Categories Of Behavior

1. Categories Of Behavior

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

3. Edward L. Thorndike 1874-1949

4. Thorndike’s Puzzle Box

5. John B. Watson, father of Behaviorism “Give me a dozen healthy infants, well-formed, and my own specified world to bring them up and I’ll guarantee to take any one at random and train him to become any type of specialist I might select--doctor, lawyer, artist, merchant-chief, and, yes, even beggerman thief, regardless of his talents, penchants, tendencies, abilities, vocations, and race of his ancestors” (Watson, 1925).

6. B.F. Skinner 1904-1990

7. Skinner Box

8. Pigeon in Operant Chamber

9. “SKINNER” BOX

11. What Operant Conditioning can achieve through Shaping The Method of Successive Approximations

12. Classical Conditioning: US & CS elicit an involuntary response US -> UR CS -> CR Instrumental Conditioning: Voluntary response produces a reinforcer (reward) R -> SR

13. Classical Conditioning = Pavlovian Conditioning = Type S Conditioning Instrumental conditioning = Operant conditioning = Trial and error conditioning = Type R 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. 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

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

18. 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

19. 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

20. CONTINGENCIES OF 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 R-> S+R Reward training (primary reinforcement)

21. 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 discriminative stimuli can vary: • exteroceptive • proprioceptive • interoceptive

22. Is Punishment Effective?

23. 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)

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

25. 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.

26. 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

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

33. Schedules Of Reinforcement • Number (Ratio) • n responses -> SR • Time (Interval) • First response after t seconds SR

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

35. Skinner Box

36. Cumulative Record no responses constant rate accelerating

37. Schedules of Reinforcement Fixed Ratio Variable Ratio Variable Interval Fixed Interval

38. Cumulative Records of Typical Schedule Performance

39. D r/D r/D r/D R Sn-3:Rn-3 Sn-2:Rn-2 Sn-1:Rn-1 Sn:Rn  S 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

40. 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 n responses 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.

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

42. 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).

43. Skinner [& Freud (& Terrace)] On Consciousness • 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.

44. 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.]

45. 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”

46. Animal Learning Lab-200C Schermerhorn Hall

47. Animal Learning Lab-200C Schermerhorn Hall

48. Animal Learning Lab-200C Schermerhorn Hall

49. Problems with Classical Conditioning The Equipotentiality principle does not hold:some stimuli belong together (taste + nausea), and some do not (sound + nausea) Learned taste aversion with long CS - US intervals: conditioning occurs even when the US (nausea) occurs several hours after the CS (e.g., rabbit meat).