Download operant conditioning - Doral Academy Preparatory

Module 10
Operant & Cognitive Approaches
OPERANT CONDITIONING
• Operant conditioning
– Also called _________________________________
– Kind of learning in which an animal or human performs some
behavior
– Following consequences
(__________________________________) increases or
decreases the chance that an animal or human will again
perform that same behavior
OPERANT CONDITIONING (CONT’D)
• Thorndike’s law of effect
– behaviors followed by _____________ consequences
are strengthened
– behaviors followed by _______________
consequences are weakened
• Skinner’s operant conditioning
– Operant response: can be modified by its
consequences and is a meaningful, easily measured
unit of ongoing behavior
– Focuses on how consequences (rewards or
punishments) affect behaviors
– 1920s and 1930s discovery of two general principles
• Pavlov’s classical conditioning
• Skinner’s operant conditioning
OPERANT CONDITIONING (CONT’D)
OPERANT CONDITIONING (CONT’D)
• Principles and procedures
– Skinner box
• __________________________________________________
__________________________________________________
________________________________
• efficient way to study how an animal’s ongoing behaviors may
be modified by changing the consequences of what happens
after a bar press
– Three factors in operant conditioning of a rat
• __________________________________________________
• __________________________________________________
• __________________________________________________
__________________________________________________
__________________________________________________
OPERANT CONDITIONING (CONT’D)
• Shaping (molding behavior)
– Facing the bar
• _____________________________________________
• _____________________________________________
• _____________________________________________
– Touching the bar
• ______________________________________________
• ______________________________________________
• ______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
OPERANT CONDITIONING (CONT’D)
• Shaping
– Pressing the bar
• ______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
• ______________________________________________
______________________________________________
____
• ______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
OPERANT CONDITIONING (CONT’D)
• Immediate reinforcement
– ________________________________________________
________________________________________________
________________________________________________
– ________________________________________________
________________________________________________
________________________________________________
• Superstitious behavior
– ________________________________________________
________________________________________________
________________________________________________
________________________________________________
OPERANT CONDITIONING (CONT’D)
• Examples of operant conditioning
– Toilet training
• target behavior
• preparation
• reinforcers
• shaping
– Food refusal
• target behavior
• preparation
• reinforcers
• shaping
OPERANT CONDITIONING (CONT’D)
• Operant versus classical conditioning
– Operant conditioning
• goal:
_____________________________________
____
–voluntary response: must perform voluntary
response before getting a reward
–emitted response: animals or humans are
shaped to emit the desired responses
OPERANT CONDITIONING (CONT’D)
• Operant versus classical conditioning
– Operant conditioning
• contingent on behavior:
________________________________________
________________________________________
• reinforcer must occur _______________the
desired response
• consequences: animals or humans learn that
performing or emitting some behavior is followed
by a consequence (reward or punishment)
OPERANT CONDITIONING (CONT’D)
• Operant versus classical conditioning
– Classical conditioning
• goal: create a new response to a neutral stimulus
• involuntary response: physiological reflexes
(salivation, eye blink)
• elicited response: unconditioned stimulus triggers
or elicits an involuntary reflex response, salivation,
which is called the unconditioned response
OPERANT CONDITIONING (CONT’D)
• Operant versus classical conditioning
– Classical conditioning
• conditioned response: neutral stimulus becomes
the conditioned stimulus if it occurs before the
conditioned response
• expectancy: animals and humans learn a
predictable relationship between, or develop an
expectancy about, the neutral and unconditioned
stimuli
– classical conditioning leads to learning a
predictable relationship between stimuli
REINFORCERS
• Consequences
– ________________________________________________
_____________________________________
• Reinforcement
– ________________________________________________
________________________________________________
________________________________________________
• Punishment
– ________________________________________________
________________________________________________
________________________________________________
REINFORCERS (CONT’D)
• Reinforcement
– Positive reinforcement
• refers to the presentation of a stimulus that
____________ the probability a behavior
will occur again
– Negative reinforcement
• refers to an _____________ whose
__________________the likelihood that
the preceding response will occur again
REINFORCERS (CONT’D)
• Reinforcers
– Primary reinforcers
• stimulus such as food, water, or sex; innately
satisfying and requires
_______________________________________
_______________________________________
– Secondary reinforcers
• stimulus that has acquired its reinforcing power
through experience; secondary reinforcers are
learned, such as by being paired with primary
reinforcers or other secondary reinforcers
REINFORCERS (CONT’D)
• Punishment
– Positive punishment
• __________________________________________
__________________________________________
– Negative punishment
• __________________________________________
• noncompliance: refers to a child refusing to obey a
command/request given by a parent or caregiver
• time-out: removes reinforcing stimuli after an
undesirable response
– removal decreases the chances that the
undesired response will recur
SCHEDULES OF REINFORCEMENT
• Skinner’s contributions
– Schedule of reinforcement
• refers to a program or rule that determines _______ and
_______ the occurrence of a response will be followed by
a reinforcer
– Continuous reinforcement
• ______________________ results in delivery of the
reinforcer
– Partial reinforcement
• refers to a situation in which responding is reinforced only
______________________________________________
SCHEDULES OF REINFORCEMENT (CONT’D)
• Partial reinforcement schedules
– Fixed-ratio schedule
• a reinforcer occurs only after a
________________of responses are made by the
subject
– Fixed-interval schedule
• a reinforcer occurs after the ___________that
occurs after a __________________of time
SCHEDULES OF REINFORCEMENT (CONT’D)
• Partial reinforcement schedules
– Variable-ratio schedule
• a reinforcer is delivered after an
_______________of correct responses has
occurred
– Variable-interval schedule
• reinforcer occurs after the ______________
correct response after an ____________of
______ has passed
OPERANT CONDITIONING (CONT’D)
OTHER CONDITIONING CONCEPTS
• Generalization
– Animal or person emits the same response to similar
stimuli
– Tendency for a stimulus similar to the original conditioned
stimulus to elicit a response similar to the conditioned
response
• Discrimination
– Occurs during classical conditioning when an organism
learns to make a particular response to some stimuli but
not to others
– Discrimination stimulus; cue that a behavior will be
reinforced
OTHER CONDITIONING CONCEPTS (CONT’D)
• Extinction and spontaneous recovery
– Extinction
• procedure in which a conditioned stimulus is repeatedly
presented without the unconditioned stimulus
• the conditioned stimulus tends to no longer elicit the
conditioned response
– Spontaneous recovery
• tendency for the conditioned response to reappear after
being extinguished, even though there have been no
further conditioning trials
COGNITIVE LEARNING
• Cognitive learning: attention and memory
– Says that learning can occur through
_________________________and may not involve external
rewards or require a person to perform any observable behaviors
• Three viewpoints
– Against: B. F. Skinner (“As far as I’m concerned, cognitive science
is the creationism (downfall) of psychology”)
– In favor: Edward Tolman
• explored hidden mental processes
• cognitive map; mental representation in the brain of the layout
of an environment and its features
COGNITIVE LEARNING (CONT’D)
• Three viewpoints
– Also in favor: Albert Bandura
• focused on how humans learn through observing
things
• Social cognitive learning
– Results from watching and modeling; doesn’t require
the observer to perform any observable behavior or
receive any observable reward
COGNITIVE LEARNING (CONT’D)
• Learning-performance distinction
– Learning may occur but may not always be measured
by, or immediately evident in, performance
• Bandura’s social cognitive theory
– Emphasizes the importance of ________________,
________________, and ____________________in
the development and learning of social skills,
personal interactions, and many other behaviors
COGNITIVE LEARNING (CONT’D)
• Four processes
– Attention
• ____________________________________________
– Memory
• ____________________________________________
– Imitation
• __________________________________________________
__________________________________________________
________________________________
– Motivation
• __________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
___________
COGNITIVE LEARNING (CONT’D)
• Insight learning
– Insight
• ______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
____
BIOLOGICAL FACTORS
• Definition
– Biological factors
• innate tendencies or predispositions that may
either facilitate or inhibit certain kinds of learning
– Imprinting
• inherited tendencies or responses that are
displayed by newborn animals when they
encounter certain stimuli in their environment
– Critical or sensitive period
• a relatively brief time during which learning is most
likely to occur
APPLICATIONS
• Behavior modification
– Treatment or therapy that changes or modifies undesirable
behaviors by using principles of learning based on operant
conditioning, classical conditioning, and social cognitive
learning
– Autism
• marked by poor development in social relationships
• great difficulty developing language and
communicating; very few activities and interests
• long periods of time spent repeating the same
behaviors and following rituals that interfere with more
normal functioning
APPLICATIONS
– Autism
• symptoms range from mild to severe
• usually appear when a child is 2 to 3 years old
– Biofeedback
• training procedure through which a person is made
aware of his or her physiological responses, such
as muscle activity, heart rate, blood pressure, or
temperature
• after awareness of physiological responses, a
person tries to control them to decrease
psychosomatic problems
APPLICATIONS