1. Learning (Part II) 7-9% of AP Exam Classical Conditioning UCS + UCR + N, etc… Acquisition Extinction Biological Predisposition Pavlov Watson Operant Conditioning Voluntary (nonreflexive), goal seeking Association of response with consequence Responding decreases especially when consistent reinforcement stops instinctive drift = Best learned behaviors are similar to natural behaviors Skinner Thorndike

2. Operant Conditioning  We learn to associate a response and its consequence  Type of learning in which behavior is strengthened if followed by reinforcement or diminished if followed by punishment  Law of Effect  Thorndike’s principle that behaviors followed by favorable consequences become more likely, and behaviors followed by unfavorable consequences become less likely http://education- portal.com/academy/lesson /operant- conditioning.html#lesson

3. Operant Conditioning  Respondent Behavior (Classical Conditioning)  occurs as an automatic response to stimulus  Operant Behavior (Operant Conditioning)  produces consequences  Shaping  operant conditioning procedure in which reinforcers guide behavior toward desired goal  Reinforcer (shaper)  any event that strengthens the behavior it follows  Punishment (shaper)  Event that decreases the behavior it follows http://education- portal.com/academy/less on/shaping.html#lesson

4. Principles of Reinforcement  Primary Reinforcer  innately reinforcing stimulus  i.e., satisfies a biological need (food for hunger)  Conditioned Reinforcer  stimulus that gains its reinforcing power through its association with primary reinforcer http://education- portal.com/academy/lesson/sche duling-reinforcement.html#lesson

5. OC Reinforcement:

6. OC Punishment

8. Schedules of Reinforcement  Continuous Reinforcement  reinforcing the desired response each time it occurs (doesn’t really happen in real life)  4 Partial (Intermitent) Reinforcement Schedules  reinforcing a response only part of the time  results in slower acquisition  greater resistance to extinction Ratios (based on # of responses) Intervals (time between response) Fixed-Ratio – reinforces behaviors after set # of responses (getting paid for every 5th shirt that is produced) Fixed-Interval – reinforces first response after a fixed time (jello, cookies, mail(snail)) Variable-Ratio – reinforces after an unpredictable # of responses (gambling and fishing) Variable-Interval – reinforces first response after a variable time (e-mail)

9. Schedules of Reinforcement  1= Fixed Ratio (FR)  reinforces a response only after a specified number of responses  faster you respond the more rewards you get  EX: Buy 10 coffees, get one free  2 = Variable Ratio (VR)  reinforces a response after an unpredictable number of responses  EX: winning at poker, playing a slot machine

10. Schedules of Reinforcement  3 = Fixed Interval (FI)  reinforces a response only after a specified time has elapsed  response occurs more frequently as the anticipated time for reward draws near  EX: Allowance every Friday if your chores are completed  4 = Variable Interval (VI)  reinforces a response at unpredictable time intervals  produces slow steady responses  EX: Receiving & Checking email

11. Group Activity: Apply the concepts of operant conditioning to the following scenario: You are the parent of a child between the ages of 3-12 years old. Think of a behavior you might want to change. Describe how you would use operant conditioning to “guide” your child’s behavior in a positive (i.e., socially acceptable) way. Be sure to include ideas about how you might address the each of the following: Shaping (what’s your overall plan) Positive reinforcement plan Negative reinforcement plan Positive punishment plan Negative punishment plan 4 Schedules of reinforcement = Which one would you use & why?