Unit 2, PSY 4600

1. Unit 2, PSY 4600 Schedule Tuesday and Thursday: Lecture Monday, 9/22: 7:00-8:30 PM Instructional Assistance 1st Floor Wood Hall Lounge Tuesday, 9/23: Exam Stairs made fun thefuntheory.com Changing behavior for the better using fun consequences

2. Last unit: RespondentBehavioral RelationsS--->R US--->UR CS--->CRThis unit: OperantBehavioral RelationsMO:SD/S∆:R--->ScFocus on operant consequences and SDs and S∆s

3. SO 2: Basic Behavioral Principles • Reinforcement A. Positive B. Negative (difference between pos & neg?) 1. Escape (alarm clock, safety harness after chime) 2. Avoidance (safety harness before chime; child plays quietly) • Punishment • Operant Extinction (withheld, not withdrawn) Examples and sample exam questions on page 20 of the Study Objectives (terminates or avoids, e-aversive stim that comes before, TV screen clears, food reinforcement, avoid vs. pun, Decrease to avoid conseq – not correct; student asks question, professor says; pun dec; avoid incr; cannot increase a nonbehavior; extinction burst, taking truck away, sending a child from the table; language will be very clear in the examples I provide on the exam)

4. SO 2: Some Examples (in SOs) • Rafael gets a muscle cramp. He massages the muscle and the cramp immediately decreases in severity. As a result, when Rafael gets a muscle cramp in the future, he massages it more often than he had done in the past. • A student wants to make a copy. She inserts her Bronco Card into a copy machine and pushes the button. No copies are made. The student pushes and pushes the button, but still no copies are made. As a result, the student pushes the copy button on that machine less often.

5. SO 2 (Examples, cont.) • Barbara calls her little sister a scardy cat and the little sister immediately begins to cry. As a result, Barbara calls her sister a scardy cat more often in the future. • A worker is standing around with co-workers and puts on her hard hat before entering the construction area. Her supervisor sees this and immediately says “Hey, that’s great, Grace! Thanks for making safety first a reality!” As a result, Grace puts on her hard hat less often in the future. (effect on behavior, can’t just look at the conseq; teachers and elementary school children , criticism,attention)

6. SO 2: Final Examples • Jake gets bitten by bugs when he walks in the woods. One day, he puts on a new kind of bug repellant and does not get bitten by bugs. As a result, in the future, he puts on that new kind of bug repellant before he walks in the woods more often. • Suzie is a 5-year old who loves the beach – playing in the sand, running around, splashing in the water. She throws sand in the face of her two cousins and her parents immediately require her to sit on the beach blanket for 5 minutes. As a result, Suzie doesn’t throw sand at her cousins as often in the future. (exam examples, Tas can use examples from your exams)

7. SO 3: Abbreviations: Unconditioned and Conditioned Reinforcers Unconditioned Reinforcer SR NOT UR UR=Unconditioned Response Conditioned Reinforcer Sr NOT CR CR=Conditioned Response

8. SOs 4-9 Explanatory FictionsMichael, 1993 On your own. Do you have any questions over that material? Be forewarned, however, before I answer I will ask how you answered the study objective(s).

9. SO 10-11: Introduction Chances material starts with animal training • Dolphin training, e.g., Shedd Aquarium, San Diego Sea World, Georgia Aquarium • Behavioral enrichment in zoos, e.g., Honolulu Zoo, Atlanta Zoo, Brookfield Zoo, Disney Land and Disney World, Busch Gardens-Orlando • Animal training (dogs, cats, horses, etc.), Karen Pryor (Don’t shoot the dog), Mary Burch & Jon Bailey (How dogs learn), Mary Burch, (Citizen Canine – AKA), Gillette Obedience Training (Galesburg, MI), Applied animal training practicum (WMU, UMN-Duluth) • “Clicker Training”: Clicker as an Sr (athletes) (: animal training; Gulf oil spill dogs and turtle eggs; Binti Jua – Brookfield zoo, Otto Fad, Ken Ramirez)

10. SO 11: The Aggressive Bull ElephantSan Diego Zoo: Intro • An aggressive elephant • Husbandry includes cutting off calluses on feet, otherwise, eventually they can’t walk • G. Priest established a “click” as an Sr • Shaped the elephant to walk to a wall with hole in it, put its foot through the hole, and stand patiently while the vet cut off the calluses. (SO10 on your own)

11. SO 11: Development and Testing of an Sr Development When food deprived (MO): NS (click) / SR (carrot) (no behavior is necessary!) NS becomes an Sr Critical features: • The NS is paired with an SR (or Sr) (NOT a US!) • The NS precedes the SR when pairing takes place • No behavior is necessary • The NS becomes an Sr (NOT a CS!) (How trainers made click; all in SOs,click, crticial features on slide - not for the exam need to test)

12. SO 11: Development and Testing of an Sr Testing When food deprived (MO): R (any response) ----> Sr (click) *If R increases in frequency, the NS has become an Sr Critical features: • The Sr follows the response (operant relation) • The Sr is presented alone (not with the SR) • The R must increase in frequency in the future • The Sr must occasionally be paired with the SR (*essential - if the R doesn’t increase, no reinforcer, click critical features)

13. SO11: Sample test question Assume that a direct care worker wants to use the sound of a bell as an Sr to increase the extent to which an autistic child touches a toy. • Diagram what the staff member should do to make the bell into an Sr, labeling all parts of your diagram with the correct behavioral terms. To solve: 1. What is the NS? 2. What do you pair it with?

14. SO11: Sample test question Assume that a direct care worker wants to use the sound of a bell as an Sr to increase the extent to which an autistic child touches a toy. • Now diagram what the staff member should do to make sure the bell is an Sr, labeling all parts of your diagram with the correct behavioral terms. To solve: 1. What is the response? 2. Do reinforcers come before or after a response? 3. What is the Sr? 4. To prove a stimulus is a reinforcer, what must happen to the response? (another example is in the SOs)

15. SO12: Difference BetweenRespondent Conditioning and Development of an Sr The confusion: Both involve pairing an NS with another stimulus Difference: Respondent NS/US, or NS/CS Conditioning: Development NS/SR, or NS/Sr of an Sr: (Respondent conditioning: NS becomes a CS-->CR; Sr NS becomes Sr; R-->Sr)

16. SO13: Respondent Conditioning & Development of an Sr Elephant: Click became an Sr When food deprived: NS (click)/SR (carrot) Click became an Sr Respondent conditioning: Click is also going to become a CS NS (click) does not elicit salivation US (carrot)  UR (salivation) yes, elephants salivate NS (click)/US (carrot)  UR (salivation) CS (click)  CR (salivation) (Although separate and distinct, there are times when they occur together)

17. SO14: When both respondent conditioning & development of an Sr will occur together • When the NS is paired with a stimulus that is both a US and SR or a CS and an Sr • Example of when it won’t happen: Pupillary constriction • Bright light is a US  UR • Bright light is not an SR

18. SO15: Behavioral Enrichment in Zoos • Behavioral interventions designed to improve the well being and health of captive animals • Hal Markowitz started this work in the 1970s • Zoos have a very important function: protection of endangered species, education of public • keep humans from destroying natural habitats • keep humans from killing off species of animals (ivory tusks or furs) • protect and preserve species that are endangered due to disease, natural disasters (back to an extension of animal training: mother nature ain’t kind – Poling story)

19. Zoos • Many of us cringe when we think about zoos – animals in prison • But over the years, zoos have been attempting to make life better for the animals (but most zoos have come a long way..)

20. SO16: Two popular* approaches zoos have tried to make life better for animals • Make the enclosures more naturalistic • Add toys, boomer balls *popular, but ineffective Neither – terrifically effective – naturalistic enclosures first)

21. SO16: What’s the problem, even when enclosures are naturalistic? • Naturalistic enclosures sometimes do have some benefits for the animals • Certainly make us more comfortable

22. SO16: What’s the problem, even when enclosures are naturalistic? • Fail to include the behavioral contingencies in the wild that reinforce species typical (and active) behavior • Much of the behavior of free-ranging animals involves getting food (the only one mentioned by Chance), fighting off or fleeing predators, natural migration, securing mates and mating, establishing social hierarchies, etc. • It’s the consequences of those behaviors that maintain much of the active behavior of wild animals • some behavior is, of course, genetic • over the years, they have discovered, however, that many behaviors that were once considered inherited are learned (most groups, dominant male: stallions, mares; gorillas; ducklings following Mom closeness to object, following in the natural environment, bird’s songs)

23. SO16: What’s the problem, even when enclosures are naturalistic? • In zoos, food is provided usually in the same place at the same time each day, animals are completely protected from predators, certainly cannot migrate to different locations, and are not subjected to threats of their domination from outside animals • There is “no reason” for animals to be active • Behaviorally the reason to be active: R (species typical behaviors)  SR (food or other reinforcers) • What happens if behaviors are not followed by reinforcement? (in a zoo, no one wants to see an antelope/Bambi killed, mauled, and eaten by a hyena)

24. Toys and boomer balls, but no reinforcement for playing with them Great enclosures, but no reinforcement for active behaviors

25. SO17: Examples of Behavioral Enrichment • Servals (Who can’t love a face like this? Click…Servals swim in the wild; naturalistic enclosures included ponds – servals didn’t’ swim. Guess what was missing?)

26. Enrichment for Servals:Honolulu Zoo Species typical behavior (swimming) with same reinforcement as in the wild (fish) (not squirmish about dead fish; only dead mammals; click; 5-gallon ice, cross-species)

27. Enrichment for Elephants: Honolulu Zoo Species typical behavior (manipulating objects with trunk) with the same reinforcement as in the wild (food) (variation on the same theme: elephant keggers; not beer!)

28. Enrichment for Langor Monkeys:Honolulu Zoo Species typical behavior (grooming and foraging) with reinforcement (fruit loops) (mop head on bungee cord, laced with fruit loops, last slide on this)

29. SO18: Delusions, hallucinationsClinical applications • Chance presents a number of very interesting cases • Delusions and hallucinations - seeing, hearing things that aren’t really there (little green men, voices, etc.) • Sometimes they are organic or have physiological causes - brain injury, Alzheimers, drugs - sometimes they may be due to operant conditioning, but • They often can be altered by operant conditioning procedures. (back to humans!)

30. SO18A: What was the reinforcer for her delusion that her head was falling off? • Woman in a mental institution who believed her head was falling off. • She seemed quite frightened when this was occurring and the staff immediately tried to calm her down. • The delusion got worse - she began to hear “popping” noises right before her head was going to fall off.

31. SO18A Cont. Behavioral psychologists observed: • She had difficulty approaching staff and engaging them in conversation. • She had poor social skills so when she did approach them, the staff responded with annoyance. • When her head was falling off or when she heard popping sounds prior to her head falling off, the staff paid attention to her and comforted her.

32. SO18B: Intervention components Solution? • Taught her better social skills • Taught staff to reinforce her appropriate (actually, better) social behaviors • Taught staff to extinguish any behavior related to her head falling off Result? “Her head remained firmly attached to her body.” (Very nice ethical procedure - next slide)

33. SO18C: Why is this such a nice example of an ethical intervention? • Social interaction with staff was a powerful Sr for her (as evidenced by her delusional behaviors - popping sounds, head falling off) • If they had only extinguished (not to mention punished) the delusional behavior, it would have deprived the woman of an important reinforcer for her - decreasing her “quality of life” **Identified the powerful reinforcer for her, the one maintaining the inappropriate behavior, then arranged to have that same reinforcer provided for appropriate behavior, thus preserving her quality of life. (quality of life, enriched environment – number/quality of reinforcers for behaviors Note, they did extinguish the delusional behaviors – “head following off”)

34. SO19: The Haggly Old Witch • Patient was a young male “schizophrenic” in the psychiatric hospital • Presenting problem: A haggly old witch kept following him around. • Medication helped, but he continued to report that she was “dogging” him • Intervention: Record the strength of his belief that the witch was really there on a 100-point rating scale. • 100 = Absolutely, positively certain • 0 = Witch is not there, it’s my imagination

35. SO19 • Reinforced expressions of doubt • After 26 days, the patient consistently reported that the witch was all in his imagination! • Think of the implications - the intervention consisted of “simply” reinforcing the verbal behavior of the client, and it changed his reality.

36. SO20 But how do we know that the schizophrenic patient really believed that the witch was no longer following him? How do we know that the patient simply wasn’t telling the therapist what he knew the therapist wanted to hear?

37. SO20 • The patient always took a certain tranquilizer when he believed the haggly old witch was there • The therapist recorded the number of tranquilizers the patient took, using an ABAB reversal design • Surely enough, during treatment, he did not take as many tranquilizers, and at the end of treatment he wasn’t taking any.

38. Markowitz Article: SDs and S∆s • Definitions: SDs and S∆ (not for the exam) • My definition of an SD for this class (in SO23): A stimulus that precedes a response and evokes that response because that particular response has been reinforced in its presence and not in its absence. • Malott’s definition: A stimulus in the presence of which a response has been reinforced or punished. • Pietras’ definition: An event that precedes an operant and sets the occasion for the behavior. They change the probability of behavior based on a history of differential reinforcement.

39. SO24: Development and Testing of an SD Development/Training: dolphin to jump and back flip immediately after seeing a hand signal but not in its absence SD (hand signal): R (jump and back flip) --->SR (food) S∆ (no hand signal): R (jump and back flip) --->Ext (no food) Testing: After repeated SD and S∆ training above, will the dolphin jump and do a back flip ONLY after the hand signal? SD (hand signal): R (jump and back flip) S∆ (no hand signal): NO R(does not jump/back flip) (both SD and S∆ training necessary; reinforcing behavior after SD; MO must be present both) (no ext in s∆ testing)

40. SO24: SD/S∆ Another Example Training: Howdo you train a rat to press a lever immediately when a light is on and ONLY when the light is on. Testing: After training, how do you test to make sure The rat presses the lever ONLY after the light on?

41. SO24: Sample test question • Sample test question is at the end of SO24 • Answer is at the end of the study objectives for this unit

42. SO25: SDs precede responses, not other stimuli • Traffic light: A yellow light is not an SD for a red light. • Railroad crossing: The flashing red lights and bells are not an SD for the crossing gates coming down.

43. SOs 27 & 28: Markowtiz • Markowitz was the behavior analyst who started behavioral enrichment in zoos • It has taken almost 40 years for this to gain traction • Altered the entire animal training field • Husbandry • Behavioral enrichment for health and exercise • Conservation

44. SOs 27 & 28: Markowtiz • Dept. of Biology San Francisco State • Behavioral Enrichment in Zoos (1982) • New: $2,430 from amazon.com • Launched global movement to improve conditions of captive animals in zoos, aquariums, and biomedical facilities (Died 2012, 78 years old)

45. SOs 27 & 28: Review of Behavioral Chains • Sequence of stimuli and responses: SD1: R1  Sr/SD2: R2  Sr/SD3: R3  Sr+/SR • The stimulus that follows each R is an Sr for that response and an SD for the next response SD1: R1  Sr/SD2: R2 • Each stimulus-response-reinforcer “unit” is called a link • The last link is called the terminal link

46. Simple Chain with Rat SD1 (light on): R1 (press lever)  Sr/SD2 (buzzer): R2 (pull chain)  SR (food) • Identify one link in this chain. • What is the terminal link in this chain? • What is the reinforcer for the lever press? • What is the SD for pulling the chain? • The buzzer is an Sr for what behavior? • The buzzer is an SD for what behavior? • The buzzer has also become a CS: For what behavior? (last 5 questions the same ones I ask about the diana monkey chain in SO27)

47. Simple Chain with Rat SD1 (light on): R1 (press lever)  Sr/SD2 (buzzer): R2 (pull chain)  SR (food) • What behavior is reinforced when SD1 is present? • What is the reinforcer for pressing the lever? • Given the answer above, how would you extinguish the lever press when the light is on? (Now, I am going to ask the same questions I ask in SO28 re mandrill I want to play game; how/why does the buzzer become an Sr?)

48. SO27: Diana Monkey Token Economy

49. SO27: Diana Monkey Token Economy Top Platform Middle Platform SD1: Light on R1: Pull chain SD1: Top light on ___________ Sr/SD2: Bottom light on R2: Pull chain Sr/SD3: Token delivered __________________ Bottom Platform R3: Put token in slot SR: Food ________________ (why light on middle platform as SD1? Two chain pulls: specify platform, questions on Sos?)

50. SO27: Diana Monkey Token Economy, Interesting Family Dynamics (NFE) • Family group: 16-year old momma, Beulah; 8-year old dad, Rocky; adolescent and infant • Beulah never learned how to exchange the tokens for food • Rocky would regularly share food with Beulah and would let her sit on the platform with him when he exchanged tokens for food but….would “unceremoniously” knock the youngsters off the platform AHHH  • Beulah: to earn food she would “encourage” the others to work and would occasionally pull the chain that resulted in the token (after another one had pulled the top chain), but would always give the token to one of the others – however, then she would successfully “steal” the food most of time.