1. + Operant Conditioning AP Psychology: Learning

2. + What is Operant Conditioning? Type of learning in which the frequency of a behavior increases or decreases depending on the consequence that follows the behavior.

3. + How is it different from Classical Conditioning? These behaviors are voluntary, the learner chooses the behavior based on the consequence that follows the action Ex: a student who receives extra credit for raising his or her hand will more likely raise his or her hand again because of the reward that followed VIDEO: Sheldon Trains Penny These behaviors are respondent, the behaviors occur as an automatic response Ex: Pavlov’s dogs did not CHOOSE to salivate, it automatically occurred VIDEO: BGSU OperantClassical

4. + Edward Thorndike Thorndike’s Law of Effect Behaviors which are rewarded will be more likely to be repeated Behaviors that are punished will be less likely to be repeated Puzzle Box

5. + Struggles with Operant Conditioning Because these behaviors are voluntary, it may take awhile as we have to wait for the behavior to occur Can be slow and tedious B.F. Skinner and the Skinner Box Behaviorism Perspective Created an atmosphere in which the researcher could control the events that lead to voluntary behaviors The Skinner Box and pigeonsSkinner Box pigeons

6. + Reinforcement The presentation of a stimulus or event (reinforcer) that follows a behavior or response, which increases the chances of the behavior or response being repeated. Shaping—an operant conditioning technique, which uses reinfocers, like rewards to guide desired behavior.

7. + Methods of Reinforcement: Positive Reinforcement Increasing the likelihood of a behavior by following the behavior with a desired or favorable stimulus or event. The addition (+) of a favorable stimulus following a behavior increases that behavior happening again. Video: Sheldon Trains Penny II

8. + Methods of Reinforcement: Positive Reinforcement A teacher wants to increase the amount of students raising their hand in class Positive reinforcement by giving extra credit (favorable stimulus) after each time a student raises their hand (the desired behavior) This results in students raising their hands more often in class (increasing behavior)

9. + Methods of Reinforcement: Negative Reinforcement Increasing the likelihood of a behavior by following the behavior by removing an undesirable stimulus or event. The subtraction (-) of an undesirable stimulus following a behavior increases the chances that behavior happening again.

10. + A teacher wants to increase the amount of students raising their hand in class Uses Negative reinforcement by telling her students that if they raise their hand more in class (desired behavior) then they do not have to take a quiz on Friday (removing undesirable stimulus) Results in students raising their hands more often in class (increasing behavior) Methods of Reinforcement: Negative Reinforcement

11. + Types of Reinforcers: Primary Reinforcer An innate stimulus that satisfies a biological need Ex: Food, Water A coach promises his team that after a win they could get ice cream (primary reinforcer)

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13. + Types of Reinforcers: Conditioned (Secondary) Reinforcer A learned reinforcer that gains valued through its association with a primary reinforcer Ex: Money A boss offers incentives, like bonuses for good work

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15. + Schedules of Reinforcement The reinforcer is given after every desired response Teaches behavior quickly Quickly extinguished when reinforcement is no longer provided. The reinforcer is only given after a certain, not every desired response Prevents, or at least slows extinguishing the desired behavior Continuous Reinforcement Partial Reinforcement

16. + Types of Partial Reinforcement Schedules Fixed-Interval Schedule Variable-Interval Schedule Fixed-Ratio Schedule Variable-Ratio Schedule

17. + Fixed-Interval Schedule Reinforcer is delivered after a specific (fixed) time (interval) period Example: A teacher gives a quiz every Friday (fixed— every Friday/interval time schedule based on time/days). The quiz every Friday increases the desired behavior of studying.

18. + Variable-Interval Schedule Reinforcer is delivered after a varying (unpredictable) time (interval) period Example: A teacher frequently gives pop quizzes (variable—never know when it is coming). The threat of a pop quiz increases the desired behavior of studying.

19. + Fixed-Ratio Schedule Reinforcer is delivered after a specific (fixed) number, or amount (ratio) Example: A person gets their 5 th cup of coffee free after previously buying 4 cups. The promise of a 5 th cup free increases the desired behavior of buying cups of coffee.

20. + Variable-Ratio Schedule Reinforcer is delivered after a varying (unpredictable) number, or amount Example: Casino slots will pay off after an undetermined (variable) number of pulls (ratio) The possibility of winning money increases the number of times people will pull the lever.

21. + Punishment The presentation of a negative, or aversive stimulus, or the removal of a pleasant stimulus that follows an undesirable behavior Resulting in decreasing or lowering that behavior. Punishment=Decreases undesirable behavior Reinforcement=Increases desired behavior

22. + Methods of Punishment: Positive Punishment An undesirable action or response is presented following a behavior Resulting in decreasing the behavior

23. + Methods of Punishment: Positive Punishment A teacher uses positive punishment by giving (adding) detentions to students who were excessively talking and would not do their work. The teacher hopes to decrease the amount of talking in class by adding detentions.

24. + Methods of Punishment: Negative Punishment A desirable action, or event is removed following an undesirable behavior Resulting in decreasing the behavior Also known as “Omission Training”

25. + A teacher uses negative punishment by taking away (subtracting) recess from the day because the students were talking and would not do their work. Methods of Punishment: Negative Punishment The teacher hopes to decrease the amount of talking by subtracting away recess

26. + The Good Effects of Punishment Punishment can effectively control certain behaviors if… It comes immediately after the undesired behavior It is consistent and not occasional Especially useful if teaching a child not to do a dangerous behavior Most still suggest reinforcing an incompatible behavior rather than using punishment

27. + Problems with Punishment Does not teach or promote alternative, acceptable behavior. Only tells what NOT to do while reinforcement tells what to do. Doesn’t prevent the undesirable behavior when away from the punisher in a “safe setting” Can lead to fear of the punisher, anxiety, and lower self-esteem Children who are punished physically may learn to use aggression as a means to solve problems.

28. + Let’s Review…

29. + Positive/Negative Reinforcement BOTH ARE GOOD THINGS!!!

30. + Positive/Negative Punishment

31. Classical Conditioning vs. Operant Conditioning