1. 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)

2. Introduced the “Law of Effect”
Edward Thorndike ( )
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

3. Thorndike’s Puzzle Box

4. 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.

5. B.F. Skinner ( )
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)

6. B.F. SKINNER
(ping-pong) (basketball playing rats)

7. 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.

8. Reinforcement A. Types of Reinforcement

9. 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

10. Positive Reinforcement

11. 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)

12. Negative Reinforcement

13. 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.

14. Ways of Reinforcement: A. Primary v Secondary

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

16. 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

18. 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

19. II. Ways of Reinforcement: C. Immediate v Delayed

20. 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

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

22. 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.

23. 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

24. (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

25. (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

26. (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

27. (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

28. Schedules of Reinforcement

29. Sheldon Conditions Penny

30. Dolphins/Sea Lions Working for our Military

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

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

33. 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?)

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

35. 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.

36. 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

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

38. 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)

39. 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.

40. 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.

41. 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

42. 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.

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

44. 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?

45. Crash Course
Classical and Operant Conditioning

46. The End