Operant conditioning
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| Thorndike's Law of Effect | show 🗑
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| Trial-and-error learning | show 🗑
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| Puzzle Box | show 🗑
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| show | A type of learning in which the consequences of behavior are manipulated in order to: increase or decrease the frequency of a response, Shape an entirely new response
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| Reinforcer | show 🗑
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| Positive reinforcement | show 🗑
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| show | termination of an unpleasant condition after a response; increases the probability that the response will be repeated; ex. turning on air conditioning to avoid the heat; heroin addicts will do anything to get another fix to avoid the pains of withdrawals
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| Negative reinforcement and studying | show 🗑
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| show | fulfills a basic physical need for survival and does not depend on learning ex. food, water, sleep
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| Secondary reinforcer | show 🗑
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| Shaping | show 🗑
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| show | A series of gradual steps, each of which is more similar to the final desired response; ex. parents praising a child each time they show improvement, circus animals learn tricks
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| show | Weakening or disappearance of a conditioned response due to withholding reinforcers
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| show | The tendency to make the learned response to a stimulus similar to that for which the response was originally reinforced; ex. a pigeon trained to peck a yellow disk will peck similarly colored disks, the less similar in color the lower the rate of pecking
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| show | A stimulus that signals whether a certain response or behavior is likely to be rewarded, ignored, or punished; Children misbehave with grandparents be cause parents are not present
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| show | A systematic process for administering reinforcement
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| show | Reinforcement given after a fixed number of responses; an effective way to maintain a high response rate; The faster the response the more reinforcers they receive; paid by how much you do
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| When large ratios are used: | show 🗑
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| Variable ratio | show 🗑
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| Fixed interval schedule | show 🗑
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| Variable-interval schedule | show 🗑
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| Partial reinforcement effect | show 🗑
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| Reward seeking | show 🗑
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| Factors influencing operant conditioning | show 🗑
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| The magnitude of the reinforcement | show 🗑
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| show | Responses are conditioned more effectively when reinforcement is immediate; A little delay obscures the relationship between the behavior and the reinforcer
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| The level of motivation of the learner | show 🗑
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| Punishment | show 🗑
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| show | Behavior decreases from an added consequence; students stop staying up late after sleeping through an important exam
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| show | Behavior decreases from the removal of a consequence, usually a desirable one; a driver speeds less often after having his license suspended for 6 months
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| show | -Punishment does not extinguish undesirable behavior
-Punishment indicates that a behavior is unacceptable but does not help develop more appropriate behavior
-turns the punished hostile toward the punisher
-leads to aggression
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| show | Suppresses the behavior when punishing agent is present; The action will continue with the threat of punishment is removed or in settings where punishment is not likely; ex. repeat criminal offenders
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| Punishment does not develop more appropriate behavior | show 🗑
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| show | May be accompanied by a desire to retaliate, avoid, or escape the punisher or the punishing situation ex. running away from home; loss of privilege is more effective than physical punishment and causes less fear and hostility
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| show | May model aggressive behavior; demonstrates aggression as a means for solving problems and discharging anger; children with abusive or punishing parents are at a greater risk of becoming aggressive than other children
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| show | -most effective when applied right after the misbehavior
-punishment should be of minimal severity
-must be applied consistently
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| show | interrupting misbehavior diminishes its rewarding aspects; the longer the delay of punishment the less effective it is (dont kick a dog today for what it did yesterday) it wont connect the punishment with the misdeed
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| show | severe punishments leads to adverse side effects; purpose of punishment is not to vent anger but to prevent the action, angry punishment wont produce desired outcome mild punishment wont either; the punishment must be worse than the behavior is rewarding
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| show | parents cannot ignore behavior one day and punish it the next; both parents should react the same way; the behavior will be suppressed when the probability of punishment is high; people wont speed when being followed by a police car
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| show | A passive resignation to aversive conditions learned through repeated exposure to inescapable and unavoidable aversive events; Overmeier and Seligman Experiment
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| Overmeier and Seligman Experiment | show 🗑
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| show | Humans who suffered painful experiences they could not avoid or escape may simply give up and react to disappointment in life by becoming inactive, withdrawn, and depressed
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