allows

individuals to coordinate movements without direct visual input (Sherrington, 1906).

Beyond physical sensations, humans experience psychological and emotional needs, such as the

need for belonging or social connection. This suggests that sensory experiences are not solely

derived from external stimuli but also from internal cognitive and emotional processes. The

concept of social pain, for example, has been linked to the same neural pathways that process

physical pain, indicating that social rejection and physical injury share a sensory foundation

(Eisenberger, 2012).

The dominant scientific community may have historically limited the classification of senses to

five due to a combination of philosophical tradition and practical measurement limitations.

Aristotle's classification of the five senses has persisted for centuries, influencing modern

thought. Additionally, early scientific tools were insufficient to measure and study less obvious
senses like proprioception and interoception. However, advancements in neuroscience and

psychology have allowed for a broader understanding of sensory perception, challenging the

notion that humans possess only five senses (Dunn et al., 2010).

Definitions serve as both facilitators and constraints in expanding knowledge. While definitions

provide structure and clarity, they can also limit the scope of inquiry by reinforcing existing

boundaries. The definition of sensation, traditionally understood as the process by which sensory

receptors detect stimuli, may need to be expanded to include internal physiological and

emotional experiences. By broadening the definition, scientists and researchers can gain a more

comprehensive understanding of how humans interact with both their external and internal

environments.

Part II: The Role of Operant Conditioning in Reading Development

Operant conditioning, a learning process in which behaviors are strengthened or weakened based

on reinforcement or punishment, plays a crucial role in the development of reading skills. B.F.

Skinner's theory of operant conditioning suggests that behavior is shaped through reinforcement,

which applies directly to how individuals acquire and refine reading abilities (Skinner, 1957).

In early childhood, positive reinforcement encourages reading behaviors. For instance, when a

child correctly identifies letters or words and receives praise, a reward, or a sense of

accomplishment, they are more likely to repeat the behavior. Teachers and parents use verbal

encouragement, stickers, and other rewards to reinforce reading habits. Negative reinforcement,

such as removing an undesirable task when a child successfully reads, also strengthens reading

behaviors. Conversely, punishment, such as correcting mistakes without constructive feedback,

may discourage engagement and slow progress (Schunk, 2012).


As reading skills develop, reinforcement schedules shift from continuous to intermittent

reinforcement. Initially, children receive immediate feedback and rewards for reading efforts.

Over time, as skills become more automatic, reinforcement occurs less frequently but remains

effective. This transition helps readers internalize motivation and develop fluency. Through

repeated practice and reinforcement, decoding words, recognizing sentence structures, and

comprehending text become more automatic, reducing cognitive load and increasing reading

efficiency (Ehri, 2005).

Many other skills follow a similar developmental trajectory. For example, learning to play an

instrument, ride a bicycle, or solve mathematical problems also involves operant conditioning.

Initial reinforcement encourages persistence, while practice and refinement lead to automaticity.

The reinforcement process is essential for skill acquisition and mastery across various domains

of learning.

In conclusion, expanding the definition of sensation to include internal and emotional

experiences provides a more comprehensive understanding of human perception. Additionally,

operant conditioning plays a fundamental role in reading development, reinforcing behaviors that

lead to skill acquisition and fluency. Recognizing these broader perspectives enhances our

understanding of human cognition and learning.

References

Craig, A. D. (2015). How do you feel? An interoceptive moment with your neurobiological self.

Princeton University Press.


Dunn, W., Myles, B. S., & Orr, S. (2010). Sensory processing issues associated with autism

spectrum disorders: A brief review. Autism: The International Journal of Research and Practice,

14(1), 23-41.

Ehri, L. C. (2005). Learning to read words: Theory, findings, and issues. Scientific Studies of

Reading, 9(2), 167-188.

Eisenberger, N. I. (2012). The neural bases of social pain: Evidence for shared representations

with physical pain. Psychosomatic Medicine, 74(2), 126-135.

Schunk, D. H. (2012). Learning theories: An educational perspective (6th ed.). Pearson.

Sherrington, C. S. (1906). The integrative action of the nervous system. Yale University Press.

Skinner, B. F. (1957). Verbal behavior. Copley Publishing Group.

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