AP Psychology Unit VI

1. AP Psychology Unit VI Part Two: Operant Conditioning: Reward and Punishment

2. We learn to associate a response • and its consequence (what comes after) Operant Conditioning

3. Classical vs. Operant Conditioning

4. Operant vs Classical Conditioning

5. SOUTH TEACH: Explain (3) differences between Classical Conditioning and Operant Conditioning30 seconds…

6. Operant Conditioning • type of learning in which behavior is strengthened if followed by reinforcement or diminished if followed by punishment • Law of Effect • Thorndike’s principle that behaviors followed by favorable consequences become more likely, and behaviors followed by unfavorable consequences become less likely Operant Conditioning

7. B.F. Skinner (1904-1990) • elaborated Thorndike’s Law of Effect • developed behavioral technology • Skinner box Operant Conditioning

8. Skinner Box • chamber with a bar or key that an animal manipulates to obtain a food or water reinforcer • contains devices to record responses Operant Chamber

9. SKINNER BOX • http://youtu.be/I_ctJqjlrHA • BF Skinner – “radical behavioralist” • Wanted to demonstrate that uniquely human behaviors were the product of conditioning. • Starved 8 pigeons. Then rewarded them with food every 15 s, no matter what they did.

10. Results: • 6 of 8 bird developed superstitions • Turning counter-clockwise in a circle • Thrusting head toward a specific corner of cage • “tossing” an imaginary ball with its head • Head bobbing with accompanying steps (2 birds) • “fake” pecking

11. Reinforcer • any event that strengthens the behavior it follows • Shaping • operant conditioning procedure in which reinforcers guide behavior toward closer approximations of a desired goal • http://youtu.be/BVbGSVhKGwA Operant Conditioning

12. REINFORCEMENT

13. We are rewarded (reinforced) by something we need or something we want related to what we need • 1. Primary Reinforcer • innately reinforcing stimulus • i.e., satisfies a biological need • 2. Conditioned/ Secondary Reinforcer • stimulus that gains its reinforcing power through its association with primary reinforcer Principles of Reinforcement • With your partners or trio, create examples of: • Primary reinforcer • 2) Secondary reinforcer • And relate each to a behavior

14. Continuous Reinforcement • reinforcing the desired response every time it occurs Partial (Intermittent) Reinforcement • reinforcing a response only part of the time • results in slower acquisition • greater resistance to extinction **gambling** Schedules of Reinforcement How often should we reward behaviors? The frequency of reinforcement are called the schedules.

15. Reinforcement Schedules • Fixed ratio – set number ($1 every 3 hands) • Variable Ratio – unpredictable number of responses ($1/? of times) • Fixed interval – set amount of time ($1/per hour of play) • Variable interval – unpredictable amount of time ($1/ ? amount of time)

16. Fixed Ratio (FR) • reinforces a response only after a specified number of responses • faster you respond the more rewards you get • different ratios • very high rate of responding • like piecework pay • With your table, come up with one school-based example. Schedules of Reinforcement

17. Variable Ratio (VR) • reinforces a response after an unpredictable number of responses • average ratios • like gambling, fishing • very hard to extinguish because of unpredictability • With your table, come up with one school-based example. Schedules of Reinforcement

18. Fixed Interval (FI) • reinforces a response only after a specified time has elapsed • response occurs more frequently as the anticipated time for reward draws near • With your table, come up with one school-based example. Schedules of Reinforcement

19. Variable Interval (VI) • reinforces a response at unpredictable time intervals • produces slow steady responding • Like random employee bonuses • With your table, come up with one school-based example. Schedules of Reinforcement

20. REINFORCEMENT: INCREASES BEHAVIORPUNISHMENT: DECREASES BEHAVIOR OPERANT CONDITIONING • With your partners or trio, create an examples of • a school-related reinforcer and school-related punishment • and connect them to behaviors

21. Punishment • aversive event that decreases the behavior that it follows • powerful controller of unwanted behavior Punishment With your table, share three examples of punishment that a boyfriend or girlfriend might use to decrease unwanted behavior in his/her partner

22. Choose one example shared by another table and identify whether it was positive or negative punishment

23. Problems with Punishment • it models aggression as a way to solve problems • breeds anger in the recipient • doesn’t provide an alternative behavior. Therefore, the behavior only goes away when the punisher is around.

24. AP Psychology Unit VI Learning: Part III- Observational Learning (and other learning that can exist without reward or punishment…)

25. Observational Learning • Observational Learning • learning by observing others • Modeling • process of observing and imitating a specific behavior • Albert Bandura – Bobo doll experiment • http://youtu.be/8ZXOp5PopIA

26. Three different groups of children watched different endings

27. Modeling • ProsocialBehavior– positive and constructive behavior • Antisocial Behavior– negative, unproductive or destructive behavior With your table, come up with an example of each that has been modeled for you this week

28. Mirror Neurons • frontal lobe neurons that fire when performing certain actions or when observing another doing so • may enable imitation, language learning, and empathy Observational Learning

29. Cognitive Map • mental representation of the layout of one’s environment *after exploring a maze, rats act as if they have learned a cognitive map of it • When/how might this be useful? • Latent Learning • learning that occurs, but is not apparent until there is an incentive to demonstrate it • * Example? Cognition and Operant Conditioning

30. Overjustification Effect • the effect of promising a reward for doing what one already likes to do • the person may now see the reward, rather than intrinsic interest, as the motivation for performing the task • Where might we see this happen in the workplace? Cognition and Operant Conditioning

31. Intrinsic Motivation • Desire to perform a behavior for its own sake and to be effective • Extrinsic Motivation • Desire to perform a behavior due to promised rewards or threats of punishments Cognition and Operant Conditioning

32. Critique of Behavioralism • Deemphasizes the role of internal thoughts and feelings in behavior; Presents humans as lacking free will • Ignores biological predispositions: Experiments with humans and animals both indicate that biological predispositions influence conditioning. a. Animal training b. Human societies built on behavioralist principles.