Operant Conditioning https://www.youtube.com/watch?v=teLoNYvOf90

Operant Conditioning We learn to associate a response and its consequence https://www.youtube.com/watch?v=-A-7H4aOhq0 Response: Pushing vending machine button Consequence: Receiving a candy bar

Operant Conditioning Operant Conditioning Law of Effect type of learning in which behavior is strengthened if followed by reinforcement or diminished if followed by punishment Law of Effect Edward Thorndike’s principle, behaviors followed by favorable consequences are more likely to be repeated and behaviors followed by unfavorable consequences are less likely to be repeated

Operant Conditioning Operant Behavior complex or voluntary behaviors push button, perform complex task operates (acts) on environment produces consequences Respondent Behavior occurs as an automatic response to stimulus behavior learned through classical conditioning

Operant Conditioning B.F. Skinner (1904-1990) elaborated on Thorndike’s Law of Effect father of radical behaviorism - all behaviors are ultimately learned and controlled by the relationships between the situation that immediately precedes the behavior and the consequences that directly follow it. developed behavioral technology

Operant Chamber Skinner Box soundproof chamber with a bar or key that an animal presses or pecks to release a food or water reward contains a device to record responses

Operant Conditioning Reinforcer Shaping Successive Approximations any event that strengthens the behavior it follows Shaping conditioning procedure in which reinforcers guide behavior toward closer and closer approximations of a desired goal (think about how you would potty train a toddler or house train a puppy) Successive Approximations rewards for behaviors that increasingly resemble desired behavior

Principles of Reinforcement Primary Reinforcer innate, unlearned stimulus satisfies a biological need (i.e.: water, food) Secondary Reinforcer conditioned reinforcer get power thru learned association with primary reinforcer (i.e.: token economy tickets, money, good grades)

Schedules of Reinforcement Continuous Reinforcement reinforcing the desired response each and every time it occurs learning occurs rapidly extinction also occurs rapidly, when reinforcement stops, so does behavior Partial or Intermittent Reinforcement reinforcing a response only part of the time results in slower acquisition greater resistance to extinction

Fixed = Set Variable = Changes Ratio = Number Interval = Time So…. FI = Set Time; FR = Set Number VI = Change Time; VR = Change Number

Skinner’s Schedules of Reinforcement Fixed Ratio (FR) reinforcing a response only after a specified number of responses The faster you respond, the more rewards you get results in a very high rate of responding Ex: free Starbucks after the purchase of 15 drinks; Frequent Flyer members get free flight on Delta after each 25K miles flown

Skinner’s Schedules of Reinforcement Variable Ratio (VR) reinforcing a response after an unpredictable number of responses based on average ratios Ex: gambling (slot machines), fishing very hard to extinguish because of unpredictability

Skinner’s Schedules of Reinforcement Fixed Interval (FI) reinforces the first response only after a specified time has elapsed response occurs more frequently as the anticipated time for reward draws near Ex: checking the mailbox more frequently as the delivery time gets closer; senior citizen discounts at Publix every Wednesday

Skinner’s Schedules of Reinforcement Variable Interval (VI) reinforcing the first response after an unpredictable, random time interval produces slow steady responding because you never know when the wait will be over Ex: pop reading quiz or checking your phone because you never know when you are going to get e-mails or texts

Table 27.2 Schedules of Reinforcement David G. Myers: Myers’ Psychology for AP®, Second Edition Copyright © 2014 by Worth Publishers

Schedules of Reinforcement Variable Interval Number of responses 1000 750 500 250 10 20 30 40 50 60 70 Time (minutes) Fixed Ratio Variable Ratio Fixed Interval Steady responding Rapid responding near time for reinforcement 80 Skinner's laboratory pigeons produced these response pattern to each of four reinforment schedules (reinforcers are indicated by diagonal marks). For people, as for pigeons, reinforcement linked to number of responses (a ratio schedule) produces a higher response rate than reinforcement linked to amount of time elapsed (an interval schedule). But the predictability of the reward also matters. An unpredictable (variable ) schedule produces more consistent responding than does a predictable (fixed) schedule.

Reinforcement Reinforcement – any event that increases or strengthens a preceding response food, money, praise, attention

Reinforcement Positive Reinforcement- strengthens response by presenting a typically pleasurable stimuli after it; good grades, praise, hug, candy bar, privileges Negative Reinforcement- strengthens a response by reducing something undesirable or unpleasant; taking aspirin to get rid of a headache, pushing snooze button to turn off annoying alarm clock; fasten seatbelt to stop car from beeping

Table 27.1 Ways to Increase Behavior David G. Myers: Myers’ Psychology for AP®, Second Edition Copyright © 2014 by Worth Publishers

Punishment Punishment Any consequence that decreases the frequency of a preceding behavior powerful controller to discourage unwanted behavior

Punishment Positive Punishment – adding an aversive (bad) stimulus because you want the certain behavior to decrease, nagging spanking, speeding ticket, squirt of water in the face Negative Punishment – taking away a desired (good) stimulus because you want the behavior to decrease – banish cell phone, car keys, computer or tv time Distinction between negative reinforcement and punishment is one of the most often confused concepts in psychology. Here’s the difference: Negative reinforcement encourages behavior: When something unpleasant ceases, the behavior that caused it to stop is reinforced. (putting on your seat belt to stop the buzzing) Punishment – discourages behavior: Behavior that is unwanted is punished, making it less likely for that behavior to continue.

Table 27.3 Ways to Decrease Behavior David G. Myers: Myers’ Psychology for AP®, Second Edition Copyright © 2014 by Worth Publishers

Problems with Punishment Punished behavior is not forgotten, it's suppressed- behavior returns when punishment is no longer eminent Causes increased aggression- shows that aggression is a way to cope with problems- Explains why aggressive delinquents and abusive parents come from abusive homes

Problems with Punishment Creates fear that can generalize to desirable behaviors, e.g. fear of school, learned helplessness, depression Does not necessarily guide toward desired behavior- reinforcement tells you what to do--punishment tells you what not to do- Combination of punishment and reward can be more effective than punishment alone Punishment teaches how to avoid it

Cognition and Operant Conditioning Cognitive Map mental representations of physical locations; humans and animals use them to find their way and to help recall important features of the environment Ex: when a friend asks you for directions to your house, you are able to create an image in your mind of the roads, places to turn, landmarks Latent Learning learning that occurs, but is not apparent until there is an incentive to demonstrate it Ex: a dog is taught to sit but does not do so until offered a treat as a reward

Cognition and Operant Conditioning Overjustification Effect Occurs when an external incentive (such as money or prizes) decreases a person's intrinsic motivation to perform a task. People pay more attention to the incentive, and less attention to the enjoyment and satisfaction that they receive from performing the activity. The overall effect is a shift in motivation to extrinsic factors and the undermining of pre-existing intrinsic motivation.

Operant vs. Classical Conditioning The Response Involuntary, automatic “Voluntary,” operates on environment Acquisition Associating events; Associating response with a CS announces UCS. Consequence (reinforcer or punisher). Cognitive Subjects develop expectation Subjects develop expectation that processes that CS signals the arrival of a response will be reinforced or UCS. Punished; they also exhibit latent learning, without reinforcement Biological Natural predispositions Organisms best learn behaviors predispositions contain what stimuli and similar to their natural behaviors; responses can easily be unnatural behaviors instinctively associated. drift back toward natural ones. Extinction CR decreases when CS is Responding decreases when repeatedly presented alone. reinforcement stops.

Operant or Classical? http://www.youtube.com/watch?v=R8RIqJLUYSE You decide….

And we’re done…