Module 19 Operant Conditioning Big Question: Is the organism learning associations between events that it does not control (classical) OR is it learning associations between its behavior and resulting events (operant)

Introduced the “Law of Effect” Edward Thorndike (1874-1949) Introduced the “Law of Effect” Behaviors with favorable consequences will occur more frequently. Behaviors with unfavorable consequences will occur less frequently. Developed into Operant Conditioning Created puzzle boxes for research on cats

Thorndike’s Puzzle Box

Operant Conditioning A type of learning in which the frequency of a behavior depends on the consequence that follows that behavior The frequency will if the consequence is reinforcing to the subject. The frequency will if the consequence is not reinforcing to the subject.

B.F. Skinner (1904-1990) Developed the fundamental principles and techniques of operant conditioning. Devised ways to apply these principles in the real world. Designed the Skinner Box. (operant box)

B.F. SKINNER http://www.youtube.com/watch?v=vGazyH6fQQ4&feature=related (ping-pong) http://www.youtube.com/watch?feature=player_embedded&v=drnnulHw5CM (basketball playing rats)

Reinforcement v Punishment Reinforcement - Any consequence that increases the likelihood of the behavior to be repeated. Punishment - Any consequence that decreases the likelihood of the behavior to be repeated.

Reinforcement A. Types of Reinforcement

1. Positive Reinforcement Anything that increases the likelihood of a behavior by following it with a desirable event or state The subject receives something they want Will strengthen the behavior

Positive Reinforcement

2. Negative Reinforcement Anything that increases the likelihood of a behavior by following it with the removal of an undesirable event or state Something the subject doesn’t like is removed X X OR Will strengthen the behavior (Definition of Reinforcement)

Negative Reinforcement

Positive/Negative Reinforcement Positive Reinforcement-any condition that follows and strengthens a response. Getting a hug Receiving a paycheck Food, money, sex Attention, praise, smile Negative Reinforcement-subtraction of the unpleasant stimulus Fastening a seatbelt to turn off beeping. Pushing snooze button will silence your annoying alarm. Nagging to clean something.

Ways of Reinforcement: A. Primary v Secondary

A. 1. Primary Reinforcement Something that is naturally reinforcing Examples: food, warmth, water, etc. The item is reinforcing in and of itself

A. 2. Secondary Reinforcement Something that a person has learned to value or finds rewarding because it is paired with a primary reinforcer Money is a good example

II. Ways of Reinforcement B. Shaping Step by step reinforcement of behaviors that are more and more similar to the one you want to occur. (Progress Reports, etc) Technique used to establish a new behavior

II. Ways of Reinforcement: C. Immediate v Delayed

C. Immediate/Delayed Reinforcement Immediate reinforcement is more effective than delayed reinforcement- however humans will respond to delayed reinforcement better than animals. Ability to delay gratification predicts higher achievement https://www.youtube.com/watch?v=0mWc1Y2dpmY http://www.cc.com/video-clips/g36k7p/the-colbert-report-walter-mischel

Ways of Reinforcement D. Schedules of. Reinforcement: 1 Ways of Reinforcement D. Schedules of Reinforcement: 1. Continuous Reinforcement

D. 1. Continuous reinforcement A schedule of reinforcement in which a reward follows every correct response Most useful way to establish a behavior. The behavior will extinguish quickly once the reinforcement stops.

D. 2. Partial Reinforcement A schedule of reinforcement in which a reward follows only some correct responses-initial learning is slower but there is a greater resistance to extinction. Includes the following types: Fixed-interval and variable interval Fixed-ratio and variable-ratio

(a) Fixed- Interval Schedule A partial reinforcement schedule that rewards only the first correct response after some defined period of time i.e. weekly quiz in a class; monthly pay check

(a) Variable-Interval Schedule A partial reinforcement that rewards the first correct response after an unpredictable amount of time i.e. “pop” quiz in a class; fishing

(b) Fixed-Ratio Schedule A partial reinforcement schedule that rewards a response only after some defined number of correct responses The faster the subject responds, the more reinforcements they will receive. Ex. Pay a worker a dollar for every 10 tires they fix

(b) Variable-Ratio Schedule A partial reinforcement schedule that rewards an unpredictable number of correct responses This schedule is very resistant to extinction. Sometimes called the “gambler’s schedule”; similar to a slot machine; people who make sales pitches by telephone

Schedules of Reinforcement

Sheldon Conditions Penny https://www.youtube.com/watch?v=qy_mIEnnlF4 https://www.youtube.com/watch?v=EWyZHSZf3TM

Dolphins/Sea Lions Working for our Military http://www.cbsnews.com/news/dolphins-sea-lions-serve-military/

III. Punishment: The Process of Punishment Decrease a behavior from happening again by following it with a negative consequence

II. A. Types of Punishment (1) An undesirable event following a behavior (2) A desirable state or event ends following a behavior

Punishment-reducing behavior - positive punishment giving something bad to reduce a behavior (example?) spanking = aversive stimulus - negative punishment – (omission training) taking away something good to reduce a behavior (example?)

III. Punishment: B. Problems With Punishment Module 20: Operant Conditioning

II. B. Negative Effects of Punishment Doesn’t prevent the undesirable behavior when away from the punisher Can lead to fear, anxiety, and lower self-esteem Children who are punished physically may learn to use aggression as a means to solve problems.

II. C. Positive Effects of Punishment Punishment can effectively control certain behaviors. Especially useful if teaching a child not to do a dangerous behavior Most still suggest reinforcing an incompatible behavior rather than using punishment

IV. The Role of Cognition: New Understandings of Operant Conditioning Module 16: Operant Conditioning

III. A. Latent Learning Learning that takes place in absence of an apparent reward It occurs but it is not apparent until there is an incentive to demonstrate it. (children watching parents)

III. B. Cognitive Map A mental representation of a place Experiments showed rats could learn a maze without any reinforcements. Ex. 9th graders coming to school in summer to “walk” it.

Intrinsic vs. Extrinsic Motivation Intrinsic Motivation: desire to perform the behavior effectively and for its own sake. Extrinsic Motivation: desire to behave in a certain way to receive external rewards or avoid threatened punishment.

III. C. Overjustification Effect The effect of promising a reward for doing what someone already likes to do The reward may lessen and replace the person’s original, natural motivation, so that the behavior stops if the reward is eliminated

Learning and Personal Control Problem-focused Coping Emotion-focused coping Addressing the problem (or stressor) directly. We tend to use these strategies when we feel we have control over a situation or can change the circumstances Alleviating the stress by avoiding/ignoring the stressor We tend to use this strategy when we don’t feel we have control.

Learned Helplessness The helplessness and passive resignation an animal or human learns when unable to avoid repeated aversive events. Martin Seligman Victims of Abuse

Internal vs. External Locus of Control The perception that you control your own fate Studies show that internals achieve more in school and in work, act more independently, enjoy better health, feel less depressed that externals. The perception that chance our outside forces control your fate. Many American’s now have more of an external locus of control compared to their parent’s generation. What might we be seeing as a result of this?

Crash Course Classical and Operant Conditioning

The End