1. Learning by consequences
Operant conditioning
Learning by consequences
Burrhus Frederic Skinner ( )

2. Operant Conditioning

3. What is it?
Operant conditioning forms an association between a behaviour and a consequence.
A type of learning in which future behaviour is determined by the consequences of past
behaviour.

4. Ratatouille By chance he presses the lever
Ratatouille is hungry and performs various exploratory behaviours
I’ll do that again
A pellet of food appears!

5. Thorndike’s Puzzle Boxes
Put hungry cats into a ‘puzzle box’, food outside box outside of reach
Cat had to get out of box to get food.
Trial and Error: solution is hit upon through trial and error
The more times a cat was put in the box, the faster it got out (fewer trials)
After 7 trials would go straight for lever and get out immediately.
Lever pushing now learnt, not random

6. Thorndike’s Law of effect
a behavior that is followed by ‘satisfying’ consequences is strengthened (more likely to occur) and a behavior that is followed by ‘annoying’ consequences is weakened (less likely to occur)
Law of effect: If the effect of learning is good then the behavior will be repeated.

7. Th6) page Read pages 166 and 167. Draw and label a and the findings.
Using Page 217 and the diagram found on the slide outline what the ABC Model of Operant Conditioning is.
Th6) page
Read pages 166 and 167. Draw and label a and the findings.

8. Some definitions.... Reinforcement : Positive reinforcement :
Anything which has the effect of increasing the likelihood of the behaviour being repeated
Positive reinforcement :
Anything which has the effect of increasing the likelihood of the behaviour being repeated by using consequences that are pleasant when they happen i.e. food for Ratatouille
Negative reinforcement :
Anything which has the effect of increasing the likelihood of the behaviour being repeated by removal of something unpleasant.

9. Some definitions.... Punishment : Positive punishment :
Anything which has the effect of decreasing the likelihood of the behaviour being repeated by using consequences.
Positive punishment :
Anything which has the effect of decreasing the likelihood of the behaviour being repeated by using consequences that are unpleasant.
Negative punishment :
Anything which has the effect of decreasing the likelihood of the behaviour being repeated by taking something pleasant away.

10. Primary and secondary reinforcement
Primary reinforcers
Secondary reinforcers
Food when hungry
Money

11. Real world application
Using the Key Words from today’s lesson describe how operant conditioning can be used in prison to promote good behaviour. Now read page 218 how close was your description?

12. Shaping
The complete desired behaviour may not be exhibited immediately but non the less that behaviour must be reinforced.
Shaping is:
Rewarding moves towards the desired behaviour.
The waiting for an action that is nearer to the desired behaviour.
Finally, waiting for the actual behaviour before offering reinforcement.
Example: Skinner

13. Shaping and Language: Read Below and try an put the events into the correct order.
These are reinforced not only by praise and attention but other positive reinforcers as a child who can say ‘bicci’ is more likely to get one.
Initially babies make noises - called babbling – and these are positively reinforced by people around them by praise and attention.
According to Skinner (1957) children acquire language through operant conditioning.
This increases the likelihood that the infant will babble. Reinforces will be then more likely to occur if the babbling sounds like words, so the infant is selectively rewarded for speech like sounds.
Sounds that are not appropriate are ignored and not reinforced and therefore not repeated.
Some aspects cannot be accounted for through operant conditioning. Children make persistent mistakes such as the word ‘runned’ for which they have not been reinforced. This suggests they are using rules to guide speech.
The selective reinforcing of word like sounds continues, this is called shaping until the child produces actual words.