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Bell Work
• In __________ reinforcement, the
reinforcer follows every correct response.
– intermittent
– partial
– negative
– continuous
– positive
• John Garcia
• Taste Aversion
Learned Helplessness
• Martin Seligman
• Internal Locus of Control: consequences are
a result of my own actions
– I studied hard so I did well on the test.
– I didn’t study hard enough so I failed the test.
– “I am the master of my fate; I am the captain of my
soul”
• External Locus of Control: consequences are
a result of other people’s actions, fate, etc.
– I had my lucky socks on so I did well on the test.
– The teacher didn’t teach us well enough so I failed the
test.
– “You can’t fight fate.”
• Vicarious Conditioning: The learning of
various attitudes, feelings, beliefs and
emotions, not through direct exposure
to a stimulus, but through observing
how others react to it.
– Your friend tells you a vivid story of getting bit
by a snake. He/she is sweating, shaking, etc.
as the story is being told. You now are afraid
of snakes.
– You see your sister get struck by lightning.
You now have a fear of thunder storms.
• Higher Order Conditioning (also known as
Second Order Conditioning): Conditioning
using a previously-conditioned CS
– Advertisers use this by pairing images that
evoke good feelings with images of their
product(s)
 Consideration #1: How much time passes between the conditioned stimulus (neutral)
and the unconditioned stimulus (automatic). This will usually be a matter of seconds.
The shorter the time lapse, the more likely the organism is to associate the conditioned
stimulus with the unconditioned stimulus. If too much time passes, the association will
never be made – conditioning will not take place.
 Consideration #2: The number of times the conditioned stimulus (neutral) and the
unconditioned stimulus (automatic) must be paired for the association to be made, and for
a conditioned response to occur.
 What Determines Whether & How a Conditioned Response is Learned???
TIMING - PREDICTABILITY - SIGNAL STRENGTH - ATTENTION
Immediate - Consistent
- Severe
- Attentive
Inconsistent (slow Acquisition/Extinction)
 Reinforcement is said to occur when a stimulus follows an operant and increases
the likelihood of the operant being repeated.
 Involves following an operant with the
addition of an appetitive stimulus
 A response is strengthened because
something is added
 Involves an operant that is followed by
the removal of an aversive
(unpleasant) stimulus.
 Response is strengthened because
something is subtracted
 Usually involves
(1) escaping aversive stimuli
(2) avoiding aversive stimuli
1) Taking aspirin (operant) to relieve a headache (stimulus).
2) Hurrying home in the winter (operant) to get out of the cold (stimulus).
3) Giving in to a dog’s begging (operant) so that it stops barking (stimulus).
4) Setting a timer on the oven (operant) to avoid burning the cookies (stimulus).
5) Leaving a movie theatre (operant) to escape the movie (stimulus).
6) Following prison rules (operant) in order to be released (stimulus).
7) Faking a stomachache (operant) in order to avoid school (stimulus).
8) Putting up an umbrella (operant) in order to escape the rain (stimulus).
 Punishment is a process in which a behavior is followed by an aversive consequence
that decreases the likelihood of the behavior being repeated.
 Also called punishment by removal
 Also called punishment by application
 Some stimulus is subtracted or removed
 Response is followed by the presentation of
an aversive stimulus
 Loss or withdrawal of an appetitive
stimulus following a behavior
 The behaviors consequence is the loss
of some privilege, possession,
or other desirable object
or activity
 “Positive” signifies that something is added
or presented in the situation
The stimulus is typically aversive
 Stimuli that are immediately rewarding
 Less immediately satisfying
 Naturally/innately reinforcing
 Less tangible than primary reinforcers
 No learning required
 Also called “conditioned” reinforcers
 Satisfy a biological need
 Become reinforcing through association
 Food
 Sexual pleasure
 Water
 Warmth
 Physical activity
 Novel stimulation
 Sleep
 Entertainment
 Oxygen
 Also called “learned” reinforcers
 Money
 Grades
 Attention
 Praise
 Success
 Performance
 Feedback
 Prestige
1) Punishment in itself does not teach alternate acceptable behavior.
2) Punishment works only when applied consistently.
3) Severely punished individuals may attempt to leave the environment.
4) Intense punishment can create anger and hostility.
5) Punishment may not be understood (especially by children).
6) Punishment may be imitated as a way to solve problems and conflicts.
7) Punishment could make the behavior occur more frequently.
Stimulus Type
Add a Stimulus
Remove a Stimulus
Appetitive Stimulus
(Something Desired)
Positive
Reinforcement
Negative
Punishment
Aversive Stimulus
(Something Unpleasant)
Positive
Punishment
Negative
Reinforcement
Positive & negative reinforcement increase the frequency of a behavior (the operant).
Positive & negative punishment decrease the frequency of a behavior (the operant).
Negative reinforcement involves the removal of an aversive stimulus in order to
increase the likelihood of a behavior.
Punishment involves the removal of an appetitive stimulus (negative) or addition of
an aversive stimulus (positive) in order to decrease the likelihood of a behavior.
 Stimuli that are immediately rewarding
 Less immediately satisfying
 Naturally/innately reinforcing
 Less tangible than primary reinforcers
 No learning required
 Also called “conditioned” reinforcers
 Satisfy a biological need
 Become reinforcing through association
 Food
 Sexual pleasure
 Water
 Warmth
 Physical activity
 Novel stimulation
 Sleep
 Entertainment
 Oxygen
 Also called “learned” reinforcers
 Money
 Grades
 Attention
 Praise
 Success
 Performance
 Feedback
 Prestige
I.
Reinforcer Potency (What Makes a Reinforcer Reinforcing?)
A. The Intuitive Variables
1. Strength of Consequences (Magnitude)
2. Timing of Consequences (Immediacy)
B. The Premack Principle
II. The Ability to Delay Gratification
DAVID PREMACK
A. Mischel’s Classic Study
B. Why Do People Engage in Behavior with Maladaptive Consequences?
WALTER MISCHEL
 Definitions of Shaping (Successive Approximations)
 Shaping is reinforcing successive approximations of the desired response.
 Shaping is the process of teaching a complex behavior by rewarding closer
approximations of the desired target behavior.
 Shaping through successive approximations involves reinforcing any response that
successively approximates and ultimately matches the desired response.
 Examples of Shaping (Successive Approximations)
 Rats don’t press levers!
 Sea World (dolphin/goldfish training)
 Working canines (drug dogs)
 Teaching dance steps
 Writing FR questions in AP Psych
FRQ
James is in a driver’s education course preparing to take his
driving test. The course includes both book work and driving on
the road to prepare students for a written test and a road test.
(a) Describe how each of the following might influence his ability
to drive a car during the road test. Definitions without application
do not score.
*Cognitive map
(the maps/directions in our mind)
*Cerebellum (balance/body movement and coordination)
*Observational learning
(learning by watching others)
(b) Describe how each of the following are related to the results
of the written test. Definitions without application do not score.
*Reticular formation in the brainstem
(helps eyes to
move/fixate on objects, relays ear/eye signals,
alertness/sleepiness)
*Semantic memory (facts)