Operant Conditioning - PowerPoint Presentation

Slide1

Operant Conditioning

The major theorists for the development of operant conditioning are:

Edward Thorndike

John Watson

B.F. SkinnerSlide2

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.Slide3

Operant Conditioning

There are two types of consequences:

positive (sometimes called pleasant)

negative (sometimes called

aversive or unpleasant)Slide4

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.Slide5

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

).

Slide6

Operant Conditioning

Outcomes of Conditioning

Increase Behavior

Decrease Behavior

Stimulus

Positive/pleasant

Negative/Aversive

Add

Positive Reinforcement

Subtract

Negative Punishment

Subtract

Negative Reinforcement

Add

Positive

PunishmentSlide7

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.Slide8

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.Slide9

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 Slide10

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 homeworkSlide11

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.Slide12

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).Slide13

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.Slide14

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 outSlide15

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 reinforcementSlide16

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.

Having water thrown on him.

c. What was the consequence?

d. Was the behavior consequence added or subtracted?

AddedSlide17

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

.