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PowerPoint® Presentation by Jim Foley Learning © 2013 Worth Publishers.

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1 PowerPoint® Presentation by Jim Foley Learning © 2013 Worth Publishers

2 Module 19: Operant Conditioning

3 Topics you may find rewarding Skinner’s Experiments: Shaping Behavior Types of Reinforcers:  Positive and Negative  Primary and Conditioned  Immediate and Delayed Reinforcement Schedules  Fixed- and Variable- Ratio and Interval Punishment:  Positive and Negative  The downsides Applications of Operant Conditioning, in School, Work, Sports, and Home Operant vs. Classical Conditioning, revisited

4 How it works: An act of chosen behavior (a “response”) is followed by a reward or punitive feedback from the environment. Results:  Reinforced behavior is more likely to be tried again.  Punished behavior is less likely to be chosen in the future. Operant Conditioning Response: balancing a ball Consequence: receiving food Behavior strengthened Operant conditioning involves adjusting to the consequences of our behaviors. Examples:  We may smile more at work after this repeatedly gets us bigger tips.  We learn how to ride a bike using the strategies that don’t make us crash.

5 Thorndike’s Law of Effect Edward Thorndike placed cats in a puzzle box; they were rewarded with food (and freedom) when they solved the puzzle. Thorndike noted that the cats took less time to escape after repeated trials and rewards. Thorndike’s law of effect: behaviors followed by favorable consequences become more likely, and behaviors followed by unfavorable consequences become less likely.

6 B.F. Skinner: Behavioral Control B. F. Skinner saw potential for exploring and using Edward Thorndike’s principles much more broadly. He wondered:  how can we more carefully measure the effect of consequences on chosen behavior?  what else can creatures be taught to do by controlling consequences?  what happens when we change the timing of reinforcement? B.F. Skinner trained pigeons to play ping pong, and guide a video game missile.

7 B.F. Skinner: The Operant Chamber  B. F. Skinner, like Ivan Pavlov, pioneered more controlled methods of studying conditioning.  The operant chamber, often called “the Skinner box,” allowed detailed tracking of rates of behavior change in response to different rates of reinforcement. Recording device Bar or lever that an animal presses, randomly at first, later for reward Food/water dispenser to provide the reward

8 Reinforcement  Reinforcement: feedback from the environment that makes a behavior more likely to be done again.  Positive + reinforcement: the reward is adding something desirable  Negative - reinforcement: the reward is ending something unpleasant For the meerkat, this warm light is desirable. This meerkat has just completed a task out in the cold

9 Shaping Behavior Reinforcing Successive Approximations Shaping: guiding a creature toward the behavior by reward behavior that comes closer and closer to the desired behavior. Shaping the teacher: Students could smile and nod more when the instructor moves left, until the instructor stays pinned to the left wall.

10 A cycle of mutual reinforcement 10 Children who have a temper tantrum when they are frustrated may get positively reinforced for this behavior when parents occasionally respond by giving in to a child’s demands. Result: stronger, more frequent tantrums Parents who occasionally give in to tantrums may get negatively reinforced when the child responds by ending the tantrum. Result: parents giving-in behavior is strengthened (giving in sooner and more often)

11 Discrimination  Discrimination: the ability to become more and more specific in what situations trigger a response.  Shaping can increase discrimination, if reinforcement only comes for certain discriminative stimuli.  For examples, dogs, rats, and even spiders can be trained to search for very specific smells, from drugs to explosives.  Pigeons, seals, and manatees have been trained to respond to specific shapes, colors, and categories. Bomb-finding rat Manatee that selects shapes

12 Why we might work for money  If we repeatedly introduce a neutral stimulus before a reinforcer, this stimulus acquires the power to be used as a reinforcer.  A primary reinforcer is a stimulus that meets a basic need or otherwise is intrinsically desirable, such as food, sex, fun, attention, or power.  A secondary/conditioned reinforcer is a stimulus, such as a rectangle of paper with numbers on it (money) which has become associated with a primary reinforcer (money buys food, builds power).

13 A Human Talent: Responding to Delayed Reinforcers  Dogs learn from immediate reinforcement; a treat five minutes after a trick won’t reinforce the trick.  Humans have the ability to link a consequence to a behavior even if they aren’t linked sequentially in time.  A piece of paper (paycheck) can be a delayed reinforcer, paid a month later, if we link it to our performance.  Delaying gratification, a skill related to impulse control, enables longer-term goal setting.

14 How often should we reinforce?  Do we need to give a reward every single time? Or is that even best?  B.F. Skinner experimented with the effects of giving reinforcements in different patterns or “schedules” to determine what worked best to establish and maintain a target behavior.  In continuous reinforcement (giving a reward after the target every single time), the subject acquires the desired behavior quickly.  In partial/intermittent reinforcement (giving rewards part of the time), the target behavior takes longer to be acquired/established but persists longer without reward.

15  Fixed interval schedule:  Every so often  Variable interval schedule:  Unpredictably often We may schedule our reinforcements based on an interval of time that has gone by.  Fixed ratio schedule:  Every so many behaviors  Variable ratio schedule:  After an unpredictable number of behaviors We may plan for a certain ratio of rewards per number of instances of the desired behavior. Different Schedules of Partial/Intermittent Reinforcement

16 Which Schedule of Reinforcement is This? Ratio or Interval? Fixed or Variable? 1.Rat gets food every third time it presses the lever 2.Getting paid weekly no matter how much work is done 3.Getting paid for every ten boxes you make 4.Hitting a jackpot sometimes on the slot machine 5.Winning sometimes on the lottery you play once a day 6.Checking cell phone all day; sometimes getting a text 7.Buy eight pizzas, get the next one free 8.Fundraiser averages one donation for every eight houses visited 9.Kid has tantrum, parents sometimes give in 10.Repeatedly checking mail until paycheck arrives FR FI FR VR VI/VR VI FR VR FI

17 Rapid responding near time for reinforcement Fixed interval Rapid responding near time for reinforcement Fixed interval Results of the different schedules of reinforcement Which reinforcements produce more “responding” (more target behavior)?  Fixed interval: slow, unsustained responding If I’m only paid for my Saturday work, I’m not going to work as hard on the other days.  Variable interval: slow, consistent responding If I never know which day my lucky lottery number will pay off, I better play it every day. Steady responding Variable interval

18 Reinforcers Effectiveness of the ratio schedules of Reinforcement  Fixed ratio: high rate of responding Buy two drinks, get one free? I’ll buy a lot of them!  Variable ratio: high, consistent responding, even if reinforcement stops (resists extinction) If the slot machine sometimes pays, I’ll pull the lever as many times as possible because it may pay this time! Variable ratio Fixed ratio

19 Operant Effect: Punishment Punishments have the opposite effects of reinforcement. These consequences make the target behavior less likely to occur in the future. + Positive Punishment You ADD something unpleasant/aversive (ex: spank the child) - Negative Punishment You TAKE AWAY something pleasant/ desired (ex: no TV time, no attention)-- MINUS is the “negative” here  Positive does not mean “good” or “desirable” and negative does not mean “bad” or “undesirable.”

20 When is punishment effective?  Punishment works best in natural settings when we encounter punishing consequences from actions such as reaching into a fire.  In that case, operant conditioning helps us to avoid dangers.  Punishment is less effective when we try to artificially create punishing consequences for other’s choices;  Severity of punishments is not as helpful as making the punishments immediate and certain.

21  Punished behaviors may simply be suppressed, and restart when the punishment is over.  Instead of learning behaviors, the child may learn to discriminate among situations, and avoid those in which punishment might occur.  Instead of behaviors, the child might learn an attitude of fear or hatred, which can interfere with learning. This can generalize to a fear/hatred of all adults or many settings.  Physical punishment models aggression and control as a method of dealing with problems. Applying operant conditioning to parenting Problems with Physical Punishment

22 Don’t think about the beach Don’t think about the waves, the sand, the towels and sunscreen, the sailboats and surfboards. Don’t think about the beach. Are you obeying the instruction? Would you obey this instruction more if you were punished for thinking about the beach?

23 Problem: Punishing focuses on what NOT to do, which does not guide people to a desired behavior.  Even if undesirable behaviors do stop, another problem behavior may emerge that serves the same purpose, especially if no replacement behaviors are taught and reinforced. Lesson: In order to teach desired behavior, reinforce what’s right more often than punishing what’s wrong.

24 More effective forms of operant conditioning The Power of Rephrasing  Positive punishment: “You’re playing video games instead of practicing the piano, so I am justified in YELLING at you.”  Negative punishment: “You’re avoiding practicing, so I’m turning off your game.”  Negative reinforcement: “I will stop staring at you and bugging you as soon as I see that you are practicing.”  Positive reinforcement: “After you practice, we’ll play a game!”

25 Summary: Types of Consequences Adding stimuliSubtract stimuliOutcome Positive + Reinforcement (You get candy) Negative – Reinforcement (I stop yelling) Strengthens target behavior (You do chores) Positive + Punishment (You get spanked) Negative – Punishment (No cell phone) Reduces target behavior (cursing) uses desirable stimuli uses unpleasant stimuli

26  The way to modify behavior is through consequences.  Behavior is influenced only by external feedback, not by thoughts and feelings.  We should intentionally create consequences to shape the behavior of others.  Humanity improves through conscious reinforcement of positive behavior and the punishment of bad behavior.  This leaves out the value of instruction and modeling.  Adult humans have the ability to use thinking to make choices and plans  Natural consequences are more justifiable than manipulation of others.  Humanity improves through free choice guided by wisdom, conscience, and responsibility. B.F. Skinner’s Legacy B.F. Skinner’s View Critique

27 School: long before tablet computers, B.F. Skinner proposed machines that would reinforce students for correct responses, allowing students to improve at different rates and work on different learning goals. Sports: athletes improve most in the shaping approach in which they are reinforced for performance that comes closer and closer to the target skill (e.g., hitting pitches that are progressively faster). Work: some companies make pay a function of performance or company profit rather than seniority; they target more specific behaviors to reinforce. Applications of Operant Conditioning

28 More Operant Conditioning Applications Parenting 1.Rewarding small improvements toward desired behaviors works better than expecting complete success, and also works better than punishing problem behaviors. 2.Giving in to temper tantrums stops them in the short run but increases them in the long run. Self-Improvement Reward yourself for steps you take toward your goals. As you establish good habits, then make your rewards more infrequent (intermittent).

29 Contrasting Types of Conditioning Organism associates events. Classical ConditioningOperant Conditioning Basic Idea Associating events/stimuli with each other Associating chosen behaviors with resulting events Response Involuntary, automatic reactions such as salivating Voluntary actions “operating” on our environment Acquisition NS linked to US by repeatedly presenting NS before US Behavior is associated with punishment or reinforcement Extinction CR decreases when CS is repeatedly presented alone Target behavior decreases when reinforcement stops Spontaneous Recovery Extinguished CR starts again after a rest period (no CS) Extinguished response starts again after a rest (no reward) Generalization When CR is triggered by stimuli similar to the CS Response behavior similar to the reinforced behavior. Discrimination Distinguishing between a CS and NS not linked to U.S. Distinguishing what will get reinforced and what will not

30 If the organism is learning associations between events that it does not control, it is... If the organism is learning associations between its behavior and the resulting events, it is... operant conditioning classical conditioning Operant vs. Classical Conditioning

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