1. Operant Conditioning

2. Operant Conditioning
We learn to associate a response and its consequence
Response: Pushing
vending machine
button
Consequence:
Receiving a candy bar

3. 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

4. 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

5. 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

6. 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

7. 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

8. 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)

9. 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

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

11. 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

12. 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

13. 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

14. 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 s or texts

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

16. 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.

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

18. 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

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

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

21. 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.

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

23. 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

24. 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

25. 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

26. 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.

27. 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.

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

29. And we’re done…