Module 10
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Transcript of Module 10
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Module 10
Operant & Cognitive Approaches
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OPERANT CONDITIONING
• Operant conditioning
– Also called instrumental conditioning
– Kind of learning in which an animal or human performs some behavior
– Following consequences (reward or punishment) increases or decreases the chance that an animal or human will again perform that same behavior
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OPERANT CONDITIONING (CONT’D)
• Thorndike’s law of effect– behaviors followed by positive consequences are
strengthened – behaviors followed by negative consequences are weakened
• Skinner’s operant conditioning– Operant response: can be modified by its consequences and
is a meaningful, easily measured unit of ongoing behavior– Focuses on how consequences (rewards or punishments)
affect behaviors– 1920s and 1930s discovery of two general principles
• Pavlov’s classical conditioning• Skinner’s operant conditioning
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OPERANT CONDITIONING (CONT’D)
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OPERANT CONDITIONING (CONT’D)
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OPERANT CONDITIONING (CONT’D)
• Principles and procedures– Skinner box
• automatically records an animal’s bar presses and delivers food pellets
• efficient way to study how an animal’s ongoing behaviors may be modified by changing the consequences of what happens after a bar press
– Three factors in operant conditioning of a rat• a hungry rat is more willing to eat the food reward
• can thus condition the rat to press the bar
• successively reinforced behaviors lead up to or approximate the desired behavior
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OPERANT CONDITIONING (CONT’D)
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OPERANT CONDITIONING (CONT’D)
• Shaping– Facing the bar
• rat is put in box • when rat faces the bar, food pellet is released • rat sniffs the food pellet
– Touching the bar• rat faces and moves toward the bar• another pellet is released• rat eats then wanders; returning to sniff for a pellet,
another pellet is dropped into the cup; rat places a paw on the bar, and another pellet is released
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OPERANT CONDITIONING (CONT’D)
• Shaping– Pressing the bar
• when rat touches bar, pellet is released; rat eats and then puts paws back on bar and gets another pellet; wait for rat to push bar then release pellet
• rat soon presses bar repeatedly to get pellets• rat’s behavior reinforced as it leads up to, or
approximates, the desired behavior of bar pressing
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OPERANT CONDITIONING (CONT’D)
• Immediate reinforcement– Reinforcer should follow immediately after the desired
behavior– If reinforcer is delayed, the animal may be reinforced
for some undesired or superstitious behavior
• Superstitious behavior– Behavior that increases in frequency because its
occurrence is accidentally paired with the delivery of a reinforcer
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OPERANT CONDITIONING (CONT’D)
• Examples of operant conditioning
– Toilet training
• target behavior
• preparation
• reinforcers
• shaping
– Food refusal
• target behavior
• preparation
• reinforcers
• shaping
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OPERANT CONDITIONING (CONT’D)
• Operant versus classical conditioning
– Operant conditioning• goal: increase or decrease the rate of some
response– voluntary response: must perform voluntary
response before getting a reward– emitted response: animals or humans are
shaped to emit the desired responses
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OPERANT CONDITIONING (CONT’D)
• Operant versus classical conditioning
– Operant conditioning• contingent on behavior: depends or is contingent
on the consequences or what happens next• reinforcer must occur immediately after the desired
response• consequences: animals or humans learn that
performing or emitting some behavior is followed by a consequence (reward or punishment)
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OPERANT CONDITIONING (CONT’D)
• Operant versus classical conditioning
– Classical conditioning• goal: create a new response to a neutral stimulus• involuntary response: physiological reflexes
(salivation, eye blink)• elicited response: unconditioned stimulus triggers
or elicits an involuntary reflex response, salivation, which is called the unconditioned response
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OPERANT CONDITIONING (CONT’D)
• Operant versus classical conditioning– Classical conditioning
• conditioned response: neutral stimulus becomes the conditioned stimulus if it occurs before the conditioned response
• expectancy: animals and humans learn a predictable relationship between, or develop an expectancy about, the neutral and unconditioned stimuli
– classical conditioning leads to learning a predictable relationship between stimuli
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REINFORCERS
• Consequences– Consequences are contingent on behavior
• Reinforcement– Consequence that occurs after a behavior; increases
the chance that the behavior will occur again
• Punishment– Consequence that occurs after a behavior; decreases
the chance that the behavior will occur again
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REINFORCERS (CONT’D)
• Reinforcement
– Positive reinforcement• refers to the presentation of a stimulus that
increases the probability a behavior will occur again
– Negative reinforcement• refers to an aversive stimulus whose removal
increases the likelihood that the preceding response will occur again
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REINFORCERS (CONT’D)
• Reinforcers
– Primary reinforcers• stimulus such as food, water, or sex; innately
satisfying and requires no learning on the part of the subject to become pleasurable
– Secondary reinforcers• stimulus that has acquired its reinforcing power
through experience; secondary reinforcers are learned, such as by being paired with primary reinforcers or other secondary reinforcers
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REINFORCERS (CONT’D)
• Punishment– Positive punishment
• presenting an aversive (unpleasant) stimulus after a response
– Negative punishment• removing a reinforcing stimulus after a response
• noncompliance: refers to a child refusing to obey a command/request given by a parent or caregiver
• time-out: removes reinforcing stimuli after an undesirable response
– removal decreases the chances that the undesired response will recur
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SCHEDULES OF REINFORCEMENT
• Skinner’s contributions– Schedule of reinforcement
• refers to a program or rule that determines how and when the occurrence of a response will be followed by a reinforcer
– Continuous reinforcement• every occurrence of the operant response results
in delivery of the reinforcer– Partial reinforcement
• refers to a situation in which responding is reinforced only some of the time
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SCHEDULES OF REINFORCEMENT (CONT’D)
• Partial reinforcement schedules
– Fixed-ratio schedule• a reinforcer occurs only after a fixed number of
responses are made by the subject
– Fixed-interval schedule• a reinforcer occurs after the first response that
occurs after a fixed interval of time
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SCHEDULES OF REINFORCEMENT (CONT’D)
• Partial reinforcement schedules
– Variable-ratio schedule• a reinforcer is delivered after an average number
of correct responses has occurred
– Variable-interval schedule• reinforcer occurs after the first correct response
after an average amount of time has passed
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OPERANT CONDITIONING (CONT’D)
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OTHER CONDITIONING CONCEPTS
• Generalization– Animal or person emits the same response to similar
stimuli
– Tendency for a stimulus similar to the original conditioned stimulus to elicit a response similar to the conditioned response
• Discrimination– Occurs during classical conditioning when an organism
learns to make a particular response to some stimuli but not to others
– Discrimination stimulus; cue that a behavior will be reinforced
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OTHER CONDITIONING CONCEPTS (CONT’D)
• Extinction and spontaneous recovery– Extinction
• procedure in which a conditioned stimulus is repeatedly presented without the unconditioned stimulus
• the conditioned stimulus tends to no longer elicit the conditioned response
– Spontaneous recovery• tendency for the conditioned response to reappear after
being extinguished, even though there have been no further conditioning trials
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COGNITIVE LEARNING
• Cognitive learning: attention and memory– Says that learning can occur through observation or
imitation and may not involve external rewards or require a person to perform any observable behaviors
• Three viewpoints– Against: B. F. Skinner (“As far as I’m concerned, cognitive
science is the creationism (downfall) of psychology”)
– In favor: Edward Tolman
• explored hidden mental processes
• cognitive map; mental representation in the brain of the layout of an environment and its features
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COGNITIVE LEARNING (CONT’D)
• Three viewpoints– Also in favor: Albert Bandura
• focused on how humans learn through observing things
• Social cognitive learning– Results from watching and modeling; doesn’t require
the observer to perform any observable behavior or receive any observable reward
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COGNITIVE LEARNING (CONT’D)
• Learning-performance distinction– Learning may occur but may not always be measured
by, or immediately evident in, performance
• Bandura’s social cognitive theory– Emphasizes the importance of observation, imitation,
and self-reward in the development and learning of social skills, personal interactions, and many other behaviors
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COGNITIVE LEARNING (CONT’D)
• Four processes– Attention
• observer must pay attention to the model
– Memory• observer must store or remember the information
– Imitation• observer must be able to use the remembered
information and imitate the model’s behavior
– Motivation• observer must have some reason or incentive to imitate
the model’s behavior
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COGNITIVE LEARNING (CONT’D)
• Insight learning
– Insight• a mental process marked by the sudden and
unexpected solution to a problem: a phenomenon often called the “a ha!” experience
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BIOLOGICAL FACTORS
• Definition– Biological factors
• innate tendencies or predispositions that may either facilitate or inhibit certain kinds of learning
– Imprinting• inherited tendencies or responses that are
displayed by newborn animals when they encounter certain stimuli in their environment
– Critical or sensitive period• a relatively brief time during which learning is most
likely to occur
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APPLICATIONS
• Behavior modification– Treatment or therapy that changes or modifies undesirable
behaviors by using principles of learning based on operant conditioning, classical conditioning, and social cognitive learning
– Autism• marked by poor development in social relationships
• great difficulty developing language and communicating; very few activities and interests
• long periods of time spent repeating the same behaviors and following rituals that interfere with more normal functioning
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APPLICATIONS
– Autism• symptoms range from mild to severe• usually appear when a child is 2 to 3 years old
– Biofeedback• training procedure through which a person is made
aware of his or her physiological responses, such as muscle activity, heart rate, blood pressure, or temperature
• after awareness of physiological responses, a person tries to control them to decrease psychosomatic problems
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APPLICATIONS