Psychology 235 Dr. Blakemore Learning

Basic Types of Learning Habituation Classical Conditioning Operant Conditioning Observational Learning or Imitation

Operant Behaviors Behaviors that occur at some rate Basic principle: operant behaviors are maintained, increased, or decreased (in rate) by their consequences

Behavior Modification Behavior modifier Behavior analyst

Operant Level The rate of a behavior prior to any known conditioning or training Also known at the baseline or base rate The operant level must be measured first so that one can see changes in the behavior

Positive Reinforcement SR+ Reinforcement = strengthening Positive = added Any stimulus which is added after a behavior (which follows a behavior) and increases (or maintains) that behavior’s rate whether something is reinforcing is determined by its effect on behavior

SR+ Some Examples Praise Money Attention

Shaping The reinforcement of closer and closer approximations to the desired response some behaviors are very unlikely you need to reinforce something that is close to what you want then reinforce something else that is even closer, etc.

Operant Conditioning and Shaping on YouTube Shaping a rat http://www.youtube.com/watch?v=4TyYX5C8uuI A video about Skinner, with some shaping in it http://www.youtube.com/watch?v=mm5FGrQEyBY And a video about rewards and punishments with children http://www.youtube.com/watch?v=BVbGSVhKGwA

Extinction Discontinuing reinforcement At first the rate of the behavior increases called an extinction burst then there is a gradual slow decrease in rate spontaneous recovery occurs there are no side effects it can be much faster if you reinforce an incompatible response at the same time

Negative Reinforcement SR- Reinforcement = strengthening Negative = subtracted Any stimulus which is subtracted after a behavior (which is removed following a behavior) and increases (or maintains) that behavior’s rate whether something is reinforcing is determined by its effect on behavior

SR- Some Examples NOT PUNISHMENT!! Rat in Skinner Box Escape and Avoidance Dog and invisible fence Child in classroom

Punishment Any stimulus which follows a behavior and decreases that behavior’s rate If the rate doesn’t decrease then it’s not punishment Some things that parents and teachers use as punishers actually function as reinforcers

Punishment, Some Examples Rat in Skinner Box Child hitting younger brother

Factors that influence punishment’s effectiveness Timing the more immediate, the more effective Intensity the more intense, the more effective Providing an explanation (especially other-oriented induction) The relationship between the child and the punisher Consistency

Side Effects of Punishment Fear, anxiety, avoidance The more you punish a child, the more the child comes to fear and avoid you or the situation where punishment occurs It destroys the relationship between you Hostility and Aggression Punishment generates hostility and anger

Mild Punishers Time Out and Response Cost Can avoid the side effects Become ineffective if overused

Time Out Time out from positive reinforcement It should be as boring, but not frightening If it is reinforcing, it’s not a time out (e.g., room with toys, seat in center or front of room are not good time outs) It should be brief (e.g., one minute for every year of the child’s age) State the rule and the consequences and then take the child to time out. Don’t have a long discussion. Start the timer when the child is quiet -- let them see the timer After it’s over, reward them as soon as they behave acceptably

Response Cost The behavior has a cost -- an undesirable consequence (e.g., grounding, losing TV privileges) Different costs work for different children The consequence should be relatively mild Or it may generate hostility and you may not be willing to stick to it

Scheduling Reinforcement Continuous reinforcement Occurs every time the behavior happens Intermittent Reinforcement Only happens some times Affects three things Learning new behaviors The rate of performing well learned behaviors Extinction

Effects on behaviors being reinforced New learning takes place faster and more efficiently under continuous reinforcement Well learned behaviors are performed at a higher rate when the reinforcement is intermittent

Effects on extinction After continuous reinforcement, extinction is slow and steady After intermittent reinforcement, extinction takes much longer (much slower), and it much more difficult to establish Any reinforcement during the process makes it much more difficult to extinguish the behavior

What’s the solution? Extinguish unwanted behavior while at the same time reinforcing wanted, but incompatible behavior As well as trying not to get into the situation in the first place.