Download Psychology 235 Dr. Blakemore Basic Types of Learning Operant

Psychology 235
Dr. Blakemore
Learning
Basic Types of Learning
Habituation
Classical Conditioning
Operant Conditioning
Observational Learning or Imitation
Operant Behaviors
Behaviors that occur at some rate
Basic principle: operant behaviors are
maintained, increased, or decreased (in
rate) by their consequences
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Behavior Modification
Behavior modifier
Behavior analyst
Operant Level
The rate of a behavior prior to any known
conditioning or training
Also known at the baseline or base rate
The operant level must be measured first
so that one can see changes in the behavior
Positive Reinforcement
 SR+
 Reinforcement = strengthening
 Positive = added
 Any stimulus which is added after a behavior
(which follows a behavior) and increases (or
maintains) that behavior’s rate
 whether something is reinforcing is determined
by its effect on behavior
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SR+ Some Examples
Praise
Money
Attention
Shaping
The reinforcement of closer and closer
approximations to the desired response
some behaviors are very unlikely
you need to reinforce something that is
close to what you want
then reinforce something else that is even
closer, etc.
Operant Conditioning and
Shaping on YouTube
Shaping a rat
– http://www.youtube.com/watch?v=4TyYX5C8uuI
A video about Skinner, with some shaping
in it
– http://www.youtube.com/watch?v=mm5FGrQEyBY
And a video about rewards and
punishments with children
– http://www.youtube.com/watch?v=BVbGSVhKGwA
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Extinction
Discontinuing reinforcement
At first the rate of the behavior increases
 called an extinction burst
then there is a gradual slow decrease in rate
spontaneous recovery occurs
there are no side effects
it can be much faster if you reinforce an
incompatible response at the same time
Negative Reinforcement
SRReinforcement = strengthening
Negative = subtracted
Any stimulus which is subtracted after a
behavior (which is removed following a
behavior) and increases (or maintains) that
behavior’s rate
whether something is reinforcing is
determined by its effect on behavior
SR- Some Examples
NOT PUNISHMENT!!
Rat in Skinner Box
Escape and Avoidance
Dog and invisible fence
Child in classroom
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Punishment
Any stimulus which follows a behavior and
decreases that behavior’s rate
If the rate doesn’t decrease then it’s not
punishment
Some things that parents and teachers use
as punishers actually function as
reinforcers
Punishment, Some Examples
Rat in Skinner Box
Child hitting younger brother
Factors that influence
punishment’s effectiveness
Timing
the more immediate, the more effective
Intensity
the more intense, the more effective
Providing an explanation (especially other-
oriented induction)
The relationship between the child and the
punisher
Consistency
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Side Effects of Punishment
Fear, anxiety, avoidance
The more you punish a child, the more the
child comes to fear and avoid you or the
situation where punishment occurs
It destroys the relationship between you
Hostility and Aggression
Punishment generates hostility and anger
Mild Punishers
Time Out and Response Cost
Can avoid the side effects
Become ineffective if overused
Time Out
 Time out from positive reinforcement
 It should be as boring, but not frightening
 If it is reinforcing, it’s not a time out (e.g., room with
toys, seat in center or front of room are not good time
outs)
 It should be brief (e.g., one minute for every year of
the child’s age)
 State the rule and the consequences and then take the
child to time out. Don’t have a long discussion.
 Start the timer when the child is quiet -- let them see
the timer
 After it’s over, reward them as soon as they behave
acceptably
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Response Cost
The behavior has a cost -- an undesirable
consequence (e.g., grounding, losing TV
privileges)
Different costs work for different children
The consequence should be relatively mild
Or it may generate hostility
and you may not be willing to stick to it
Scheduling Reinforcement
Continuous reinforcement
Occurs every time the behavior happens
Intermittent Reinforcement
Only happens some times
Affects three things
Learning new behaviors
The rate of performing well learned
behaviors
Extinction
Effects on behaviors being
reinforced
New learning takes place faster and more
efficiently under continuous reinforcement
Well learned behaviors are performed at a
higher rate when the reinforcement is
intermittent
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Effects on extinction
After continuous reinforcement, extinction
is slow and steady
After intermittent reinforcement, extinction
takes much longer (much slower), and it
much more difficult to establish
Any reinforcement during the process
makes it much more difficult to extinguish
the behavior
What’s the solution?
Extinguish unwanted behavior while at the
same time reinforcing wanted, but
incompatible behavior
As well as trying not to get into the
situation in the first place.
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