1. The Learner is NOT passive. Learning based on consequence!!!
Operant Conditioning
The Learner is NOT passive.
Learning based on consequence!!!

2. Edward Thorndike
Law of Effect: behavior followed by favorable consequences becomes more likely; behaviors followed by unfavorable consequences become less likely (basis of Operant Conditioning)

3. The Law of Effect Edward Thorndike Locked cats in a cage
Behavior changes because of its consequences.
Rewards strengthen behavior.
If consequences are unpleasant, the Stimulus-Reward connection will weaken.
Called the whole process instrumental learning.
Click picture to see a better explanation of the Law of Effect.

4. Skinner Box – a chamber containing a bar that an animal can manipulate to obtain a food or water reinforcer; devices are attached to record the animal’s rate of bar pressing
Skinner Box Video

5. Operant Conditioning Chamber

6. An operant conditioning chamber permits experimenters to study behavior conditioning (training) by teaching a subject animal to perform certain actions (like pressing a lever) in response to specific stimuli, like a light or sound signal. When the subject correctly performs the behavior, the chamber mechanism delivers food or another reward

7. Shaping
an operant conditioning procedure in which reinforcers guide behavior toward closer and closer approximations of a desired goal
“Good job” when they get on all fours
Give them a candy when they start crawling toward you
Hug and a kiss when they stand up
SHAPING DEMO

8. Operant Conditioning
A type of learning in which behavior is strengthened if followed by reinforcement or diminished if followed by punishment.
REINFORCEMENT
PUNISHMENT

10. Comparing Classical Conditioning & Operant Conditioning
Behavior affected is usually INVOLUNTARY
Behavior affected is usually VOLUNTARY
Key events are PRESENTED to the learner
Key events are PRODUCED by the learner
Events CAUSE the behavior
Events CONTROL the behavior
The learner does not have a choice
The learner has a choice

11. REINFORCEMENT (increase behavior) PUNISHMENT (decrease behavior)
OPERANT CONDITIONING
REINFORCEMENT (increase behavior)
PUNISHMENT (decrease behavior)
POSITIVE (adding something to the situation)
POSITIVE REINFORCEMENT
POSITIVE PUNISHMENT
NEGATIVE (removing something from the situation)
NEGATIVE REINFORCEMENT
NEGATIVE PUNISHMENT

12. Reinforcer Any event that STRENGTHENS the behavior it follows.
Two Types of Reinforcement:
Positive and Negative

13. Positive Reinforcement
STRENGTHENS a behavior by ADDING a stimulus after a response
INCREASING the behavior of doing chores by ADDING money

14. Positive Reinforcement

15. Negative Reinforcement
STRENGTHENS a behavior by REMOVING an aversive stimulus.
INCREASING the behavior of smoking by REMOVING the anxiety

16. Negative Reinforcement

17. Reinforces A reinforcer is anything that INCREASES a behavior.
Positive Reinforcement:
The addition of something pleasant.
Negative Reinforcement:
The removal of something unpleasant.

18. Positive or Negative? Studying for a test. Putting your seatbelt on.
Having a headache and taking an aspirin.
Getting a kiss for doing the dishes.
Faking sick to avoid AP Psych class.
Breaking out of jail.

19. Punishment
An event that DECREASES the behavior that it follows.

20. Positive Punishment
DECREASES a behavior by ADDING a stimulus after a response.
DECREASING the behavior of misbehaving by ADDING a spanking

21. Negative Punishment
DECREASES a behavior by REMOVING an aversive stimulus.
DECREASING the behavior of texting by REMOVING the cell phone

22. Punishment Meant to decrease a behavior. Positive Punishment
Addition of something unpleasant.
Negative Punishment (Omission Training)
Removal of something pleasant.
Punishment works best when it is immediately done after behavior and if it is harsh!

23. Limitations of Punishment
Punishment often only produces temporary suppression
Punishment produces undesirable emotional side effects
Children who are physically punished learn to model or imitate aggressive acts and often become more aggressive in their interactions with others
Punishment NEVER teaches a new behavior

24. Making Punishment more Effective
Apply punishment immediately
Apply punishment consistently
Apply punishment moderately
Avoid withholding love
Countercondition (reinforce alternative positive behaviors)

25. Types of Reinforcement
Continuous Reinforcement: reinforcing the desired behavior everytime it occurs.
Learning happens very quickly.
Extinction happens very quickly if reinforcement is stopped.
Partial (Intermittent) Reinforcement: reinforcing a desired behavior only part of the time.
Learning takes longer (slower acquisition)
TAKES LONGER for extinction to occur.

26. Primary vs. Conditioned Reinforcers
a stimulus that gains its reinforcing power through its association with a primary reinforcer
An innately reinforcing stimulus, such as one that satisfies a biological need
food
???
water
???
sex
???
Affiliation (family and friends)
???
Removal of pain
???

27. Behaviorist vs Cognitivist Theories
Behaviorist: Only cares about behavior – what a person does –Learning is mechanical – you behave the way you do because of external stimuli – no internal processes are required (learning by thinking about something or watching it)
Cogntivist: Care about what a person knows (instead of does). Learning serves a purpose. You can learn by watching or thinking about something.

28. Latent Learning
learning that occurs but is not apparent until there is an incentive to demonstrate it

29. Cognitive Map
A mental representation of the layout of one’s environment

30. Overjustification Effect
the effect of promising a reward for doing what one already likes to do

32. Fixed-ratio Schedules
A schedule that reinforces a response only after a specified number of responses.
Example: I give cookie monster a cookie every FIVE times he sings “C is for cookie”.
- foul out after 5 fouls, typist paid per page
Or A factory worker may be paid $1 for every 3 T-shirts they make.

33. Variable-ratio Schedule
A schedule of reinforcement that reinforces a response after an unpredictable number of responses.
Example: I give Homer a donut at random times when he says “DOH!!!”
- slot machines, door-to-door sales

34. How can I use this?
Utilizing the variable ratio schedule of reinforcement is the key to attraction
First, these rules only apply to people who are ALREADY INTERESTED in you.
Research shows that people tend to date within 20% of their own attractiveness level
Therefore, you can date +/- 2 of your rating
What’s my rating? Ask 10 strangers (friends/relatives will not give you an accurate rating)

35. Once the person is interested in you, you can utilize variable ratio schedule of reinforcement to keep their interest
Follow the 1/3-2/3rds rule: Every 3 times they do something, do it back to them once (or twice)
If they call you three times, call them back only twice
If they buy you a present, the present you buy them should only be about 1/3 value
Don’t say “I love you” back to them every time they say it (DON’T SAY I LOVE YOU FIRST)
KEY POINT: The person who cares the least, or appears to care the least in a relationship holds the most power

36. Fixed-interval Schedule
A schedule of reinforcement that reinforces a response only after a specified time has elapsed.
Example: I give Bart a Butterfinger every ten minutes after he moons someone.
- paychecks, test every two weeks

37. Variable-interval Schedule
A schedule of reinforcement that reinforces a response at unpredictable time intervals.
Pop Quizzes, Redialing after a busy signal

38. Social Learning Theory

39. key name
Albert BANDURA
b. 1925
Researched social theories of learning (a.k.a. observational learning or modeling)
Conducted the famous “Bobo the clown” experiment

40. Albert Bandura’s Experiment on Modeling (Bobo Doll Experiment)
Experiment that showed children could easily learn aggression through observational learning modeling.
Frustrated children go to beat on clown after seeing adult model do the same.
After a variety of experiments, many consider Bandura to be the father of social learning theory.

41. Social Learning Theory: Monkey See, Monkey Do (Observational Learning)
Observational learning describes process of learning by observing others.
Modeling is an example of observational learning by which we imitate a specific behavior.

42. Observational Learning/Modeling Theory Leads to Questions About the Impact of Television on Viewers

43. key name
Wolfgang KOHLER
Insight learning. Argued that animals learn through insight learning.
insight learning is a type of learning or problem solving that happens all-of-a-sudden through understanding the relationships various parts of a problem rather than through trial and error. (a.k.a. the “aha!” moment)

44. Kohler’s Experiment
PROBLEM: Food has been placed beyond the reach of the chimps, outside a closed pen.

45. The chimps behavior all seemed to follow a similar pattern that suggested to Kohler that the chimps were demonstrating insight and planning
failure
2. pause
3. look at the potential tools
4. the attempt
the chimp jumps fruitlessly at bananas that have been hung out of reach
after a period of unsuccessful jumping, the chimp apparently becomes angry or frustrated, walks away in seeming disgust, pauses
the chimp looks at the food in what might be a more reflective way, then at the toys in the enclosure, then back at the food, and then at the toys again.
the animal begins to use the toys to get at the food

46. Insight is also know as an “Aha! Moment” or “Lightbulb Moment”