6 Operant Conditioning
II.Operant Conditioning(Lecture 6)Operant ConditioningA. Skinner’s Analysis B F Skinner expanded the Law ofEffect in the 1940s and 1950s intoa system called OperantConditioning. Operant Conditioning is learningproduced by the active behavior of anorganism interacting with theenvironment. Skinner renamed some termsB (Behavior) C (Consequence)becameR (Response) Sr (Stimulusreinforcer)II.Operant ConditioningA. Skinner’s AnalysisII.Operant ConditioningA. Skinner’s AnalysisIncrease probabilityof behavior Skinner characterize two types of Sr(s) Sr (pleasant or rewarding) Sr- (aversive or noxious) He also characterized two types of effects thatSr can have on behavior: increase the probability of the behavior occurringagain (Reinforcement). decrease the probability of the behavior occurringagain (Punishment). Thus we have four possible ways to changebehavior.PositiveReinforcementSr PleasantStimulusR increases in frequencybecause it introduces apleasant stimulusreinforcer.NegativeReinforcementSr- R increases in frequencyNoxious because it removesStimulus (escapes) a noxiousstimulus reinforcerDecrease probabilityof behaviorExtinction(Negative Punishment)R decreases in frequencybecause it no longer elicitsa pleasant stimulusreinforcer (as it once did).Punishment(Positive Punishment).R decreases in frequencybecause it introduces anoxious stimulusreinforcer1
II.Operant ConditioningB. Four ways to change behavior 1. Positive ReinforcementII.Operant ConditioningB. Four ways to change behavior 2. Negative reinforcement Increases the probability of behavior by the behaviorintroducing a positive (pleasant) consequent (Sr ). An anorexic woman was treated by therapistsmaking social visitation and other privileges (apleasant stimulus) contingent on her eating. Increasing the probability of avoidant or escapebehavior by removing a negative (noxious)consequent (SR-). A person with difficulty stuttering was givennegative reinforcement by wiring him up so thatwhenever he stuttered, he would get delayedauditory feedback (a noxious stimulus). Thus the behavior of eating (R) was increased because ithad the consequent of a positive reinforcer (Sr ). Thus the behavior of normal speech (R) was increasedbecause such behavior avoids the noxious stimuli (Sr-)that was made a contingency of stuttering.II.Operant ConditioningB. Four ways to change behavior 3. Punishment Decreasing the probability of behavior by it beingfollowed by a negative (noxious) consequence (Sr-). Sometimes that is called Positive Punishment because Sris introduced or added to the situation Autistic children have been shown to stop antisocialbehavior when a mild shock was made contingent. The probability of antisocial behavior was decreased byintroducing a contingent aversive reinforcer (Sr-). Problems with punishment Mindless/enraged application, Fear in recipient, Effect istemporary, Not immediate enough, No shaping ofappropriate behavior.II.Operant ConditioningB. Four ways to change behavior 4. Extinction Decreasing the probability of behavior by having apositive (pleasant) reinforcer removed. Sometimes that is called Negative Punishment becauseSr is taken away or removed from the situation. A child who throws temper tantrums when hisparent leave the child’s bedroom at night has histemper tantrums reduced by the parents merelyignoring them. The attention of the parent was supporting the tantrums,so to reduce their probability of occurring, the positivereinforcer (Sr ) supporting the unwanted behavior wasremoved.2
II.Operant ConditioningB. Four ways to change behavior Child who hits other children:II. Two types of Reinforcers: Decrease probability of hitting behavior. Increase probability of social behavior. Primary: Sr which is inherently reinforcing orpunishing , typically by satisfying a biological needor being biologically aversive. Secondary: Sr which is not inherently reinforcingor punishing but has acquired such propertiesthrough association. Money, praise, demerits,criticisms grades Roommate who plays music too loud: Decrease probability of loud music. Increase probability of softer music Roommate who is does not leave messages: Increase leaving message behavior. Decrease not leaving message behavior. Be careful not to evoke mental states such asgoals, wants, etc. when thinking about SrsII.Operant ConditioningD. Shaping and successive approximationsII. Shaping: Procedure in which successiveapproximations of a desired behavior arereinforced.Successive approximations: Increasingcloseness or similarity to the desired response.Room Cleaning 1.2.3.4.Reinforce child when he is in the room.Reinforce child for touch things on the floor.Reinforce child for picking up things on the floor.Reinforce child for putting away things that are onfloor.Operant ConditioningC. Primary and Secondary ReinforcersOperant ConditioningE. Sd Generalization and DiscriminationWe have only considered behavior in light ofenvironmental contingencies that control itafter it has been performed: R Sr There is another aspect of the control of behavior.Think of a telephone call. Your behavior of calling a sequence of numbers is aresponse (R) and you talking to a person is the positivereinforcement (Sr ).If you pick up a phone and don’t hear a dial tone,you won’t dial.If you pick up a phone and hear a dial tone, youwill dial3
II. Operant ConditioningE. Sds, Generalization and DiscriminationThe presence or absence ofthe dial tone serves as aDiscriminative Stimulus(Sd):II. Speaker Sd: A stimulus that signalsthat a response will (or willnot) lead to a stimulusreinforcer. Sd R Sr A hungry or thirsty rat in a dial tone dialing talking Skinner box quickly learnsthat pressing the bar (R) when Skinner studied thethe light or buzzer is on (Sd),environmental controlbehavior in Skinner Boxes a food pellet or drop of wateris released (Sr ).designed for lab rats.Generalization: Sds similar to target Sd will havesimilar influences on behavior. II. Pattern of generalization and discrimination Trained toneHigh toneDissimilar sounding tone will produce less bar pressingOperant ConditioningF. Schedules of ReinforcementSrs may be delivered after each behavior (R )or on some schedule Continuous Schedule of Reinforcement: EveryR gets a SrPartial: Not every R gets Sr. It varies over time(interval) or by number (ratio) of Rs.Consider two women each going to a party andeach meeting a new boy. Each boy says he willcall her everyday at 6:00 o’clock. Boy A does sobut boy B calls only every so often ay 6:00. Low toneSimilar sounding tome will produce bar pressingDiscrimination: Sds dissimilar to target Sd willhave dissimilar influences on behavior. Operant ConditioningE. Sd Generalization and DiscriminationBarpressingrateAn animal trained to a tone (Sd) signaling thata bar press (R) will be positively reinforced(Sr ), will show two properties II.How mightthis applyto the realworld?Operant ConditioningE. Sd Generalization and DiscriminationSay each boy decides never to call again, which womanwaits at 6:00 for a longer period of time?4
II.Operant ConditioningF. Schedules of ReinforcementDistributionRs under differentVariableschedules ofFixedVARIABLEreinforcement FIXEDTime(Interval)MeasureBetween SrsNumberINTERVALINTERVALStudying frequently andWaiting for a letter andregularly for unpredictablechecking more frequentlyas the time of mail delivery pop quizzes.approachesFIXRATIOVARIABLERATIO.Gambling (slotmachine), which the nextcloser to completion of the payoff is unpredictablyproduct than the beginning. related to the last one.Piecework payment which(Ratio) makes people work harder5
Operant Conditioning (Lecture 6) II. Operant Conditioning A. Skinner’s Analysis B F Skinner expanded the Law of Effect in the 1940s and 1950s into a system called Operant Conditioning. Operant Conditioning is learning produced by the active behavior of
Differences Between Classical and Operant Conditioning (see table 5.5, page 228) Classical Conditioning Operant Conditioning In classical conditioning, the organism learns an association between two stimuli—the CS and UCS (eg. food and tone)—that occurs before the behavior (eg. salivation). In operant conditioning, the organism learns an
Classical Conditioning & Operant Conditioning. What is Classical Conditioning? HowDoWeLearn? ClassicalConditioning § § § Pavlov’sExperiments ExtendingPavlov’sUnderstanding Pavlov’sLegacy 2 Learning Objective: Students will be able to describe the difference between Classical and Operant Conditioning.
February 2 EQ- How does operant Agenda: conditioning work? SSPBC1 1.Daily Sheet 2.Review Classical Conditioning (Ex. From real life) 3.Operant Conditioning (notes, video, lab) 4. Practice Table of Contents: 93. Classical Conditioning Elements 94. Operant Conditioning Notes 95. OC Worksheet HW- Programmed Unit Assignment Consciousness HW Folders .
Operant Chamber Using Thorndikeʹs law of effect as a starting point, Skinner developed the Operant chamber, or the Skinner box, to study operant conditioning. Walter Dawn/ Photo Researchers, Inc. From The Essentials of Conditioning and Learning, 3 rd Edition by Michael P. Domjan, 2005. Used with permission by Thomson Learning, Wadsworth Division
They are: classical conditioning and operant conditioning. 2.1 Classical Conditioning Classical conditioning [10] explains the learning as: it occurs through the associations between neutral stimulus and environmental stimulus. While in operant conditioning[11] lear
l. Operant conditioning m. Punisher n. Punishment o. Reinforcement p. Shaping q. Time out r. Token economy 22. Identify the use of baseline in operant conditioning a. What is the relationship between the behavior and the baseline in operant contingencies 23. Identify the following behavior change strategies t
Differences between classical and operant conditioning Although both are forms of association learning, there are differences In operant conditioning, organisms associate their own actions with consequences. Operant Behavior: behaviors t
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