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Categories Of Behavior

Categories Of Behavior. IVAN PAVLOV. CLASSICAL CONDITIONING. Context of embarrassing situation ->blushing Odor of food that once made you sick ->nausea Sight of parent while raiding cookie jar ->fear. Thorndike’s Puzzle Box. B.F. Skinner 1904-1990. Pigeon in Operant Chamber.

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Categories Of Behavior

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  1. Categories Of Behavior

  2. IVAN PAVLOV

  3. CLASSICAL CONDITIONING • Context of embarrassing situation ->blushing • Odor of food that once made you sick ->nausea • Sight of parent while raiding cookie jar ->fear

  4. Thorndike’s Puzzle Box

  5. B.F. Skinner1904-1990

  6. Pigeon in Operant Chamber

  7. Pigeon in Operant Chamber

  8. “SKINNER” BOX

  9. Animal Learning Lab-200C Schermerhorn Hall

  10. Animal Learning Lab-200C Schermerhorn Hall

  11. Animal Learning Lab-200C Schermerhorn Hall

  12. Instrumental Conditioning • Doing chores -> money • Doing chores -> praise • Telling a lie to avoid blame -> avoidance • Putting on a coat to remove -> removal chill • Getting a speeding ticket -> punishment

  13. Basic Conditioning Procedures • Instrumental conditioning • Type R conditioning • Operant conditioning • Trial and Error Learning Pavlovian Conditioning • Type S Conditioning • Respondent Conditioning

  14. Type S vs. Type R Conditioning

  15. LAW OF EFFECT • Thorndike: Responses that are followed by pleasurable effect is stamped in; responses followed by unpleasurable (painful events) are stamped out. • Skinner: Rate of emitting responses that are followed by a positive reinforcer is increased; by a negative reinforcer is decreased. • Thorndike: Responses trained by trial and error. • Skinner: Responses shaped by method of successive approximation.

  16. TYPES OF REINFORCERS Positive • primary [S+R] food, drink, odors • secondary [S+r] approval, money Negative • Primary [S-R] loud noise, shock, bright light • Secondary [S-r] angry look, bad grade, fine

  17. INSTRUMENTAL CONDITIONING (Type R) • 2-term contingency: • response -> reinforcement • R -> SR • (bar press) -> (food) • Nature of reinforcer can vary: • Positive - S+R, S+r • Negative - S-R, S-r • Primary - S+R, S-R • Secondary - S+r, S-r

  18. CONTINGENCIES OF REINFORCEMENT: R-> S+R Reward training (primary reinforcement) R-> S-R Punishment (primary reinforcement) R-> S+r Positive secondary reinforcement R-> S-r Negative secondary reinforcement R removes S-R Escape training R postpones S-R Avoidance training R -> SR Omission training

  19. Is Punishment Effective?

  20. Two-term contingency is typically “occasioned” by a discriminative stimulus (SD) • SD: R -> SR • light: bar press -> food • no light: bar press -> no food • Nature of discrimative stimuli can vary: • exteroceptive • proprioceptive • interoceptive

  21. FUNCTIONS OF A STIMULUS: Eliciting (US->UR, C->CR) Reinforcing (S+R, S-R, S+r, S-r) Discriminative (SD: R->SR; S : R SR)

  22. Discriminative Operant: • SD: R SR • S : R SR

  23. Types Of Discriminative Stimuli • Exteroceptive: Stimuli generated by sensory organs. • Proprioceptive: Stimuli generated by muscles and tendons, e.g., doing something by “feel” - knowing where you are in the dark • Interoceptive: Stimuli generated by internal organs; that are innervated by the autonomic nervous system.

  24. D r/D r/D r/D R Skinner’s Theory of Chaining turn approach seize press Sn-3:Rn-3  Sn-2:Rn-2  Sn-1:Rn-1  Sn:RnS

  25. Stimuli used in Hull’s experiment on concept formation

  26. Schedules Of Reinforcement • Number (Ratio) • n responses  SR • Time (Interval) • First response after t seconds SR

  27. Basic Schedules: • Fixed Ratio (FR) • Variable Ratio (VR) • Fixed Interval (FI) • Variable Interval (VI)

  28. Skinner Box

  29. Cumulative Record no responses constant rate accelerating

  30. Skinner’s “Theory” Of Instrumental Conditioning • Two-term contingency: R  SR • Nature of reinforcer can vary: R  S [S+R, Sr, S-R, S-r]. • 3-term contingency (Discriminative operant) SD : R  SR (light: bar press  food) S : R  SR (no light: bar press  food) • Chaining of discriminative operants: • Nature of discriminative stimulus can vary: exteroceptive interoceptive proprioceptive D r/D r/D r/D R Sn-3:Rn-3  Sn-2:Rn-2  Sn-1:Rn-1  Sn:RnS

  31. Skinner’s “Theory”(cont.) • Contingency of reinforcement can vary: R  S±R(r) • Schedule of reinforcement can vary: Rn/t  S±R • subject must emit nresponses within a particular time frame t. • Verbal Behavior. Behavior that is reinforced by a member of one’s verbal community. • Private events. Discriminative responding to proprioceptive or interoceptive stimuli (stimuli under our skin). Sd : r  Sr or Sd : r  Sr.

  32. Pascal:“The heart has reason that reason will never know.” Descartes: “I think, therefore I am.”

  33. Skinner [& Freud (& Terrace)] On Consciousness • Consciousness is a proper subject matter for psychology but it is not an explanation of behavior. It is what has to be explained (e.g., Tom hit Bill because Tom felt angry). • Why did Tom feel angry? • How did Tom know he was angry? • Consciousness vs. Awareness: • Animals are aware of objects (but only fleetingly). • Humans are conscious of objects (because they can name them).

  34. Skinner [& Freud (& Terrace)] on Consciousness (Con’t.) • Consciousness develops because it enhances the social fabric of the verbal community. It provides us with a sense of “other minds”, another person’s hunger, pain, fear, rage, sadness, truthfulness, etc. In this sense, consciousness is adaptive. • Internal states are inferred by adult (“You seem hungry.”) • Feedback about private events is not as precise as feedback for tacting public events. • Discriminative control of inner states (tacting) becomes autonomous with experience.

  35. Verbal Behavior • Verbal Behavior. Behavior that is reinforced by a member of one’s verbal community. • Mands (“demands”), a 2-term contingency: verbal response SR [”baba”  bottle] • Tacts - [tactus (Latin, “to point”)], a 3-term contingency: -SD: verbal response  Sr [Sight of Tom’s apple]: Mary: “May I please have an apple?” Tom gives Mary an apple.]

  36. Verbal Behavior (con’t.) Examples of discriminative control of verbal behavior: • echoic behavior: *Mother says [“dog”]: “dog”  “good” • textual behavior: *Printed word [dog]: “dog”  “good” • transcription: *Write the word [d-o-g]: d-o-g  “good” • intraverbal responses: *Printed word [c-h-I-e-n]: “dog”  “bien” *“How are you?”: “Fine thanks”  “good” *Printed letters [Na]: “sodium”  “good” *“3 x 3”: “9”  “good”

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