1. Warm Up Find your group from last class. NO switching groups Find your group from last class. NO switching groups Get out Homework- Vocab and Operant cond wksheet and discussion questions (packet) Get out Homework- Vocab and Operant cond wksheet and discussion questions (packet) 15 mins to review your hw and study for quiz 15 mins to review your hw and study for quiz

2. Warm Up- page 5 1. How would you potty train your dog? 1. How would you potty train your dog? 2. How would you teach your child to say please? 2. How would you teach your child to say please? Try to use what you already know about operant conditioning Try to use what you already know about operant conditioning

3. Chapter 8 pt. 2: Operant Conditioning and Observational Learning B.F. SKINNER

4. Type of Learning 2: Operant Conditioning Operant Conditioning: type of learning in which behavior is strengthened by reinforcement or weakened by punishment….related to consequences. Operant Conditioning: type of learning in which behavior is strengthened by reinforcement or weakened by punishment….related to consequences. Operant Conditioning builds on Thorndike’s principle of Law of Effect: rewarded behavior is likely to recur. Operant Conditioning builds on Thorndike’s principle of Law of Effect: rewarded behavior is likely to recur.

5. Operant vs. Classical Conditioning Respondent Behavior: behavior that occurs as an automatic response to some stimulus. Occurs in classical conditioning. Respondent Behavior: behavior that occurs as an automatic response to some stimulus. Occurs in classical conditioning. Ex: salivating to meat. Ex: salivating to meat. Operant Behavior: behavior that operates on the environment, producing consequences. Operant Behavior: behavior that operates on the environment, producing consequences. Ex: Stealing and getting arrested may discourage the crime. Ex: Stealing and getting arrested may discourage the crime.

6. King of Operant Conditioning B.F. Skinner: developed most operant conditioning techniques. B.F. Skinner: developed most operant conditioning techniques. Skinner Box (Operant Chamber): major tool used in operant conditioning research. Chamber containing a bar or key that an animal can manipulate to obtain reinforcement. Skinner Box (Operant Chamber): major tool used in operant conditioning research. Chamber containing a bar or key that an animal can manipulate to obtain reinforcement.

7. Skinner Box

8. Shaping Shaping refers to an operant conditioning technique in which reinforcers guide behavior closer and closer towards a desired goal. Shaping refers to an operant conditioning technique in which reinforcers guide behavior closer and closer towards a desired goal. Uses successive approximations. Uses successive approximations. How would you have trained this cat to become potty trained?

9. Terms Reinforcement - Increases a behavior Reinforcement - Increases a behavior Punishment- Decreases a behavior Punishment- Decreases a behavior Negative- takes away a stimuli Negative- takes away a stimuli Positive- Adds a stimuli Positive- Adds a stimuli Need to isolate the behavior first Need to isolate the behavior first

10. Reinforcement All Reinforcement INCREASE THE LIKELYHOOD that a particular behavior will occur. All Reinforcement INCREASE THE LIKELYHOOD that a particular behavior will occur. Positive Reinforcement: encourages a certain behavior by offering a positive stimulus (reward). Positive Reinforcement: encourages a certain behavior by offering a positive stimulus (reward). Getting an A Getting an A

11. Negative Reinforcement IS NOT Punishment Negative Reinforcement also ENCOURAGES a particular behavior by removing an aversive (negative) stimulus. Negative Reinforcement also ENCOURAGES a particular behavior by removing an aversive (negative) stimulus. Advil Advil Punishment: DISCOURAGES a particular behavior by usually adding an aversive stimulus. Punishment: DISCOURAGES a particular behavior by usually adding an aversive stimulus.

12. Punishment Punishment decreases a behavior Punishment decreases a behavior Positive Punishment- adds stimuli to decrease the behavior Positive Punishment- adds stimuli to decrease the behavior Spanking Spanking Ticket Ticket Negative Punishment- taking away stimuli to decrease the behavior Negative Punishment- taking away stimuli to decrease the behavior Timeout Timeout

13. Criticisms of Punishment? Good if it comes with reasoning Good if it comes with reasoning Increases aggression Increases aggression Creates fear Creates fear Creates a feeling of helplessness Creates a feeling of helplessness Does not guide or model correct behavior Does not guide or model correct behavior Main Point- swift and sure punishment decreases behavior Main Point- swift and sure punishment decreases behavior

14. Effective Punishment – Do Not Write 1. Should be swift and brief – don’t wait too long after the undesired behavior to punish 2. CONSISTENT – punish EVERY time undesired behavior occurs; when it fails to occur the effect can be rewarding 3. Target the behavior, not the person 4. Don’t send mixed messages – ex: spanking a child for hitting his/her sibling 5. Negative punishment (taking away privileges) works better than positive punishment (adding pain )

15. ALTERNATIVES TO PUNISHMENT Do not Write Extinction – a behavior will usually diminish if the reward goes away Temper tantrums Premack principle – a more preferred activity can be used to reinforce a less preferred activity Prompting & Shaping Behavior

16. Examples – Positive Punishment, Positive Ren., Neg. Rein, Neg. Punishment. Touching a burning hot stove Touching a burning hot stove When your parents take away a misbehaving teen’s car keys When your parents take away a misbehaving teen’s car keys The police officer gives you a speeding ticket The police officer gives you a speeding ticket Your mom gives you allowance for cleaning your room Your mom gives you allowance for cleaning your room Your teacher says if you behave in class you won’t have any homework Your teacher says if you behave in class you won’t have any homework

17. Types of Reinforcers Primary Reinforcer: an innately reinforcing stimulus, such as one that satisfies a biological need. Primary Reinforcer: an innately reinforcing stimulus, such as one that satisfies a biological need. Ex: Food, sex. Ex: Food, sex. Conditioned Reinforcer (Secondary Reinforcer): reinforcer that you have to learn usually through its association with a primary reinforcer. Conditioned Reinforcer (Secondary Reinforcer): reinforcer that you have to learn usually through its association with a primary reinforcer. Ex: Money, Applause, lever in skinner box. Ex: Money, Applause, lever in skinner box.

18. Types of Reinforcement Continuous Reinforcement: reinforcing the desired behavior everytime it occurs. Continuous Reinforcement: reinforcing the desired behavior everytime it occurs. Learning happens very quickly. Learning happens very quickly. Extinction happens very quickly if reinforcement is stopped. Extinction happens very quickly if reinforcement is stopped. Partial (Intermittent) Reinforcement: reinforcing a desired behavior only part of the time. Partial (Intermittent) Reinforcement: reinforcing a desired behavior only part of the time. Learning takes longer (slower acquisition) Learning takes longer (slower acquisition) TAKES LONGER for extinction to occur. TAKES LONGER for extinction to occur.

19. Immediate vs. Delayed Reinforcement In rats, if you delay reinforcement, virtually no learning will occur. In rats, if you delay reinforcement, virtually no learning will occur. Although humans do recognize delayed reinforcement, immediate gratification sometimes move us into risky behavior. Although humans do recognize delayed reinforcement, immediate gratification sometimes move us into risky behavior. EX: smoking, drinking, unprotected sex. EX: smoking, drinking, unprotected sex.

20. Reinforcement Schedules CONCEPTS within Schedules Fixed means the same/constant. Fixed means the same/constant. Variable means changes. Variable means changes. Ratio refers to responses. Ratio refers to responses. Interval refers to time. Interval refers to time.

21. Reinforcement Schedules Fixed Ratio: A response is reinforced only after a specified number of responses. Fixed Ratio: A response is reinforced only after a specified number of responses. Ex: Paid $1 for every 20 fruits you pick. Ex: Paid $1 for every 20 fruits you pick. Work hardest under this schedule. Work hardest under this schedule.

22. Reinforcement Schedules Variable-Ratio: a response is reinforced after an unpredictable amount of responses. Variable-Ratio: a response is reinforced after an unpredictable amount of responses. Ex: Slot machine payoff. Ex: Slot machine payoff. Produces high rate of response since reinforcement increases with number of responses. Produces high rate of response since reinforcement increases with number of responses.

23. Reinforcement Schedules Fixed-Interval: reinforces a response after a specified time has passed. Fixed-Interval: reinforces a response after a specified time has passed. Ex: Checking oven when meal timer is about up. Ex: Checking oven when meal timer is about up. High responses near time elapse. High responses near time elapse.

24. Reinforcement Schedules Variable-Interval: response is reinforced at unpredictable time intervals. Variable-Interval: response is reinforced at unpredictable time intervals. Ex: Pop Quiz Ex: Pop Quiz Responses are steady throughout….study frequently cause you don’t know when quiz is. Responses are steady throughout….study frequently cause you don’t know when quiz is.

25. Reinforcement Schedule Patterns

26. Warm Up Pick up on the overhead- page 7

27. Cognition’s Effect on Operant Conditioning Cognitive map: a mental representation of one’s environment that is developed without the aid of reinforcement. Cognitive map: a mental representation of one’s environment that is developed without the aid of reinforcement. Latent learning: learning that occurs (like cognitive map) that is not apparent until there is an incentive to justify it. Latent learning: learning that occurs (like cognitive map) that is not apparent until there is an incentive to justify it. Ex: rats that were not reinforced while in a maze could navigate it just as fast when there was a reward put at the end. Ex: rats that were not reinforced while in a maze could navigate it just as fast when there was a reward put at the end.

28. Cognition’s Effect on Operant Conditioning Overjustification Effect: the effect of promising a reward for something someone already likes to do may hamper enjoyment of the activity. Overjustification Effect: the effect of promising a reward for something someone already likes to do may hamper enjoyment of the activity. May cognitively change behavior from intrinsic motivation to focus on reward (extrinsic). May cognitively change behavior from intrinsic motivation to focus on reward (extrinsic).

29. Biological Predispositions Just like classical conditioning, animals more easily learn behaviors that are natural or conducive to survival during operant conditioning. Just like classical conditioning, animals more easily learn behaviors that are natural or conducive to survival during operant conditioning.

30. Terms from last time applied to Operant Conditioning Acquisition: when behavior is first strengthened by a reinforcer. Acquisition: when behavior is first strengthened by a reinforcer. Extinction: behavior decreases because a behavior is no longer reinforced. Extinction: behavior decreases because a behavior is no longer reinforced. Temper tantrums Temper tantrums Spontaneous Recovery: reappearance of behavior after rest period when no longer reinforced. Spontaneous Recovery: reappearance of behavior after rest period when no longer reinforced.

31. Monkey See, Monkey Do: Observational Learning Observational learning describes process of learning by observing others. Observational learning describes process of learning by observing others. Modeling is an example of observational learning by which we imitate a specific behavior. Modeling is an example of observational learning by which we imitate a specific behavior.

32. Learning by Observation Mirror Neurons- - provide the neural basis for observational learning Mirror Neurons- - provide the neural basis for observational learning Seeing or actually doing a task activate the same part of the brain Seeing or actually doing a task activate the same part of the brain Help children learn to read and speak Help children learn to read and speak Mimic lips and tongue Mimic lips and tongue

33. Bandura’s Experiment on Modeling Experiment that showed children could easily learn through observational learning modeling. Experiment that showed children could easily learn through observational learning modeling. Frustrated children go to beat on the clown after seeing adult model do the same. Frustrated children go to beat on the clown after seeing adult model do the same. Reinforcements and punishments may influence what we imitate Reinforcements and punishments may influence what we imitate http://www.teachertube.com/ viewVideo.php?video_id=131 805&title=BOBO_DOLL_EXPE RIMENT http://www.teachertube.com/ viewVideo.php?video_id=131 805&title=BOBO_DOLL_EXPE RIMENT

35. Applications of Observational learning Positive Observational Learning Prosocial – positive, helpful behaviors Prosocial – positive, helpful behaviors Gandhi and MLK Gandhi and MLK “Do As I say, not as I Do” – bad parenting “Do As I say, not as I Do” – bad parenting

36. Applications of Observational learning Television and Observational learning Television and Observational learning 3 violent acts per hour of TV programming during prime time 3 violent acts per hour of TV programming during prime time 18 per hour on children’s Saturday morning programming 18 per hour on children’s Saturday morning programming Most violent interactions do not show the victim’s pain Most violent interactions do not show the victim’s pain

37. Television and Observational learning Correlation studies do link violence–viewing with violent behavior Correlation studies do link violence–viewing with violent behavior More violent TV= more at risk for aggression and crime More violent TV= more at risk for aggression and crime US homicide rates doubled between 1957- 1974- same pattern in South Africa US homicide rates doubled between 1957- 1974- same pattern in South Africa Power Rangers Power Rangers