operant conditioning chapter 6-2. “everything we do and are is determined by our history of...

Operant Conditioning

Chapter 6-2

“Everything we do and are is determined by our history of rewards and punishments.”

~B.F. Skinner

Operant Conditioning

• people and animals learn to do certain things/not to do certain things because of the results (consequences of their actions)

– conditioned responses in classical conditioning vs. operant

conditioninginvoluntary (biological)

voluntary

B.F. Skinner and Project Pigeon

Skinner was a psychologist who developed a project idea during WWII.

He hoped to train pigeons to guide missiles to targets.

Equipment was bulky, so plans were abandoned, but it was a good example of operant conditioning.

“the Skinner box”

• animal cage ideal for lab experimentation because treatments can be introduced, removed, and observed

reinforcement

• process by which a stimulus increases the chances that the preceding behavior will occur again

• it does not matter why the person/animal makes the first response that is reinforced

• often the result of an action is all the reinforcement humans need

What is a reinforcer?• a stimulus that encourages the

behavior to occur again

What is the difference between a primary and a secondary reinforcer?

• a primary reinforcer is a stimulus that is naturally rewarding, such as food or water

• a secondary reinforcer is a stimulus that becomes rewarding through its link with a primary reinforcer (such as money)

Positive vs. Negative Reinforcers

• positive reinforcers- increase the frequency of a behavior when they are used

• (food, fun, social approval)

• rewards- increase the frequency of a behavior when used

If you clean your room, I will give you $5.

If you study for a test, you will get an “A”.

What is the positive reinforcer/reward?

• negative reinforcers- increase the frequency of a behavior when they are removed ; they are unpleasant in some way

• (discomfort, fear, social disapproval)

• taking aspirin to relieve a headache

• hurrying home in the winter to get out of the cold

• fanning oneself to escape the heat

• faking a stomach ache in order to avoid school

• putting an umbrella up to escape the rain

• brushing your teeth to avoid cavities

Punishment and Omission Training

• punishment- decrease the frequency of a behavior when they are used; unpleasant or unwanted

• omission training- decrease the frequency of a behavior because something positive is taken away

Punishment-If you speed, you will get a ticket.

If you are tardy to school, you will get a detention.

Omission Training-If you come home after 11:00, I will take away your car.

If you leave dirty dishes in the sink, I will take away your cell phone.

A Review-1. Suzy takes out the trash every time it is full,

because she does not want to be yelled at.

2. Fred stole a cookie from his grandma and now he is grounded until next Wednesday.

3. Molly is learning to use the “big girl potty” and every time she does, she gets a sticker.

4. Andy bit his little sister when she took his car. His mommy said if he does that again, she will take all of his cars away.

Type of Reinforcement

Does it increase or

decrease the behavior?

What type of reinforcer does it use—positive

or negative (good or bad)?

How is the reinforcement

used—is it given to the

child, or taken away?

positive reinforcement/

rewards

negative reinforcement

punishment

omission training

increase

increase

decrease

decrease

positive/good

positive/good

negative/bad

negative/bad

given

given

taken away

taken away

Schedules of Reinforcement

• when and how often the reinforcement occurs

continuous reinforcement- reinforcement happens every time the behavior occurs

partial reinforcement- behavior is not reinforced every time it occurs; tend to last longer after reinforcement has stopped

Types of Partial Reinforcement• interval schedules- based on the

amount of time that passes between reinforcements

• ratio schedules- based on the number of correct responses before reinforcement

Fixed vs. VariableFixed (predictable)

• fixed-interval schedules: set amount of time between reinforcements

(example: psychology “pop quiz” every Friday)

• fixed-ratio schedules: reinforcement given after a set number of correct responses

(example: being paid for every 10 pizzas made)

Variable (unpredictable)

• variable-interval schedules: changing or varying amounts of time pass between reinforcements

(example: a true pop quiz)

• variable-ratio schedules: reinforcement given after a varying or changing number of correct responses

(example: playing slot machines)

A Reviewfixed-interval variable-interval

fixed-ratio variable-ratio1. getting a sticker every time you turn your

homework in2. getting a piece of candy every other time

you get an “A” on a test3. having a math test every Tuesday4. a pop quiz in biology5. scratching off a game piece and winning a

free Big Mac6. getting a bonus point every once in awhile

for participating in class

extinction- disappearance of a conditioned (or learned) response; happens because the events that had previously followed a stimulus no longer do

shaping- a method for teaching complex behaviors by breaking a task into smaller steps and reinforcing those smaller steps

B.F. Skinner developed programmed learning, based on the ideas of shaping.

programmed learning- an educational method that uses a “teaching machine” to present students with subject matter, one step/piece at a time; doesn’t punish for wrong answers

Sometimes, we unknowingly reinforce the incorrect behavior. This often happens with classroom discipline. By paying attention to misbehavior, we may actually be reinforcing it. To avoid this, teachers are encouraged to pay attention and reinforce appropriate behaviors and ignore inappropriateones.