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Learning 4
Chapters 6 & 7
| Question | Answer |
|---|---|
| B. F. Skinner | Started out as a writer, became known for work with operant conditioning |
| Skinner's writings | Behavior of organisms, Science and human behavior, Walden II |
| What was Walden II about? | How Skinner would develop a society based off principles of operant conditioning. Has been actualized in Los Horcones |
| Radical behaviorists... | Reject interpretations of mentalistic events and instead focus on observable and measurable aspects of the environment and the |
| Respondent Behavior | Behavior which is elicited by a known stimulus, Classical Conditioning |
| Respondent behavior is measured by | Magnitude of the response |
| Operant Behavior | Behavior which is not elicited by a known stimulus, Operant/Instrumental Conditioning |
| Operant behavior is measured by | Rate of response |
| Type S conditioning | Classical Conditioning |
| Type R conditioning | Operant conditioning |
| Principles of operant conditioning | Emphasis on the behavior and its consequence |
| Behavior is shaped by | Consequences |
| Two basic principles/ consequence types | Reinforcement, Punishment |
| Reinforcement | When a change in the stimulus environment occurs contingent on a behavior that increases the probability of that response class int he future |
| Reinforcer | Anything that increases the probability of a response recurring |
| Reinforcers are | unique to individuals and certain situations and times |
| Reinforce | Providing a reinforcement |
| Types of reinforcement | Positive reinforcement, Negative reinforcement |
| Positive reinforcement | The application of a stimulus contingent on a behavior that increases the probability of that response class in the future. |
| How does positive reinforcement change the environment? | Adds something to it |
| How does negative reinforcement change the environment? | Removes something from it |
| Advantages to reinforcement | Increase the rate or refine current behaviors, create new behaviors |
| Negative reinforcement takes the form of | Escape or avoidance |
| Escape responcse | Terminates a particular stimulus |
| Avoidance response | Avoids a particular stimulus |
| Disadvantages of Negative reinforcement | Can produce avoidance of a situation or aggressive behaviors towards the source of aversive stimulus |
| Types of reinforcers | Primary, secondary, generalized |
| Primary reinforcers | Meet a biological need |
| Secondary reinforcers | Do not meet a biological need directly cur are a product of learning/classical conditioning. Often tangible, activity, social, or generalized |
| Generalized reinforcers | Represent access to many other reinforcers |
| Types of response classes | Topographical, functional |
| Topographical response | Behaviors associated due to their similarity in appearance, same behaviors different outcomes |
| Functional response | Behaviors associated because they are the function of the same variable, Same outcome different behaviors |
| How to identify a reinforcer | Ask, observe, reinforcer sampling, testing |
| Factors effecting efficacy of reinforcer | Timing, consistency, concurrents, quality, amount, novelty, depravation, saturation |
| Timing | Short is best |
| Consistency | How predictable is the contingency |
| Concurrents | Other things that are accessible at the same time |
| Quality | How good is the reinforcement |
| Amount | The more they get the more reinforcing |
| Novelty | How new something is or how frequently you access it |
| Depravation | Lack of access to reinforcement |
| Saturation | Lots of access to a reinforcer |
| Schedules of Reinforcement | Rule for delivery of reinforcer; When do I give the behavior a reward? |
| Two types of Delivery Systems | Continuous; Intermitent |
| Continuous | Reinforcement applied on every occurrence of the behavior |
| Intermittent | Reinforcement applied less than every occurrence, but based on a rule |
| Positives of Intermittent Reinforcement | Maintenance, Less intensive treatment, Resistance to extinction, Higher rates of responding, Avoids Satiation, Cost effective, Progresses easily to naturally occurring levels of reinforcement |
| Ratio Schedule | Response based, Reinforce after a specific number of responses |
| Fixed ratio | A given number of responses must be emitted before reinforcement, high rates of response but has a post reinforcement pause |
| Variable ratio | An average number of responses are required for reinforcement, high rates of response with no post reinforcement pause |
| Interval schedule | Time based, Reinforce after an amount of time |
| Fixed interval | The first correct or desired response after a designated and constant amount of time produces a reinforcer, low to moderate rates of response |
| Variable interval | The first correct or desired response after an average of a given time produces a reinforcer, low to moderate rates of response |
| Post reinforcement pause | Seen in fixed ratio, When the subject has a pause int he behavior after receiving the reinforcement |
| Components of Operant Conditioning | Shaping, Extinction, Spontaneous recovery, Superstitious behavior, Discriminative Stimulus |
| Shaping | Process by which systematically and differentially reinforces successive approximations to a terminal behavior. |
| When we reinforce in shaping we are reinforcing a | response class |
| We can change behavior within a response class by | Selectively reinforcing variations in behavior that approximate our ultimate goal |
| Advantages of shaping | Positive way to alter behavior, can be used to create new behavior |
| Disadvantages of shaping | Time consuming, Progress is not always linear, Needs a knowledgeable practitioner |
| Guidelines for shaping | Select an end behavior, Decide the criterion for success, Conduct an analysis of the response class, Identify the 1st behavior to reinforce, Eliminate the extraneous stimuli, Proceed in gradual stages, Continue to reinforce the end behavior |
| Extinction | Non-delivery of the reinforcer contingent on the target behavior, Do the behavior but don't get reinforcement |
| Spontaneous recovery | After extinction and a time delay the reappearance of the target behavior, Target behavior is not persistent after extinction |
| Superstitious behavior | Product of non-contingent reinforcement; many examples in human behavior and is likely a biproduct of verbal behavior |
| Non-contingent reinforcement | Delivery of a reinforcer independent of behavior |
| Discriminative stimulus (Sd) | A stimulus who's presence signals a response reinforcement contingency; A sign that tells the organism they will be reinforced if the response occurs |
| What happens if a consequence for one response is an SD for another response? | Chaining |
| Behavior Chain | A set of behaviors where the result of the first signals (is an Sd) the second behavior and it's result signals (Sd) the third and so on |
| Chaining Procedures | Forward chaining, Total task presentation, Backward chaining |
| Forward chaining | Start training from the first behavior through the last |
| Total task presentation | Presenting the entire chained task at once and helping along the way; Works best with verbal behavior; Used most with people |
| Backward chaining | Final step in the chain is reinforced and then the remaining steps are added in reverse order |
| Breaking a chain | Eliminate the Sd, Stop another Sd from occurring, Reinforce other behaviors in the presence of the Sd |
| Programmed learning | If learning is the production of desired behavior, learning principles should be useful in shaping and maintaining desired behaviors. |
| Direct instruction | Most scientifically studied method of instructions that utilizes shaping and reinforcement to increase the rate of target behavior |
| Brelands | Found that some animals instincts will supersede operant conditioning |
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Ashley.johns3342
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