1. Operant conditioning Concept and definition Concept and definition Comparison of classical conditioning and operant conditioning: Comparison of classical conditioning and operant conditioning: Reinforcement Reinforcement

2. Concept and definition Classical conditioning failed to explain the fact that people often initiate behaviors, rather than merely respond to stimuli. People 'operate' on their environments. Classical conditioning failed to explain the fact that people often initiate behaviors, rather than merely respond to stimuli. People 'operate' on their environments. This lead to the work of B. F. Skinner who argued that learners' actions are controlled more by the consequences of a behavior than by the events preceding it. This lead to the work of B. F. Skinner who argued that learners' actions are controlled more by the consequences of a behavior than by the events preceding it. A consequence is an outcome (stimulus) that occurs after the behavior and influences future behaviors. For example, a teacher's praise after a student answers is a consequence. A consequence is an outcome (stimulus) that occurs after the behavior and influences future behaviors. For example, a teacher's praise after a student answers is a consequence. Operant conditioning is a form of learning in which an observable response changes in frequency or duration as the result of a consequence Operant conditioning is a form of learning in which an observable response changes in frequency or duration as the result of a consequence

3. Comparison of classical conditioning and operant conditioning Operant conditioning Classical conditioning Voluntary (person has control of behavior). Involuntary (person does not have control of behavior). Emotional.Physiological.Behavior Behavior precedes stimulus (consequence). Behavior follows stimulus. Order

4. Comparison of classical conditioning and operant conditioning Operant conditioning Classical conditioning Consequences of behavior influence subsequent behaviors. Neutral stimuli become associated with unconditioned stimuli. How learn- ing occurs Learners attempt to answer questions and are praised, so their attempts to answer increase Learners associate classrooms (initially neutral) with the warmth of teachers, so classrooms elicit positive emotions Example SkinnerPavlov Key researcher

5. Reinforcement definitions definitions Positive reinforcement Positive reinforcement Premack principle Premack principle Negative reinforcement Negative reinforcement Shaping Shaping Reinforcement schedules Reinforcement schedules Reinforcement schedules and examples Reinforcement schedules and examples Schedules of reinforcement (diagram) Schedules of reinforcement (diagram) Extinction and satiation Extinction and satiation

6. definitions A reinforcer is a consequence that increases the frequency or duration of a behavior (i.e. 'good thinking'). A reinforcer is a consequence that increases the frequency or duration of a behavior (i.e. 'good thinking'). Reinforcement is the process of applying reinforcers to increase behavior. Reinforcement is the process of applying reinforcers to increase behavior. Reinforcement exists in two form: positive and negative. Reinforcement exists in two form: positive and negative.

7. Positive reinforcement Positive reinforcement is the process of increasing the frequency or duration of a behavior as the result of presenting a reinforcer. Positive reinforcement is the process of increasing the frequency or duration of a behavior as the result of presenting a reinforcer. A positive reinforcer is something desired or valued (i.e. a teacher's comment or praise) A positive reinforcer is something desired or valued (i.e. a teacher's comment or praise) Any increase in behavior as a result of being presented with a consequence is positive reinforcement. Any increase in behavior as a result of being presented with a consequence is positive reinforcement.

8. Premack principle Teachers use positive reinforcement when they take advantage of this principle, which is named after David Premack Teachers use positive reinforcement when they take advantage of this principle, which is named after David Premack Premack principle is the phenomenon in which a more desired activity serves as a positive reinforcer for a less desired activity. Premack principle is the phenomenon in which a more desired activity serves as a positive reinforcer for a less desired activity.

9. Negative reinforcement Negative reinforcement is the process of removing or avoiding a stimulus to increase behavior. Negative reinforcement is the process of removing or avoiding a stimulus to increase behavior. Removing any stimulus that increases behavior is negative reinforcement. Removing any stimulus that increases behavior is negative reinforcement. When negative reinforcement is applied, one or two circumstances exist: When negative reinforcement is applied, one or two circumstances exist: 1. Learners are in the situation before they demonstrate the behavior. 1. Learners are in the situation before they demonstrate the behavior. 2. Learner can avoid a consequence. 2. Learner can avoid a consequence.

10. Shaping Successive approximation of the desired behavior can be reinforced through a process called shaping. Successive approximation of the desired behavior can be reinforced through a process called shaping. To use shaping with extremely shy student who is reluctant to interact with his peers: To use shaping with extremely shy student who is reluctant to interact with his peers: a. At first, the teacher reinforces him for any interaction with others (i.e. simple smiles) a. At first, the teacher reinforces him for any interaction with others (i.e. simple smiles) b. Later, the teacher reinforces him for greeting other students when he meets them. b. Later, the teacher reinforces him for greeting other students when he meets them. c. Finally, the teacher reinforces him only for more complex interactions with others. c. Finally, the teacher reinforces him only for more complex interactions with others.

11. Reinforcement schedules Reinforcement schedules are descriptions of the patterns in the frequency and predictability of reinforcers. Reinforcement schedules are descriptions of the patterns in the frequency and predictability of reinforcers. Intermittent (periodic) reinforcement schedule refers to a pattern in which a behavior is reinforced only periodically, or from time to time. Intermittent (periodic) reinforcement schedule refers to a pattern in which a behavior is reinforced only periodically, or from time to time. Continuous reinforcement schedule is a pattern in which every response is reinforced. Continuous reinforcement schedule is a pattern in which every response is reinforced.

12. Reinforcement schedules and examples ScheduleExample ScheduleExample ContinuousPraising a student at each step as schedule he first learns the solution of an equation ContinuousPraising a student at each step as schedule he first learns the solution of an equation Fixed-ratioIf you do two algebra problems correctly, you may start on your homework assignment so that you will be able to finish by the end of calss. Fixed-ratioIf you do two algebra problems correctly, you may start on your homework assignment so that you will be able to finish by the end of calss.

13. Reinforcement schedules and examples-cont. ScheduleExample ScheduleExample Variable-ratioStudents volunteer to answer questions by raising their hands and are called on at random. Variable-ratioStudents volunteer to answer questions by raising their hands and are called on at random. Fixed-intervalStudents are given a quiz every Wednesday. Fixed-intervalStudents are given a quiz every Wednesday. Variable-Students are given unannounced interval quizzes. Variable-Students are given unannounced interval quizzes.

14. Reinforcement Schedule Continuous All behaviors reinforced Intermittent Some behaviors reinforced Interval Depends on time Ratio Depends on behavior Fixed Predictable Variable unpredictable Fixed predictable Variable unpredictable

15. Extinction and satiation Extinction: Extinction: Extinction is the disappearance of a conditioned response as a result of nonreinforcement Extinction is the disappearance of a conditioned response as a result of nonreinforcement Example: Example: A student frequently raises her hand to answer questions but teacher doesn't give her a chance. She stops raising her hand as a result. A student frequently raises her hand to answer questions but teacher doesn't give her a chance. She stops raising her hand as a result. Satiation: Satiation: Satiation is using a reinforcer so frequently that it loses its potency, or ability to strengthen behavior. Satiation is using a reinforcer so frequently that it loses its potency, or ability to strengthen behavior.