1. Reinforcement & Punishment: What is an S R ? Lesson 11

2. What is an S R ? n Thorndike’s Law of Effect l Satisfiers & annoyers n Skinner l determined by how B changes l reinforcer:  B l punisher:  B n Primary reinforcers & punishers l biologically important stimuli ~

3. What is an S R ? (continued) n Secondary reinforcers & punishers l money l praise n How do they become an S R ? l Classical Conditioning l Higher order learning ~

4. Drive Reduction View (50s & 60s) n Similar to Law of Readiness n Relative state of deprivation required l for a basic drive l thought to always be true l  Drive  motivation B  reduction of drive state (S R ) ~

5. Sensory reinforcement n Sensory stimulus unrelated to biological drive n monkeys learn response l reward is watching toy train n rats learn to bar press l reward = turning on a light l or turning off light ~

6. Premack Principle n Commonly used in educational setting l impractical or unethical to use food n Thought of reinforcers as responses l press bar  eating response l wider application of I/O conditioning n Differential probability principle l High probability responses reinforce low probability responses ~

7. Premack Principle n Homme et al (1963) l Unruly 3 year olds n High probability behaviors l ignored teacher l screaming l pushing furniture n Low probability behavior l sitting quietly ~

8. Premack Principle: Homme et al n Rewarded sitting quietly with... l 3 min of running around screaming n Results: sitting quietly increased n Particular behaviors observed by different kids l different responses effective reinforcers for different kids ~

9. Premack Principle n Charlop, Kurtz, & Casey (1990) l autistic children n High probability behaviors l echolalia l perseveration n Low probability behaviors l adding up coins l judging objects: same or different ~

10. Premack Principle: Charlop et al # of sessions % correct responses 40 80 100 60 food RFT echolalia RFT

11. Premack Principle: Problems n Fluctuation of response probabilities l e.g., sometimes kid would rather play outside than play video games l Solution: token economies n Reinforcer value not absolute l Individuals differ l Can change with context ~

12. Behavioral Regulation Approach n Response deprivation l limit access to a response l does not require high vs. low probability n Behavioral homeostasis l preferred distribution of activities l operant conditioning imposes limits l behavioral bliss point u e.g., time spent studying vs. video games ~

13. Behavioral Regulation Approach n A behavior is limited below bliss point l disturbance of behavioral homeostasis u analogous to increased biological drive n Contingency set during I/O procedure l establish relationship between responses l B  move toward bliss point (baseline) ~

14. Behavioral Regulation Approach n Low probability behaviors as reinforcers l observe baseline rate of behavior l limit activity below baseline n Require a response to engage in deprived behavior u contingency l Increase toward bliss point u cost vs. benefits determines how much ~

15. What Becomes Connected? n Skinner? l refused to consider associations n Thorndike: S-R view (S D -B) l association b/n stimulus context and response l NOT the outcome (S R ) l no representation of reinforcer ~

16. S-R-O (S D -B-S R ) view: Tinkelpaugh (1928) n Goal-oriented responding l respond with idea of getting reward n The monkey and the hidden banana l 2 cups, put banana under 1 l task: choose cup with banana n Secretly substituted rotten lettuce l monkey became agitated l Expected banana reward (outcome) ~

17. S-R vs. S-R-O n Adams & Dickinson (1981) n Taste aversion paradigm l Associate sucrose (sweetner) l w/ lithium chloride (LiCl)  illness n Will rats press bar to get something that makes them sick? ~

18. S-R vs. S-R-O n Phase 1: l Trained rats to bar press for sucrose n Phase 2: l associate sucrose w/ illness n Phase 3: l Will rats press bar now? u No sucrose delivered ~

19. S-R vs. S-R-O : Results n Predictions? l If S-R-O l If S-R n Results l Rats did not press bar l Supports S-R-O ~

20. S-R vs. S-R-O n Use different levels of training n Phase 1: Same procedure but… l some get 100 RFTs l some get 500 RFTs ~

21. Results & Conclusions n Less training  low response rate l Little training  outcome important l S-R-O n Extensive training  high response rate l outcome less important l response is well established l S-R ~

22. Parallel learning in humans n Learning a skill l e.g., to drive a car n Early trials l consider consequences l must think about what you are doing n After extensive experience l becomes automatic l after many trials ~

23. Extrinsic Reward vs Intrinsic Motivation n Early trials l expectation of reinforcer l extrinsic reward l CER = positive affect n Well-established behavior l no expectation of reward l intrinsic motivation l CER = positive affect ~