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BMOD 5A - Schedules
BMOD 5A - Developing Behavioural Persistence with Schedules of Reinforc
| Question | Answer |
|---|---|
| OPERANT EXTINCTION | When no instance of a behaviour is reinforced |
| What reinforcement schedules are preferred during the acquisition and maintenance phases behaviour being learned. | -Acquisition phase: When the behaviour being conditioned is being learned - Best to use CRF - Maintenance phase: when it has become well learned. - Switch to Intermittent reinforcement aka thinning |
| describe the four advantages of intermittent reinforcement over continuous reinforcement.** | 1. Satiation takes place more slowly 2. Behaviour takes longer to extinguish 3. individuals work more consistently 4. Behaviour is more likely to persist after transferring to the natural environment. |
| What are the four types of intermittent schedules for increasing and maintaining behaviour? | 1. Ratio schedules 2. Simple interval schedules 3. Limited hold 4. Duration schedules |
| Define free-operant and discrete-trial procedures. | FREE OPERANT - the individual is "free" to respond at various rates DISCRETE-TRIALS - the individual is not free to choose their response rate eg. A teenager who must do dishes for three dinners before they use the car |
| Identify the three general features of behaviour maintained by fixed-ratio schedules. | - A behaviour must occur a prespecified number of times - The reinforcer must be contingent on the behaviour occuring. |
| What is meant by ratio strain | Ratio strain is a deterioration of responding that occurs when the ratio schedule of reinforcement increases abruptly. |
| How is ratio strain avoided | - incremental increases in behaviour requirements - intermittent reinforcers for large tasks to bridge the delay |
| Identify the three main features of behaviour maintained by variable-ratio schedules of reinforcement. | 1. VR schedules can be increased more abruptly without producing ratio strain 2. the values of VR that maintain responding are higher 3. VR produces a higher resistance to extinction than FR schedules of the same value |
| Specify the two questions that need to be asked when you are trying to determine if a fixed-interval schedule is in effect. | 1. Does reinforcement require only one response after a fixed interval of time? 2. Does responding during the interval affect anything? |
| For what three reasons are simple interval schedules of reinforcement not used in real-life behaviour-modification training programs? | 1. FI produces long post reinforcement pauses 2. VI generates lower response rates than ratio schedules 3. simple interval schedules require continuous monitoring of behaviour at the end of each interval until a response occurs. |
| LIMITED HOLD | - eg. FR/LH - doing 30 sit ups in 2 minutes> FR 20/LH 2 minutes - eg. FI/LH - running to a bus that will wait 1 minute at the bus sto |
| Why would using an FD schedule be inadvisable as a method of reinforcing study behaviour? | - FD produces a post-reinforcement pause - It reinforces just being there ie. sitting in a chair, daydreaming, texting etc. not the behaviour of studying as intended. - it is hard to monitor the actual work being done |
| Intermittent reinforcement overview | RATIO - a set number of behavioural repetitions INTERVAL - after a set time frame and behaviour after this point is reinforced DURATION - behaviour must occur continuously for a set period LIMITED HOLD - A time restriction on the behaviour window |
| CONCURRENT SCHEDULE | When two or more behaviours are reinforced on different schedules at the same time. |
| When two or more behaviours are reinforced on different schedules at the same time. | 1. The types of schedules operating 2. The immediacy of reinforcement 3. The magnitude or reinforcement 4. The response effort involved in the different options |
| Describe the way in which errors in consistently implementing extinction can set up an intermittent schedule of reinforcement. | UNAWARE-MISAPPLICATION PITFALL Inconsistent use of extinction - gave in because "extinction was not working" eg. ignoring a child's tantrums, then giving in when the behaviour persists (VR or VD reinforcement) |
| What are the guidelines for using intermittent reinforcement schedules? | - Choose a schedule that is appropriate, convenient to administer - Determine when the behaviour should be reinforced - The frequency of reinforcement should be high enough to maintain the desired behaviour and should then decrease gradually |
| Explain why the effects of schedules of reinforcement observed with lower animals sometimes do not apply to humans | Humans have complex verbal behaviour and can reason with rules. - preverbal infants act similar to a low order animal, but is less so as a child and ever less as an adult |
| Describe how FR schedules seem to apply to the behaviour of writing a novel. | Irving Wallace would write one chapter in a day (FR 1) then stop for two days (post-reinforcement pause). He would then write again. When the book was done, he would pause for a much longer period. |
| progressive-ratio schedules of reinforcement. | The reinforcement ratio increases at predetermined intervals. |
| What is meant by the break point or breaking point of a progressive-ratio schedule? | The point where an individual stops responding. The extreme ratio of what an individual will tolerate |
| Cite an original example in which persistence of a behaviour can be explained either in terms of inner motivation or in terms of a schedule of reinforcement. | Individuals may be pursuing inner motives OR have adjusted to a high VR schedule |
| Why is the schedule-of-reinforcement explanation preferable? | Because, schedules of reinforcement can be changed unlike inner motivational states (unless it is redefined in terms of interactions between behaviour and the environment. |
Created by:
HarleeM