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Operant Conditioning

Operant Conditioning. Operant conditioning Association between VOLUNTARY behavior and its consequence Behavior has consequences ABC’s: Antecedents-Behavior-Consequence Thorndike’s Law of effect “Sit, Houston!” Make millions training dogs! Dog tricks.

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Operant Conditioning

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  1. Operant Conditioning • Operant conditioning • Association between VOLUNTARY behavior and its consequence • Behavior has consequences • ABC’s: Antecedents-Behavior-Consequence • Thorndike’s Law of effect • “Sit, Houston!” • Make millions training dogs! • Dog tricks

  2. Influencing behavior: Not just for dogs • B.F. Skinner • “The major problems of the world today can be solved only if we improve our understanding of human behavior” About Behaviorism (1974) • Author of “Beyond Freedom and Dignity” • Study rats and pigeons in a “Skinner box”

  3. Classical vs. operant conditioning

  4. Rat in a Skinner Box http://www.youtube.com/watch?v=PQtDTdDr8vs

  5. Effect of Stimulus (Consequence) on Behavior: Reinforcement:Increase Probability Punishment:Decrease Probability Positive Reinforcement Punishment “Punishment by Addition” “Positive Punishment” Positive: If Response Then Stimulus Stimulus: usually appetitive Stimulus: usually aversive Ex: Spanking, Blessing Out Ex: “Thank you!” “rewards” Type of Contingency Negative Reinforcement Omission “Punishment by Subtraction” “Negative Punishment” Negative: If Response Then NO Stimulus Stimulus: usually aversive Stimulus: usually appetitive Ex: Avoidance, Escape Ex: Grounding, DRO, suspended license

  6. Identify the contingency for each: • Car buzzer stops after you put on your seat belt. • If I wear that, my friends will think I look like a slut. • Given a ticket by a cop for speeding. • I press cancel on the microwave so I won't hear it beep. • If you buy me that diamond, I'll make you very happy. • I won't eat dessert because I don't want to gain weight. • If you make 3.5 or higher, you can have a trip for spring break.

  7. Shaping behaviors • How do you train a pigeon to turn in a circle? • Shaping = differential reinforcement of successive approximations • After each response -> stricter criterion for reinforcement • Applications? • ADHD • Autism • Sports, music, skills, parenting • http://www.youtube.com/watch?v=reNVH1zd1to&feature=related http://www.youtube.com/watch?v=I_ctJqjlrHA&feature=related

  8. Rat Basketball http://www.wofford.edu/psychology/content.aspx?id=4844

  9. Cumulative recorder

  10. reinforcement reinforcement reinforcement Schedules of reinforcement • Continuous (CRF) vs. Partial Reinf. Schedules: • Fixed-ratio • Fixed-interval • Variable-ratio • Variable-interval • Effect of extinction? • PREE!!!! http://www.youtube.com/watch?v=I_ctJqjlrHA&feature=related Spoiled brat

  11. Schedules of reinforcement

  12. Sample cumulative records of 4 simple reinforcement schedules

  13. Identify the reinforcement schedule: • In a ____ schedule, reinforcement is delivered only after some specific number of responses. • In a ____ schedule, reinforcement is delivered only after responding after some specific period of time, not before. • In a ____ schedule, reinforcement is delivered only after a varied number of responses. • In a ____ schedule, reinforcement is delivered only after responding after a varying period of time.

  14. Extinction: Partial v Continuous The PREE! (Blue – Red) Partial reinforcement Continuous reinforcement

  15. Operant conditioning applications • Animal training • “Don’t shoot the dog: The new art of teaching and training” K. Pryor • http://www.cesarmillaninc.com/videoplayer/index.php • Teaching techniques • Quiet the class; Produce good grades • Superstitious behavior • Behavior and consequence linked (variable-ratio) • Understand disorder and create therapy • Depression; Anorexia; Drug abuse • ADD/ADHD and Autism

  16. Mechanism of Depression: Seligman, 1975“Learned helplessness” • Escape shock by pressing within 10s after light • Red: can avoid shock • Blue: can’t change outcome • Move to shuttle box • Red: learns task • Blue: becomes passive • Abused wives stay? then Training

  17. Parenting: You do “behavior modification” every day -- should you know what works? • Positive punishment vs. negative punishment • Effect of types of punishments? • Limitations of positive punishment • Doesn’t teach correct response • May increase aggression • Other forms of punishment • Time-out • Penalty or fine • Correction

  18. Modeling behavior • In operant conditioning: organism learns the consequences of its own behavior. • Observational learning: organism learns the consequences of another’s behavior. • Sports: You are much more likely to perform well if you see how “experts” do it. • Arts: learning to paint well, dance well, sing well, nearly all benefit from modeling. • Parenting? Did the manual come with the baby? • Bandura et al. (1963) – Learning aggression: Bobo doll -- Observe how behavior of others is reinforced or punished

  19. Modeling behavior • Observational learning • Rather than only trial-error • Influenced by presence of significant role model • Imitate, model, behavior of significant others

  20. Modeling behavior • Observational learning • Bandura et al.(1963) – Bobo doll • Learn how behavior of others is reinforced or punished? • Learn what is fun from others • Learn how to do things

  21. Think about your own life: • What is a behavior you want to increase? • What is a behavior you want to decrease? • For each, explain how each of these would influence your target behaviors: • Positive reinforcement • Negative reinforcement • Punishment by addition • Punishment by subtraction • What schedules of reinforcement would you use?

  22. Extra slides

  23. To review: Operant conditioning • What is operant conditioning? • What are real examples of consequences of behavior (pos/neg reinforcement/punishment)? • What are the schedules of reinforcement? What is the effect of each on learning and extinction?

  24. To review: Classical conditioning • What is classical conditioning? • Association between stimuli and NATURAL response • Stimuli signal outcomes • Real examples? • What is US and UR • What is CS and CR • What variables can you vary? • Number of reinforced trials • Number of unreinforced trials • Order of CS and US • Stimulus generalization: test different versions of the CS • Second order conditioning – test new CS to cue first CS • Test after extinction – present stimulus after long break

  25. Thought paper • What is classical conditioning versus operant conditioning? • What is an example of classical conditioning in your every day life • What is an example of operant conditioning in your every day life? • How can you use learning theory in the future?

  26. Extra slides

  27. Radial-arm mazePlace learning

  28. Olton & Samuelson (1976) • Rats explore maze: 15min/day for 9 days • Free choice: one piece of food in each arm (10 days) – could make 16 choices • Within 5 days all animals were consistent in choosing an average of 7 arms within the first 8 choices – didn’t repeat choices! • Odor: odor added so can’t leave “trail” (3 days) • Added odor didn’t influence accuracy • Switch: after 3 choices, switched location of two arms • Rats continued to choose arm based on spatial location (repeating the arm from first 3 trials) • Use cues outside the maze in the room!

  29. Corwill & Rescorla, 1985 • Method: • Lever press = food pellet • Chain pull = sugar water • Later add toxin to sugar water • Results: • Taste aversion to sugar water • Continued to press lever, not pull chain • Avoidance conditioning (vs. escape conditioning) • Conclusion: • “Act-outcome representation” • Use method to see what tastes animals can differentiate

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