CLASSICAL VS. OPERANT CONDITIONING  With classical conditioning you can teach a dog to salivate, but you cannot teach it to roll over. Why?  Classical conditioning consists of involuntary/automatic behaviors  Sweating, getting sick, getting nervous, salivating  Operant conditioning consists of voluntary behavior based on consequences  Reinforcers increase, punishers decrease

Learning based on consequence!!! OPERANT CONDITIONING B.F. SKINNER MASTERMIND

 Behavior changes due to consequence  Rewards leads to reoccurrence of behavior  Discomfort, behavior is less likely to reoccur EDWARD THORNDIKE THE LAW OF EFFECT

Positive Reinforcement: The addition of something pleasant Sheldon trains Penny (2:45) Sheldon trains Penny Negative Reinforcement: The removal of something unpleasant REINFORCERS ANYTHING THAT INCREASES A BEHAVIOR

EXAMPLES OF REINFORCEMENT The situation Billy: Could you tie my shoes? Dad: (Continues to read the paper) Billy: Dad, I need my shoes tied! Dad: Uh, yeah, just a minute Billy: DAAAAAD! TIE MY SHOES!! Dad: How many times have I told you not to whine? Now, which shoe do we tie first? What is reinforced? Depends on whose perspective you see the situation.  Billy’s  Positive reinforcement:  Gets his dad’s attention  Dad  Negative reinforcement:  Eliminates Billy’s whining

If you hate going to class you learn how to remove the unpleasant stimuli Escape Learning Getting kicked out of class Avoidance Learning Cutting class TWO TYPES OF NEGATIVE REINFORCERS

POSITIVE OR NEGATIVE REINFORCEMENT? Putting your seatbelt on to eliminate the beeping noise. Studying to alleviate test anxiety Taking aspirin when you have a headache. Faking sick to avoid a Psych test. Breaking out of jail to gain freedom. Getting a kiss for doing the dishes. Negative: you would repeat the behavior to eliminate the pain

Shaping is reinforcing small steps on the way to the desired behavior. Chaining: performing a number of responses successively to get the reward Point of shaping is to mold a single behavior; goal of chaining is to link behavior to create a complex activity HOW DO WE ACTUALLY USE OPERANT CONDITIONING?

Primary Reinforcer  Things that are in themselves rewarding. Secondary Reinforcer  Things we have learned to value.  Money is generalized reinforcer (it can be traded for anything) PRIMARY V. SECONDARY REINFORCERS

 Every time a desired behavior is performed, a token is given.  Tokens are traded for prizes/rewards  Used in homes, prisons, mental institutions, schools TOKEN ECONOMY

Continuous  Reinforce the behavior EVERYTIME the behavior is exhibited.  Usually done when the subject is first learning to make the association.  Acquisition comes really fast….but so does extinction. Partial  Reinforce the behavior only SOME of the times it is exhibited.  Acquisition comes more slowly.  But is more resistant to extinction. CONTINUOUS V. PARTIAL REINFORCEMENT

Fixed Ratio  Provides a reinforcement after a SET number of responses. Variable Ratio  Provides a reinforcement after a RANDOM number of responses.  Gambling & lottery  Most resistant to extinction (hard to walk away) INTERMITTENT REINFORCEMENT: RATIO SCHEDULES For every 5 pounds I lose, I get a manicure! Every 3 college essays you write, you watch 1 hour of tv

Fixed Interval  Requires a SET amount of time to pass before giving the reinforcement. Variable Interval  Requires a RANDOM amount of time to pass before giving the reinforcement. INTERMITTENT REINFORCEMENT: INTERVAL SCHEDULES She gets a manicure for every 7 days she stays on her diet. PAYCHECK EVERY 2 WEEKS! Pop-Quiz Randomly checking throughout the day

 Fixed-interval  You get candy for every 3 days you did your hw.  Variable-interval  You get candy after 3 days, then after 4 days, then after 2 days  Fixed-ratio  Every 3 attempts  Variable-ratio  After 4 attempts, then 2 attempts (although that may take days or weeks) CANDY FOR HOMEWORK

Positive Punishment  Addition of something unpleasant Negative Punishment  Removal of something pleasant Punishment works best when it is immediately done after behavior! PUNISHMENT MEANT TO DECREASE A BEHAVIOR.

USES AND ABUSES OF PUNISHMENT  The wrong kinds of punishments will not work for 4 reasons: 1. One getting punished will discriminate environments  What you get punished for at home, you may not get caught at school 2. Physical punishment increases aggressiveness (modeling)  How would you solve a problem at school if you see hitting at home?

USES AND ABUSES OF PUNISHMENT 3. Punishment trigger fear  Why tell the truth if I know what’s coming… 4. Punishment is often applied unequally and doesn’t address the behavior.  Damaged my tree and he missed hockey

MAKING PUNISHMENT WORK  To make punishment work it should be…  must be given immediately  limited in time & intensity.  clearly target the behavior, not the person  The most effective punishment is often negative punishment.

Instead of: “Clean your room or you do not get dinner” Try: “You’re welcome to join us for dinner once your room is clean” What punishment often teaches is how to avoid it. Premack Principle: Using a preferred activity to reinforce an activity that is not preferred You love twitter, but hate homework When you finish your homework, you can play on twitter IT’S ALL IN THE WAY YOU PHRASE IT