Introduction to Learning and Behavior, 3e by Russell A. Powell, Diane G. Symbaluk, and P. Lynne Honey Copyright © 2009 Wadsworth Publishing, a division of Cengage Learning. All rights reserved. Chapter 8: Extinction & Stimulus Control

Introduction to Learning and Behavior, 3e by Russell A. Powell, Diane G. Symbaluk, and P. Lynne Honey Copyright © 2009 Wadsworth Publishing, a division of Cengage Learning. All rights reserved. Extinction the nonreinforcement of a previously reinforced response, the result of which is a decrease in the strength of that response. It refers to both a procedure and a process. The procedure of extinction is the nonnreinforcement of a previously reinforced response. The process of extinction is the resultant decrease in response strength.

Introduction to Learning and Behavior, 3e by Russell A. Powell, Diane G. Symbaluk, and P. Lynne Honey Copyright © 2009 Wadsworth Publishing, a division of Cengage Learning. All rights reserved. Example a rat has learned to press a lever for food: Lever press  Food R SR If lever pressing is no longer followed by food: Lever press  No food R — then the frequency of lever pressing will decline.

Introduction to Learning and Behavior, 3e by Russell A. Powell, Diane G. Symbaluk, and P. Lynne Honey Copyright © 2009 Wadsworth Publishing, a division of Cengage Learning. All rights reserved. Example, continued In this example, –The act of withholding food delivery following a lever press is the procedure of extinction. –The resultant decline in responding is the process of extinction. If lever pressing ceases entirely, the response is said to have been extinguished. If it has not yet ceased entirely, then the response has been only partially extinguished.

Introduction to Learning and Behavior, 3e by Russell A. Powell, Diane G. Symbaluk, and P. Lynne Honey Copyright © 2009 Wadsworth Publishing, a division of Cengage Learning. All rights reserved. Identify the reinforcer When applying an extinction procedure, be sure that the consequence being withheld is in fact the reinforcer that is maintaining the behavior. Determining the effective reinforcer that is maintaining a behavior is a critical first step in extinguishing a behavior. Example: –Whining child

Introduction to Learning and Behavior, 3e by Russell A. Powell, Diane G. Symbaluk, and P. Lynne Honey Copyright © 2009 Wadsworth Publishing, a division of Cengage Learning. All rights reserved. Side Effects of Extinction When an extinction procedure is implemented, it is often accompanied by certain side effects, including: –Extinction Burst. –Increase in Variability. –Emotional Behavior. –Aggression. –Resurgence. –Depression.

Introduction to Learning and Behavior, 3e by Russell A. Powell, Diane G. Symbaluk, and P. Lynne Honey Copyright © 2009 Wadsworth Publishing, a division of Cengage Learning. All rights reserved. Extinction Burst a temporary increase in the frequency and intensity of responding when extinction is first implemented. Examples: –Rat will press the lever both more rapidly and more forcefully. –You press the button on the candy machine several times in a row, often with increasing amounts of force.

Introduction to Learning and Behavior, 3e by Russell A. Powell, Diane G. Symbaluk, and P. Lynne Honey Copyright © 2009 Wadsworth Publishing, a division of Cengage Learning. All rights reserved. Increase in Variability Examples: –If the rat typically pressed the lever with its right paw, it might now try pressing it with its left paw. –If the rat usually pressed the lever in the center, it might now press it more to one side or the other. –You hold down the button on the candy machine before releasing it or try pressing other buttons to get the candy out.

Introduction to Learning and Behavior, 3e by Russell A. Powell, Diane G. Symbaluk, and P. Lynne Honey Copyright © 2009 Wadsworth Publishing, a division of Cengage Learning. All rights reserved. Emotional Behavior We typically refer to these behaviors as frustration. Examples: –Agitated behavior of a pigeon –Angry behavior in response to the candy machine

Introduction to Learning and Behavior, 3e by Russell A. Powell, Diane G. Symbaluk, and P. Lynne Honey Copyright © 2009 Wadsworth Publishing, a division of Cengage Learning. All rights reserved. Aggression an emotional response to extinction. Examples: –A pigeon whose key pecking is placed on extinction will reliably attack another pigeon. –Uncooperative vending machines are sometimes attacked.

Introduction to Learning and Behavior, 3e by Russell A. Powell, Diane G. Symbaluk, and P. Lynne Honey Copyright © 2009 Wadsworth Publishing, a division of Cengage Learning. All rights reserved. Resurgence the reappearance during extinction of other behaviors that had once been effective in obtaining reinforcement. Example: –A husband faced with a wife who largely ignores him might begin spending increasing amounts of time at his parents’ house.

Introduction to Learning and Behavior, 3e by Russell A. Powell, Diane G. Symbaluk, and P. Lynne Honey Copyright © 2009 Wadsworth Publishing, a division of Cengage Learning. All rights reserved. Depression Low activity is a common symptom of depression. Example: –If someone dies, the people for whom that individual was a major source of reinforcement will likely become depressed for a period of time.

Introduction to Learning and Behavior, 3e by Russell A. Powell, Diane G. Symbaluk, and P. Lynne Honey Copyright © 2009 Wadsworth Publishing, a division of Cengage Learning. All rights reserved. Problems with Side Effects Side effects of extinction impede successful implementation of extinction. Side effects can be inadvertently strengthened if one suddenly gives in and provides the subject with the sought-after reinforcer. Example: –Whining child

Introduction to Learning and Behavior, 3e by Russell A. Powell, Diane G. Symbaluk, and P. Lynne Honey Copyright © 2009 Wadsworth Publishing, a division of Cengage Learning. All rights reserved. Resistance to Extinction the extent to which responding persists after an extinction procedure has been implemented. A response that is very persistent is said to have high resistance to extinction. A response that disappears quickly is said to have low resistance to extinction. Example: –Dog begging for food

Introduction to Learning and Behavior, 3e by Russell A. Powell, Diane G. Symbaluk, and P. Lynne Honey Copyright © 2009 Wadsworth Publishing, a division of Cengage Learning. All rights reserved. Resistance to Extinction, continued Resistance to extinction can be affected by a number of factors, including: –Schedule of Reinforcement. –History of Reinforcement. –Magnitude of the Reinforcer. –Degree of Deprivation. –Previous Experience With Extinction. –Distinctive Signal for Extinction.

Introduction to Learning and Behavior, 3e by Russell A. Powell, Diane G. Symbaluk, and P. Lynne Honey Copyright © 2009 Wadsworth Publishing, a division of Cengage Learning. All rights reserved. Schedule of Reinforcement The partial reinforcement effect means that behavior that has been maintained on an intermittent schedule will extinguish more slowly than behavior that has been maintained on a continuous schedule. Resistance to extinction is particularly strong when behavior has been maintained on a variable ratio schedule. The less frequent the reinforcer, the longer it takes the animal to “discover” that reinforcement is no longer available.

Introduction to Learning and Behavior, 3e by Russell A. Powell, Diane G. Symbaluk, and P. Lynne Honey Copyright © 2009 Wadsworth Publishing, a division of Cengage Learning. All rights reserved. Example A behavior reinforced on a FR 10 schedule will take longer to extinguish than a behavior reinforced on a CRF (FR 1) schedule. A behavior reinforced on a FR 100 schedule will take longer to extinguish than a behavior reinforced on an FR 10 schedule. A VR 20 schedule will produce greater resistance to extinction than an FR 20 schedule.

Introduction to Learning and Behavior, 3e by Russell A. Powell, Diane G. Symbaluk, and P. Lynne Honey Copyright © 2009 Wadsworth Publishing, a division of Cengage Learning. All rights reserved. Unwanted Behavior The partial reinforcement effect helps account for unwanted behaviors that are difficult to eliminate. Since behavior that has been continuously reinforced is less resistant to extinction, it might help to first spend several days reinforcing each instance of the unwanted behavior. Example: –Dog begging for food.

Introduction to Learning and Behavior, 3e by Russell A. Powell, Diane G. Symbaluk, and P. Lynne Honey Copyright © 2009 Wadsworth Publishing, a division of Cengage Learning. All rights reserved. History of Reinforcement The more reinforcers an individual has received for a behavior, the greater the resistance to extinction. It is much easier to extinguish an unwanted behavior when it first becomes evident. Examples: –Rat reinforced 10 times vs. 100 times –Child who has recently been reinforced for whining vs. child who has been reinforced for a long time

Introduction to Learning and Behavior, 3e by Russell A. Powell, Diane G. Symbaluk, and P. Lynne Honey Copyright © 2009 Wadsworth Publishing, a division of Cengage Learning. All rights reserved. Magnitude of the Reinforcer Large-magnitude reinforcers sometimes result in greater resistance to extinction than small- magnitude reinforcers. It may take longer to extinguish a behavior which has resulted in a highly preferred reinforcer than a less-preferred reinforcer. Examples: –Large amounts of food vs. small amounts –Preferred food vs. less preferred food

Introduction to Learning and Behavior, 3e by Russell A. Powell, Diane G. Symbaluk, and P. Lynne Honey Copyright © 2009 Wadsworth Publishing, a division of Cengage Learning. All rights reserved. Degree of Deprivation The greater the level of deprivation, the greater the resistance to extinction. Example: –A rat that is only slightly hungry will cease lever pressing more quickly than a rat that is very hungry.

Introduction to Learning and Behavior, 3e by Russell A. Powell, Diane G. Symbaluk, and P. Lynne Honey Copyright © 2009 Wadsworth Publishing, a division of Cengage Learning. All rights reserved. Previous Experience With Extinction The greater the number of prior exposures to extinction, the quicker the behavior will extinguish during subsequent exposures. Examples: –A rat learns when to stop pressing the lever. –A child learns when to stop whining in the store.

Introduction to Learning and Behavior, 3e by Russell A. Powell, Diane G. Symbaluk, and P. Lynne Honey Copyright © 2009 Wadsworth Publishing, a division of Cengage Learning. All rights reserved. Distinctive Signal for Extinction Extinction is greatly facilitated when there is a distinctive stimulus that signals the onset of extinction.

Introduction to Learning and Behavior, 3e by Russell A. Powell, Diane G. Symbaluk, and P. Lynne Honey Copyright © 2009 Wadsworth Publishing, a division of Cengage Learning. All rights reserved. Spontaneous Recovery the reappearance of an extinguished response following a rest period after extinction. The behavior will likely be weaker than it was at the start of the extinction phase the day before. It will extinguish more quickly given that we continue to withhold reinforcement. Example: –A rat is given the opportunity to press the lever again after a short break following an extinction procedure. –A child re-enters a store after learning not to whine.

Introduction to Learning and Behavior, 3e by Russell A. Powell, Diane G. Symbaluk, and P. Lynne Honey Copyright © 2009 Wadsworth Publishing, a division of Cengage Learning. All rights reserved. To Fully Extinguish a Behavior When applying an extinction procedure, you have to be persistent. Only after repeated exposure to the events without receiving a reinforcer does the animal at last fail to show the learned behavior.

Introduction to Learning and Behavior, 3e by Russell A. Powell, Diane G. Symbaluk, and P. Lynne Honey Copyright © 2009 Wadsworth Publishing, a division of Cengage Learning. All rights reserved. Differential Reinforcement of Other Behavior (DRO) the reinforcement of any behavior other than the target behavior that is being extinguished. The process of extinction can be greatly facilitated by both extinguishing the target behavior and reinforcing the occurrence of a replacement behavior. Example: –Paying attention to a child only if he is doing something other than fighting with his little sister.

Introduction to Learning and Behavior, 3e by Russell A. Powell, Diane G. Symbaluk, and P. Lynne Honey Copyright © 2009 Wadsworth Publishing, a division of Cengage Learning. All rights reserved. Differential Reinforcement Of Incompatible Behavior (DRI) involves reinforcing a behavior that is specifically incompatible with the target behavior. Example: –Paying attention to a child only when he is interacting in a friendly manner with his little sister. With DRO & DRI, the animal is not being deprived of reinforcement and thus the likelihood of side effects is greatly reduced.

Introduction to Learning and Behavior, 3e by Russell A. Powell, Diane G. Symbaluk, and P. Lynne Honey Copyright © 2009 Wadsworth Publishing, a division of Cengage Learning. All rights reserved. Functional Communication Training the behavior of clearly and appropriately communicating one’s desires is differentially reinforced. Example: –“Gee Mom, I’m really bored. Can you help me find something interesting to do?”

Introduction to Learning and Behavior, 3e by Russell A. Powell, Diane G. Symbaluk, and P. Lynne Honey Copyright © 2009 Wadsworth Publishing, a division of Cengage Learning. All rights reserved. Stimulus Control the presence of a discriminative stimulus reliably affects the probability of the behavior. Example: –A 2,000-Hz tone signals that lever pressing will lead to food: 2,000-Hz Tone: Lever press  Food S D R S R

Introduction to Learning and Behavior, 3e by Russell A. Powell, Diane G. Symbaluk, and P. Lynne Honey Copyright © 2009 Wadsworth Publishing, a division of Cengage Learning. All rights reserved. Examples of Stimulus Control At red lights, we stop; at green lights, we proceed. If someone smiles at us, we smile at them. When we hear an ambulance siren behind us, we pull our car over to the side of the road and slow down or stop. When the professor begins lecturing, students cease talking among themselves.

Introduction to Learning and Behavior, 3e by Russell A. Powell, Diane G. Symbaluk, and P. Lynne Honey Copyright © 2009 Wadsworth Publishing, a division of Cengage Learning. All rights reserved. Stimulus Generalization the tendency for an operant response to be emitted in the presence of a stimulus that is similar to an S D. The more similar the stimulus, the stronger the response. Example: –A rat trained to respond to a 2,000-Hz tone will display a higher rate of lever pressing in the presence of an 1,800- or 2,200-Hz tone.

Introduction to Learning and Behavior, 3e by Russell A. Powell, Diane G. Symbaluk, and P. Lynne Honey Copyright © 2009 Wadsworth Publishing, a division of Cengage Learning. All rights reserved. Generalization Gradient a graphic description of the strength of responding in the presence of stimuli similar to the S D that vary along a continuum. A flat gradient indicates more generalization. A steep gradient indicates less generalization.

Introduction to Learning and Behavior, 3e by Russell A. Powell, Diane G. Symbaluk, and P. Lynne Honey Copyright © 2009 Wadsworth Publishing, a division of Cengage Learning. All rights reserved. Generalization Gradient graph

Introduction to Learning and Behavior, 3e by Russell A. Powell, Diane G. Symbaluk, and P. Lynne Honey Copyright © 2009 Wadsworth Publishing, a division of Cengage Learning. All rights reserved. Generalization Gradient graph

Introduction to Learning and Behavior, 3e by Russell A. Powell, Diane G. Symbaluk, and P. Lynne Honey Copyright © 2009 Wadsworth Publishing, a division of Cengage Learning. All rights reserved. Stimulus Discrimination the tendency for an operant response to be emitted more in the presence of one stimulus than another. A steep gradient indicates weak generalization and strong discrimination. A flat gradient indicates strong generalization and weak discrimination.

Introduction to Learning and Behavior, 3e by Russell A. Powell, Diane G. Symbaluk, and P. Lynne Honey Copyright © 2009 Wadsworth Publishing, a division of Cengage Learning. All rights reserved. Discrimination Training reinforcement of responding in the presence of one stimulus (the SD) and not another stimulus. A discriminative stimulus for extinction is a stimulus that signals the absence of reinforcement. Example: –Whenever the 2,000-Hz tone sounds, a lever press produces food; whenever the 1200-Hz tone sounds, a lever press does not produce food.

Introduction to Learning and Behavior, 3e by Russell A. Powell, Diane G. Symbaluk, and P. Lynne Honey Copyright © 2009 Wadsworth Publishing, a division of Cengage Learning. All rights reserved. The Peak Shift Effect the peak of a generalization gradient following discrimination training will shift from the S D to a stimulus that is further removed from the S Δ. Example: –The strongest response shifts to a 2,200-Hz tone that lies in a direction opposite to the S Δ. –Mr. Shallow seeks out a woman who is even more extraverted than Dana.

Introduction to Learning and Behavior, 3e by Russell A. Powell, Diane G. Symbaluk, and P. Lynne Honey Copyright © 2009 Wadsworth Publishing, a division of Cengage Learning. All rights reserved. The Peak Shift Effect graph

Introduction to Learning and Behavior, 3e by Russell A. Powell, Diane G. Symbaluk, and P. Lynne Honey Copyright © 2009 Wadsworth Publishing, a division of Cengage Learning. All rights reserved. The Peak Shift Effect graph

Introduction to Learning and Behavior, 3e by Russell A. Powell, Diane G. Symbaluk, and P. Lynne Honey Copyright © 2009 Wadsworth Publishing, a division of Cengage Learning. All rights reserved. Multiple Schedules consist of two or more independent schedules presented in sequence, each resulting in reinforcement and each having a distinctive S D. Example: –A Multiple FI 30-sec VI 30-sec schedule for food. Stimulus control is demonstrated when the subject responds differently in the presence of the SDs associated with the different schedules.

Introduction to Learning and Behavior, 3e by Russell A. Powell, Diane G. Symbaluk, and P. Lynne Honey Copyright © 2009 Wadsworth Publishing, a division of Cengage Learning. All rights reserved. Behavioral Contrast occurs when a change in the rate of reinforcement on one component of a multiple schedule produces an opposite change in the rate of response on another component. As the rate of reinforcement on one component changes in one direction, the rate of response on the other component changes in the other direction.

Introduction to Learning and Behavior, 3e by Russell A. Powell, Diane G. Symbaluk, and P. Lynne Honey Copyright © 2009 Wadsworth Publishing, a division of Cengage Learning. All rights reserved. Negative Contrast Effect an increase in the rate of reinforcement on one component produces a decrease in the rate of response on the other component. Example: –A pigeon is on a multiple VI 60-sec VI 60-sec schedule and the VI 60-sec component on the red key is changed to VI 30-sec. –With more reinforcement now available on the red key, the pigeon will decrease its rate of response on the green key.

Introduction to Learning and Behavior, 3e by Russell A. Powell, Diane G. Symbaluk, and P. Lynne Honey Copyright © 2009 Wadsworth Publishing, a division of Cengage Learning. All rights reserved. Positive Contrast Effect a decrease in rate of reinforcement on one component results in an increase in rate of response on the other component. Example: –A pigeon is on a multiple VI 60-sec VI 60-sec schedule and the VI 60-sec component on the red key is changed to VI 120-sec. –With less reinforcement now available on the red key, the pigeon will increase its rate of response on the green key.

Introduction to Learning and Behavior, 3e by Russell A. Powell, Diane G. Symbaluk, and P. Lynne Honey Copyright © 2009 Wadsworth Publishing, a division of Cengage Learning. All rights reserved. Contrast Effect & Punishment As the one alternative suddenly becomes punishing, the remaining alternative, which is still reinforcing, is viewed as even more attractive. Example: –In volatile relationships, couples report strong overall feelings of affection for each other.

Introduction to Learning and Behavior, 3e by Russell A. Powell, Diane G. Symbaluk, and P. Lynne Honey Copyright © 2009 Wadsworth Publishing, a division of Cengage Learning. All rights reserved. Anticipatory Contrast the rate of response varies inversely with an upcoming (“anticipated”) change in the rate of reinforcement. Examples: –Pigeons increased their rate of responding for reinforcement when presented with a discriminative stimulus for extinction. –Things we are about to lose often seem to increase in value.

Introduction to Learning and Behavior, 3e by Russell A. Powell, Diane G. Symbaluk, and P. Lynne Honey Copyright © 2009 Wadsworth Publishing, a division of Cengage Learning. All rights reserved. Application of Contrast Effect Consequences for behavior in one setting can greatly affect the strength of behavior in another setting. Example: –A young girl is increasingly neglected at home.

Introduction to Learning and Behavior, 3e by Russell A. Powell, Diane G. Symbaluk, and P. Lynne Honey Copyright © 2009 Wadsworth Publishing, a division of Cengage Learning. All rights reserved. Errorless Discrimination Training a procedure that minimizes the number of errors and reduces many of the adverse effects associated with discrimination training. It involves two aspects: 1.The S Δ is introduced early in training, soon after the animal has learned to respond appropriately to the S D ; and 2.the S Δ is presented in weak form to begin with and then gradually strengthened. This process of gradually altering the intensity of a stimulus is known as fading.

Introduction to Learning and Behavior, 3e by Russell A. Powell, Diane G. Symbaluk, and P. Lynne Honey Copyright © 2009 Wadsworth Publishing, a division of Cengage Learning. All rights reserved. Errorless Discrimination Training, continued Errorless procedures can be used to transfer control from one type of stimulus to another. Example: –Pigeons respond differently to colored disks. However, discriminations learned this way are harder to modify.

Introduction to Learning and Behavior, 3e by Russell A. Powell, Diane G. Symbaluk, and P. Lynne Honey Copyright © 2009 Wadsworth Publishing, a division of Cengage Learning. All rights reserved. Applications in Education Teaching subtraction to a student struggling to learn subtraction: –The answer on each flash card was initially left exposed to view. –Over successive presentations, it gradually blocked out by adding successive sheets of cellophane. –The correct answer was thus initially available as a prompt for the correct answer and then gradually faded out. This is not a great use of errorless discrimination training because it is harder to modify.

Introduction to Learning and Behavior, 3e by Russell A. Powell, Diane G. Symbaluk, and P. Lynne Honey Copyright © 2009 Wadsworth Publishing, a division of Cengage Learning. All rights reserved. Memory in Animals is hard to study because they are not verbal. The act of remembering is a matter of stimulus control. At one time the animal is shown a certain stimulus and is then required to identify that stimulus at a later time in order to receive a reinforcer. This is called delayed matching-to-sample.

Introduction to Learning and Behavior, 3e by Russell A. Powell, Diane G. Symbaluk, and P. Lynne Honey Copyright © 2009 Wadsworth Publishing, a division of Cengage Learning. All rights reserved. Delayed Matching-to-Sample for Pigeons To earn food, the pigeon must select the correct alternative by remembering which stimulus it was shown before the delay.

Introduction to Learning and Behavior, 3e by Russell A. Powell, Diane G. Symbaluk, and P. Lynne Honey Copyright © 2009 Wadsworth Publishing, a division of Cengage Learning. All rights reserved. Delayed Matching-to-Sample for Pigeons

Introduction to Learning and Behavior, 3e by Russell A. Powell, Diane G. Symbaluk, and P. Lynne Honey Copyright © 2009 Wadsworth Publishing, a division of Cengage Learning. All rights reserved. Delayed Matching-to-Sample for Pigeons

Introduction to Learning and Behavior, 3e by Russell A. Powell, Diane G. Symbaluk, and P. Lynne Honey Copyright © 2009 Wadsworth Publishing, a division of Cengage Learning. All rights reserved. Directed Forgetting occurs when you have been told to forget something Example: –Your math professor makes a mistake in a calculation and tells you to forget what he just wrote on the board. –As a result, you do indeed have poorer memory for that material than you would have had without the instruction to forget.

Introduction to Learning and Behavior, 3e by Russell A. Powell, Diane G. Symbaluk, and P. Lynne Honey Copyright © 2009 Wadsworth Publishing, a division of Cengage Learning. All rights reserved. Directed Forgetting for Pigeons

Introduction to Learning and Behavior, 3e by Russell A. Powell, Diane G. Symbaluk, and P. Lynne Honey Copyright © 2009 Wadsworth Publishing, a division of Cengage Learning. All rights reserved. Directed Forgetting for Pigeons

Introduction to Learning and Behavior, 3e by Russell A. Powell, Diane G. Symbaluk, and P. Lynne Honey Copyright © 2009 Wadsworth Publishing, a division of Cengage Learning. All rights reserved. Why study memory in animals? Animals have evolved a staggering capacity for remembering events. Their memory can only be demonstrated in an environment that closely resembles their natural environment. Example: –Clark’s nutcracker

Introduction to Learning and Behavior, 3e by Russell A. Powell, Diane G. Symbaluk, and P. Lynne Honey Copyright © 2009 Wadsworth Publishing, a division of Cengage Learning. All rights reserved. Applications of Stimulus Control Training animals for public performance is a good example. Example: –Dolphin trainers use whistles or gestures to set off leaps and twirls. It is used to eliminate certain types of problem behaviors. Example: –Training a dog to bark on cue.

Introduction to Learning and Behavior, 3e by Russell A. Powell, Diane G. Symbaluk, and P. Lynne Honey Copyright © 2009 Wadsworth Publishing, a division of Cengage Learning. All rights reserved. Targeting involves using the process of shaping to train an animal to approach and touch a particular object. Example: –Train a dog to touch the end of a stick with its nose. Targeting is commonly used to manage animals in zoos.

Introduction to Learning and Behavior, 3e by Russell A. Powell, Diane G. Symbaluk, and P. Lynne Honey Copyright © 2009 Wadsworth Publishing, a division of Cengage Learning. All rights reserved. Applications of Stimulus Control, continued It is used to create effective study environments. Most students do far better to study in a setting where such cues are kept to a minimum. Skinner (1987) recommends establishing a particular setting that is used only for studying.

Introduction to Learning and Behavior, 3e by Russell A. Powell, Diane G. Symbaluk, and P. Lynne Honey Copyright © 2009 Wadsworth Publishing, a division of Cengage Learning. All rights reserved. Applications of Stimulus Control, continued Stimulus control procedures are also the treatment of choice for sleep onset insomnia. Bootzin, Epstein, and Wood (1991) recommend: 1.Go to bed only when you are sleepy. 2.Use the bed only for sleeping (or sex). 3.If you cannot fall asleep within 10 to 20 minutes, get out of bed. 4.Use your alarm to get up at the same time each morning, regardless of how you slept the night before. 5.Do not take naps during the day.

Introduction to Learning and Behavior, 3e by Russell A. Powell, Diane G. Symbaluk, and P. Lynne Honey Copyright © 2009 Wadsworth Publishing, a division of Cengage Learning. All rights reserved. Summary Implementation of an extinction procedure is often followed by: –Extinction Burst. –Increase in Variability. –Emotional Behavior. –Aggression. –Resurgence. –Depression.

Introduction to Learning and Behavior, 3e by Russell A. Powell, Diane G. Symbaluk, and P. Lynne Honey Copyright © 2009 Wadsworth Publishing, a division of Cengage Learning. All rights reserved. Summary, continued Resistance to extinction is the extent to which responding persists during extinction. It is impacted by: –Schedule of Reinforcement. –History of Reinforcement. –Magnitude of the Reinforcer. –Degree of Deprivation. –Previous Experience With Extinction. –Distinctive Signal for Extinction

Introduction to Learning and Behavior, 3e by Russell A. Powell, Diane G. Symbaluk, and P. Lynne Honey Copyright © 2009 Wadsworth Publishing, a division of Cengage Learning. All rights reserved. Summary, continued Spontaneous recovery is the reappearance of an extinguished response following a rest period after extinction. DRO and DRI A behavior is said to be under stimulus control when the presence of an S D reliably affects the likelihood of a behavior. Stimulus generalization, stimulus discrimination, and generalization gradient

Introduction to Learning and Behavior, 3e by Russell A. Powell, Diane G. Symbaluk, and P. Lynne Honey Copyright © 2009 Wadsworth Publishing, a division of Cengage Learning. All rights reserved. Summary, continued A multiple schedule consists of two or more schedules presented in sequence, each resulting in reinforcement and each having a distinctive S D. Contrast Effects –Negative –Positive –Anticipatory

Introduction to Learning and Behavior, 3e by Russell A. Powell, Diane G. Symbaluk, and P. Lynne Honey Copyright © 2009 Wadsworth Publishing, a division of Cengage Learning. All rights reserved. Summary, continued Errorless discrimination training reduces many of the side effects and errors associated with discrimination training. The delayed matching-to-sample procedure is used to study memory processes in animals. Applications of stimulus control include managing animals in zoos, studying and treating insomnia.