Operant Conditioning

Operant Conditioning The major theorists for the development of operant conditioning are: • Edward Thorndike • John Watson • B.F. Skinner

Operant Conditioning • Operant conditioning investigates the influence of consequences on subsequent behavior, as well as the learning of voluntary responses. • It is often referred to as the ABC’s of behavior, with:A– being the Antecedent, or what comes before the behavior. • B– the Behavior itself. • C– the Consequence of the behavior.

Operant Conditioning • There are two types of consequences: • positive (sometimes called pleasant) • negative (sometimes called aversive or unpleasant)

Operant Conditioning • Two actions can be taken with these stimuli: • they can be ADDED to the learner’s environment. • they can be SUBRACTED from the learner’s environment. • If adding or subtracting the stimulus results in a change in the probability that the response will occur again, the stimulus is considered a CONSEQUENCE. • Otherwise the stimulus is considered a NEUTRAL stimulus.

Operant Conditioning • There are 4 major techniques or methods used in operant conditioning. • They result from combining: • the two major purposes of operant conditioning (increasing or decreasing the probability that a specific behavior will occur in the future), • the types of stimuli used (positive/pleasant or negative/aversive), and • the action taken (adding or removing the stimulus).

Operant Conditioning Outcomes of Conditioning Increase Behavior Decrease Behavior Stimulus Subtract Negative Punishment Add Positive Reinforcement Positive/pleasant Subtract Negative Reinforcement Add Positive Punishment Negative/Aversive

Schedules of Reinforcement Continuous reinforcement simply means that the behavior is followed by a consequence each time it occurs. • Excellent for getting a new behavior started. • Behavior stops quickly when reinforcement stops. • Is the schedule of choice for punishment and response cost.

Schedules of consequences This results in an four classes of intermittent schedules. Fixed Interval • The first correct response after a set amount of time has passed is reinforced (i.e., a consequence is delivered). • The time period required is always the same. • Example: Spelling test every Friday.

Schedules of consequences Variable Interval • The first correct response after a set amount of time has passed is reinforced (i.e., a consequence is delivered). • After the reinforcement, a new time period (shorter or longer) is set with the average equaling a specific number over a sum total of trials. • Example: Pop quiz

Schedules of consequences Fixed Ratio • A reinforcer is given after a specified number of correct responses. This schedule is best for learning a new behavior. • The number of correct responses required for reinforcement remains the same. • Example: Ten math problems for homework

Schedules of consequences Variable Ratio • A reinforcer is given after a set number of correct responses. • After reinforcement the number of correct responses necessary for reinforcement changes. This schedule is best for maintaining behavior. • Example: A student raises his hand to be called on.

Rules In Analyzing Examples • The following questions can help in determining whether operant conditioning has occurred. • a. What behavior in the example was increased or decreased? • b. Was the behavior • increased (if yes, the process has the be either positive or negative reinforcement), OR • decreased (if the behavior was decreased the process is either response cost or punishment).

Rules In Analyzing Examples • The following questions can help in determining whether operant conditioning has occurred. • c. What was the consequence / stimulus that followed the behavior in the example? • d. Was the consequence (stimulus) added or removed? • If added, the process was either positive reinforcement or punishment. • If it was subtracted, the process was either negative reinforcement or response cost.

Analyzing An Example • Billy likes to campout in the backyard. He camped-out on every Friday during the month of June. The last time he camped out, some older kids snuck up to his tent while he was sleeping and threw a bucket of cold water on him. Billy has not camped-out for three weeks. • a. What behavior was changed? Camping out

Analyzing An Example • Billy likes to campout in the backyard. He camped-out on every Friday during the month of June. The last time he camped out, some older kids snuck up to his tent while he was sleeping and threw a bucket of cold water on him. Billy has not camped-out for three weeks. b. Was the behavior strengthened or weakened? Weakened (Behavior decreased) Eliminate positive and negative reinforcement

Analyzing An Example • Billy likes to campout in the backyard. He camped-out on every Friday during the month of June. The last time he camped out, some older kids snuck up to his tent while he was sleeping and threw a bucket of cold water on him. Billy has not camped-out for three weeks. • c. What was the consequence? Having water thrown on him. d. Was the behavior consequence added or subtracted? Added

Analyzing An Example • Billy likes to campout in the backyard. He camped-out on every Friday during the month of June. The last time he camped out, some older kids snuck up to his tent while he was sleeping and threw a bucket of cold water on him. Billy has not camped-out for three weeks. Since a consequence was ADDED and the behavior was WEAKENED (REDUCED), the process was PUNISHMENT.

Operant Conditioning