Operant Conditioning. Do Now Write two classical conditioning equations. One should use counter...
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![Page 1: Operant Conditioning. Do Now Write two classical conditioning equations. One should use counter conditioning.](https://reader030.fdocuments.in/reader030/viewer/2022032415/56649f005503460f94c16b61/html5/thumbnails/1.jpg)
Operant Conditioning
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Do Now
Write two classical conditioning equations. One should use counter conditioning
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S=>Rlever-push when light flashes = cocaine injection
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The Law of Effect
• Definition: Learning in which the consequence of a behavior affects the likelihood that the individual will engage in that behavior again
• First discussed by Thorndike (“law of effect”, 1898), advanced by Skinner (late 1930s – 1960s)
• Explains shaping process
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Shaping
• Shaping must occur to get animal to interact with operant• Animal is rewarded gradually for interest in the operant (such as the lever)
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Operant Conditioning Terms (B.F. Skinner)• Operant: any behavior that has some effect on the environment
• Reinforcement contingency: A consistent relationship between a behavior and the change in the environment it produces
• Reinforcer: any consequence (change in the environment) that increases the frequency of a behavior
• Punisher: any consequence (change in the environment) that decreases the frequency of a behavior
• Discriminative Stimulus: the cue the lets you know that the reinforcing contingency is present
• Shaping: closer approximation to the desired response are reinforced until the desired response finally occurs and can be reinforced
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Positive and negative consequences
• Positive = adding something• Negative = removing something
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Positive Reinforcer = when a behavior is followed by the adding of a stimulus that increases the probability of that behavior being repeated.
Negative Reinforcer = when a behavior is followed by the removal of a stimulus and therefore increases the probability of that behavior being repeated.
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Positive Punishment = when a behavior is followed by the adding of a stimulus that decreases the probability of that behavior being repeated.
Negative Punishment = when a behavior is followed by the removal of a stimulus and therefore decreases the probability of that behavior being repeated.
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Appetitive Stimulus
Add INCREASE behavior
POSITIVE REINFORCEMENT
Remove DECREASE behavior
NEGATIVE PUNISHMENT
Aversive Stimulus
DECREASE behavior
POSITIVE PUNISHMENT
INCREASE behavior
NEGATIVE REINFORCEMENT
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Reinforcement Schedules
Three main distinctions:
- Partial vs. continuous
- Partial broken down into…
- Interval vs. ratio - Fixed vs. variable
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Interval is a time-based schedule - Fixed Interval: rewarded for 1st
operant after a set period of time (e.g., every 5 seconds)- EX: salary every 2 weeks
- Variable Interval: rewarded for 1st operant after a varying amount of time (e.g., between 1 and 9 seconds, but 5 on average)- EX: salary monthly or weekly at
different times
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Ratio is a number-of-operants-based
schedule - Fixed Ratio: rewarded for 1st
operant after a set number of operants (e.g., every 5th response) - Reward for every 5 level pulls
- Variable Ratio: rewarded for 1st operant after an varying number of operants (e.g., between 1 and 9 seconds, but 5 on average)- Reward for either every 5 or 9
level pulls, random variation
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Effectiveness of different schedules of reinforcement
Schedule Rate of response
Resistance to extinction
Continuous Moderate Low
Variable ratio High High
Fixed ratio High Moderate-Low
Variable interval
Moderate High
Fixed interval Low Low
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Operant Conditioning Can Happen Without Conscious Awareness
• Subjects listened to music with superimposed static– A twitch of the thumb would deactivate static
• Almost all began to respond with a thumb twitch even though none realized how they were able to shut it off
– One person claimed he was aware, saying that it involved “subtle rowing movements with both hands, infinitesimal wriggles of both ankles, a slight displacement of the jaw to the left, breathing out, and then waiting”
• This process is common to the method for learning skills and mastering fine-tuned practices
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Dopamine is the Neural Mechanism for S=>R
• Dopamine active when reward is provided but once animal learns operant behavior, than dopamine is released when discriminative stimulus is presented
QuickTime™ and a decompressor
are needed to see this picture.
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Learned Helplessness• Benefits to operant conditioning
– If you can learn the system, you can use/abuse the system
• Negative consequences of operant conditioning
– If the system seems random…– If you have no control…– If punishment/negative reinforcement
is inevitable…• depression, withdrawal
– EX: dogs shocked randomly, eventually stop attempting to move
– EX: Mussulmen in concentration camps (starvation)
• Failure destroys sense of agency/control
– Self-perpetuating cycle
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A problem for operant conditioning: Unintentional elimination of desired
behaviors
• “Oversufficient justification” hypothesis– Intrinsic interest in activity may be
undermined by providing extrinsic reward
• Rationale for the hypothesis– The person might infer that his/her actions
were motivated by the external reward, not the activity itself
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Preschoolers (3-5-year-olds)
• Assess interest in drawing before begin study, match groups for interest
• IV: Award Condition– Expected Award– Unexpected Award– No Award
• DV: Interest in drawing with magic markers after award received (or not received). Operationally defined as the percent of free-choice time spent drawing with the markers.
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Results• Mean percent of free-choice time spent
drawing with magic markers after received or didn’t receive an award
Condition Mean PercentExpected Award 8.6Unexpected Award 16.7No Award 18.1
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Implications: Should we never reward children?– Extrinsic rewards okay for behaviors that aren’t
intrinsically rewarding – Tangible awards should be just large enough to
encourage activity – decrease in intrinsic motivation inversely related to extrinsic reward
– Intangible rewards (verbal praise) probably okay all the time
– Extension to punishment: Power assertive punishment is BAD – kids reason that they only behaved appropriately to avoid punishment
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Rewards and
Intelligence
• Study (Dweck et al., 2006)– Students ask to complete moderately-difficult task– IV: praise type (praise intelligence, praise effort, no praise) after
task– DV: willingness to try new problem– Results: kids who were praised based on intelligence refused to
take new test while kids praised on effort tried it– Interpretation: “you are smart now, don’t blow it”– Interpretation: “not all praise is equal”
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Token Economies
• Reward for behavior or performance– Originated in prisons– Grades– Video Games
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Summary
SR