Punishment A stimulus meant to decrease a behavior Positive Punishment addition of something unpleasant. Negative Punishment (Omission Training) removal of something pleasant Punishment works best when it immediately follows behavior and is harsh!

How do we actually use Operant Conditioning? khanacademy Sometimes, we use a process called shaping. Shaping is reinforcing small steps on the way to a desired behavior. These small steps are called approximations.

Chaining Behaviors Subjects are taught to link multiple responses together in order to get a reward. Click picture to see a rat chaining behaviors. Click to see a cool example of chaining behaviors.

Same Terminology as Classical Conditioning If I wanted to reinforce a toddler’s dancing by giving him lollipops when he dances, identify the following… Acquisition Extinction Spontaneous Recovery Generalization Discrimination

Primary v. Secondary Reinforcers Primary Reinforcer Secondary Reinforcer things that are intrinsically rewarding things we have learned to value (because they are associated with primary enforcers) Money is a special secondary reinforcer called a generalized reinforcer (because it can be traded for just about anything)

Token Economy Every time a desired behavior is performed, a “token” is given. They can trade “tokens” in for a variety of prizes (reinforcers) Used in homes, prisons, mental institutions and schools.

Reinforcement Schedules khanacademy How often do you give the reinforcer? Every time the desired behavior is exhibited or just sometimes when it is?

Continuous v. Partial Reinforcement Schedules Reinforce the behavior EVERY TIME the behavior is exhibited. Usually done when the subject is first learning to make the association. Acquisition comes really fast, but so does extinction. Reinforce the behavior only SOME of the times it is exhibited. Acquisition comes more slowly. But is more resistant to extinction. FOUR types of Partial Reinforcement schedules.

Ratio Schedules (Responses) Fixed Ratio Variable Ratio Provides a reinforcement after a SET number of responses. Provides a reinforcement after a RANDOM number of responses. Very hard to get acquisition but also very resistant to extinction. Fixed Ratio- She gets a manicure for every 5 pounds she loses.

Interval Schedules (Time) Fixed Interval Variable Interval Requires a SET amount of time to elapse before giving the reinforcement. Requires a RANDOM amount of time to elapse before giving the reinforcement. Very hard to get acquisition but also very resistant to extinction. Fixed Interval: She gets a manicure for every 7 days she stays on her diet.

Which type of reinforcement schedule? Fixed Ratio Variable Ratio Fixed Interval Variable Interval

Primary vs. Conditioned Operant Conditioning Concepts / Components Reinforcement Negative vs. Positive Primary vs. Conditioned Schedules Ratio Interval Punishment Negative Positive People Thorndike Law of Effect / Cat Experiments Skinner Skinner Box / Rat & Bird Experiments Response / Stimulus Associations

Latent Learning Edward Tolman – demonstrated the concept using rats/mazes & reinforcers. Learning is not always immediately observable in behavior (“latent” means hidden). Learning doesn’t completely depend on consequences. cognitive maps – a mental representation of one’s environment

Insight Learning Wolfgang Kohler - Chimpanzees / Boxes & Bananas experiment Learning takes place through the “ah ha” experience (gaining “insight”). Weakens the behaviorist argument (emphasis on external, behavior / consequence relationship)

Images from Kohler’s chimpanzee experiments

Observational Learning crash coursecourse Albert Bandura - BoBo Doll experiment Learning through modeling behavior from others. Observational learning + Operant Conditioning Principles = Social Learning Theory Implications of Bandura’s findings? Click pic to see footage from the Bobo Doll experiment.

Contingency Model Robert Rescorla revised Pavlov’s classical conditioning model starts with the realization that something must account for the ability to discriminate between stimuli emphasized the role of cognitive processes during acquisition said that classical conditioning “is not a stupid process by which the organism willy- nilly forms associations between any two stimuli that happen to occur.”

Classical Conditioning S + S Learning Associative Learning Classical Conditioning S + S Operant Conditioning R + S Other Latent Learning Insight Learning Observational Learning

Review https://www.khanacademy.org/test- prep/mcat/behavior/learning-slug/e/learning---passage- 1 https://www.khanacademy.org/test- prep/mcat/behavior/learning-slug/e/learning---passage- 2

Putting it all together:based on psychologist John Rosemond’s suggestion, analyze his proposed solution using 5 terms/ideas from this chapter in your analysis Teenage son in need of a drastic wake-up call    Q: Our 17-year-old is a highly spoiled underachiever. As a junior in high school, he’s failing two classes and borderline in the rest. We know that his problems are largely due to our parenting style. We read your book on teens and have made some progress, but we’re feeling a sense of urgency. We’re ready to do some drastic things. Where do you think we should start? (continued on next slide)    

A: As you now realize, your son is in dire need of a major wake-up call. Start by stripping his room down to bare essentials, taking away any and all electronic devices, and suspending all of his privileges, including driving. Inform him that his normal life will be restored when he has improved his grades to no less than what he’s capable of and sustained the improvement for eight weeks. Anything less will invite cursory improvement, then backsliding. You could get stuck in that sort of manipulative back-and-forth forever.    Unfortunately, this is an 11th-hour action. Obviously, the earlier parents intervene in a problem, the better the prognosis. On the other hand, it’s better to do something late than to never do anything at all. At this point, there’s a lot of history (and momentum) behind your son’s motivation issues. Getting him to turn himself around is going to require a unified front and calm, purposeful resolve. Don’t expect to see consistent progress for at least six weeks. Keep the faith, stay the course, and be fully prepared for things to get worse before they begin getting better.(continued on next slide)

   “Why is that, John?”    Because when parents finally pull the rug of over-indulgence out from under an underachieving child, the typical reaction is full collapse along with complaints from the child to the effect that since he has no privilege, he now has nothing to care about; therefore, he is not going to do anything to bring up his grades until certain privileges are restored. Believe me, this is nothing more than manipulative self-drama, soap opera, with a heavy dose of attempted hostage-taking thrown in. It’s an attempt to get the parents to question their judgment and begin negotiating.    “Will you give me my cell phone back if I bring my grades up for a week?” or “If you give me my cell phone and driving privileges back, I’ll bring my grades up, I promise.”    Don’t do it! If your son begins making promises of that sort, don’t believe a word he says. Simply smile and tell him that if he can bring his grades up for a week, he can surely bring them up for two weeks, then three, then eight. Keep reminding him that you’re not asking him to do any more than he is capable of. If you give him even the proverbial inch, he will think he can make you give up the proverbial mile. In no time, you’ll be right back where you started from, but he will know that he can beat you at your own game.    So, don’t play games. Go into this fully prepared for backlash of one sort or another. His reaction is likely to include anger, self-pity, and threats of running away or other equally silly things. This is your golden opportunity to get control of your relationship with your son. Given that he’s 17, it may be your last opportunity. (end of assignment)