Download Punishment

Punishment
• A stimulus meant to
decrease a behavior
Positive Punishment
• addition of something
unpleasant.
Negative Punishment
(Omission Training)
• removal of something
pleasant
• Punishment works best
when it immediately
follows behavior and is
harsh!
How do we actually use Operant
Conditioning?
khanacademy
• Sometimes, we use a
process called shaping.
• Shaping is reinforcing
small steps on the way
to a desired behavior.
These small steps are
called
approximations.
Chaining Behaviors
• Subjects are taught to
link multiple responses
together in order to
get a reward.
Click picture to see a rat chaining behaviors
Click to see a cool example of chaining behaviors.
.
Same Terminology as Classical
Conditioning
If I wanted to reinforce
a toddler’s dancing by
giving him lollipops when
he dances, identify the
following…
• Acquisition
• Extinction
• Spontaneous
Recovery
• Generalization
• Discrimination
Primary v. Secondary Reinforcers
Primary Reinforcer
• things that are
intrinsically
rewarding
Secondary Reinforcer
• things we have learned
to value (because they
are associated with
primary enforcers)
• Money is a special
secondary reinforcer
called a generalized
reinforcer (because it
can be traded for just
about anything)
Token Economy
• Every time a desired
behavior is performed,
a “token” is given.
• They can trade “tokens”
in for a variety of
prizes (reinforcers)
• Used in homes, prisons,
mental institutions and
schools.
Reinforcement Schedules
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How often do you give the
reinforcer?
• Every time the desired
behavior is exhibited or just
sometimes when it is?
Continuous v. Partial
Reinforcement Schedules
Continuous
• Reinforce the behavior
EVERY TIME 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.
• FOUR types of Partial
Reinforcement
schedules.
Ratio Schedules (Responses)
Fixed Ratio
• Provides a reinforcement
after a SET number of
responses.
Variable Ratio
• Provides a reinforcement
after a RANDOM number of
responses.
• Very hard to get acquisition
but also very resistant to
extinction.
Fixed Ratio- She gets a manicure for every 5
pounds she loses.
Interval Schedules (Time)
Fixed Interval
• Requires a SET amount of
time to elapse before giving
the reinforcement.
Variable Interval
• Requires a RANDOM amount
of time to elapse before
giving the reinforcement.
• Very hard to get acquisition
but also very resistant to
extinction.
Fixed Interval: She gets a
manicure for every 7 days she
stays on her diet.
Which type of reinforcement
schedule?
• Fixed Ratio
• Variable Ratio
• Fixed Interval
• Variable Interval
Negative vs.
Positive
Reinforcement
Primary vs.
Conditioned
Ratio
Schedules
Concepts /
Components
Interval
Negative
Punishment
Operant
Conditioning
Positive
Response /
Stimulus
Associations
Thorndike
Law of Effect /
Cat Experiments
Skinner
Skinner Box / Rat
& Bird
Experiments
People
Latent Learning
• Edward Tolman –
demonstrated the concept
using rats/mazes &
reinforcers.
• Learning is not always
immediately observable in
behavior (“latent” means
hidden).
• Learning doesn’t completely
depend on consequences.
• cognitive maps – a mental
representation of one’s
environment
Insight Learning
• Wolfgang Kohler Chimpanzees / Boxes &
Bananas experiment
• Learning takes place
through the “ah ha”
experience (gaining
“insight”).
• Weakens the behaviorist
argument (emphasis on
external, behavior /
consequence relationship)
Images from Kohler’s chimpanzee
experiments
Observational Learning
crash coursecourse
• Albert Bandura - BoBo
Doll experiment
• Learning through
modeling behavior from
others.
• Observational learning +
Operant Conditioning
Principles = Social
Learning Theory
• Implications of Bandura’s
findings?
Click pic to see footage from
the Bobo Doll experiment.
Contingency Model
• Robert Rescorla
• revised Pavlov’s classical conditioning
model
• starts with the realization that something
must account for the ability to
discriminate between stimuli
• emphasized the role of cognitive processes
during acquisition
• said that classical conditioning “is not a
stupid process by which the organism willynilly forms associations between any two
stimuli that happen to occur.”
Associative
Learning
Learning
Classical
Conditioning
S+S
Operant
Conditioning
R+S
Latent
Learning
Other
Insight
Learning
Observational
Learning
Review
https://www.khanacademy.org/testprep/mcat/behavior/learning-slug/e/learning---passage1
https://www.khanacademy.org/testprep/mcat/behavior/learning-slug/e/learning---passage2
Putting it all together:based on psychologist
John Rosemond’s suggestion, analyze his proposed solution using 5
terms/ideas from this chapter in your analysis
• Teenage son in need of a drastic wake-up call
• Q: Our 17-year-old is a highly spoiled underachiever.
As a junior in high school, he’s failing two classes and
borderline in the rest. We know that his problems are
largely due to our parenting style. We read your book
on teens and have made some progress, but we’re
feeling a sense of urgency. We’re ready to do some
drastic things. Where do you think we should start?
(continued on next slide)
•
A: As you now realize, your son is in dire need of a major wake-up call. Start by
stripping his room down to bare essentials, taking away any and all electronic devices,
and suspending all of his privileges, including driving. Inform him that his normal life
will be restored when he has improved his grades to no less than what he’s capable of
and sustained the improvement for eight weeks. Anything less will invite cursory
improvement, then backsliding. You could get stuck in that sort of manipulative backand-forth forever.
Unfortunately, this is an 11th-hour action. Obviously, the earlier parents intervene in
a problem, the better the prognosis. On the other hand, it’s better to do something
late than to never do anything at all. At this point, there’s a lot of history (and
momentum) behind your son’s motivation issues. Getting him to turn himself around
is going to require a unified front and calm, purposeful resolve. Don’t expect to see
consistent progress for at least six weeks. Keep the faith, stay the course, and be fully
prepared for things to get worse before they begin getting better.(continued on next
slide)
“Why is that, John?”
Because when parents finally pull the rug of over-indulgence out from under an
underachieving child, the typical reaction is full collapse along with complaints from the child
to the effect that since he has no privilege, he now has nothing to care about; therefore, he is
not going to do anything to bring up his grades until certain privileges are restored. Believe
me, this is nothing more than manipulative self-drama, soap opera, with a heavy dose of
attempted hostage-taking thrown in. It’s an attempt to get the parents to question their
judgment and begin negotiating.
“Will you give me my cell phone back if I bring my grades up for a week?” or “If you give me
my cell phone and driving privileges back, I’ll bring my grades up, I promise.”
Don’t do it! If your son begins making promises of that sort, don’t believe a word he says.
Simply smile and tell him that if he can bring his grades up for a week, he can surely bring
them up for two weeks, then three, then eight. Keep reminding him that you’re not asking
him to do any more than he is capable of. If you give him even the proverbial inch, he will
think he can make you give up the proverbial mile. In no time, you’ll be right back where you
started from, but he will know that he can beat you at your own game.
So, don’t play games. Go into this fully prepared for backlash of one sort or another. His
reaction is likely to include anger, self-pity, and threats of running away or other equally silly
things. This is your golden opportunity to get control of your relationship with your son. Given
that he’s 17, it may be your last opportunity. (end of assignment)