Operant Conditioning

1
Operant Conditioning
Compare and contrast the four methods used to
modify behavior in operant conditioning (positive
reinforcement, negative reinforcement,
punishment, and response cost), giving original
examples of how each can be used in the
classroom. Include in your answer a discussion of
the four schedules of reinforcement, describing
the likely response pattern associated with each.
Give original examples of how each can be used in
the classroom.
Developed by W. Huitt (1998)
2
Operant Conditioning
The major theorists for the development of
operant conditioning are

• Edward Thorndike

• John Watson

• B.F. Skinner

3
Operant Conditioning

• Operant conditioning investigates the influence
  of consequences on subsequent behavior.

• Operant conditioning investigates the learning
  of voluntary responses.

• It was the dominant school in American
  psychology from the 1930s through the 1950s.

4
Operant Conditioning

• Where classical conditioning illustrates S--gtR
  learning, operant conditioning is often viewed as
  R--gtS learning

• It is the consequence that follows the response
  that influences whether the response is likely or
  unlikely to occur again.

5
Operant Conditioning

• The three-term model of operant conditioning
  (S--gt R --gtS) incorporates the concept that
  responses cannot occur without an environmental
  event (e.g., an antecedent stimulus) preceding
  it.

• While the antecedent stimulus in operant
  conditioning does not ELICIT or CAUSE the
  response (as it does in classical conditioning),
  it can influence its occurance.

6
Operant Conditioning

• When the antecedent does influence the
  likelihood of a response occurring, it is
  technically called a discriminative stimulus.

• It is the stimulus that follows a voluntary
  response (i.e., the response's consequence) that
  changes the probability of whether the response
  is likely or unlikely to occur again.

7
Operant Conditioning

• There are two types of consequences

• positive (sometimes called pleasant)

• negative (sometimes called aversive)

8
Operant Conditioning

• Two actions can be taken with these stimuli

• they can be ADDED to the learners environment.

• they can be SUBRACTED from the learners
  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.

9
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).

10
Operant Conditioning
Outcomes of Conditioning
Increase Behavior
Decrease Behavior
Stimulus
Add Positive Reinforcement
Subtract Response Cost
Positive/pleasant
Subtract Negative Reinforcement
Add Punishment
Negative/Aversive
11
Schedules of consequences
Stimuli are presented in the environment
according to a schedule of which there are two
basic categories

• Continuous

• Intermittent

12
Schedules of consequences
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.

13
Schedules of consequences
Intermittent schedules are based either on the

• passage of time

OR

• number of correct responses

14
Schedules of consequences
The consequence can be delivered based on

• a fixed amount of time or number of correct
  responses

OR

• a slightly different amount of time or number of
  responses that vary around a particular number

15
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.

16
Schedules of consequences
Pattern of behavior for fixed interval schedule
17
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

18
Schedules of consequences
Pattern of behavior for variable interval
schedule
19
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 homework

20
Schedules of consequences
Pattern of behavior for fixed ratio schedule
21
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.

22
Schedules of consequences
Pattern of behavior for variable ratio schedule
23
Premack Principle

• The Premack Principle, often called "grandma's
  rule," states that a high-frequency activity can
  be used to reinforce low-frequency behavior.

• Access to the preferred activity is contingent
  on completing the low-frequency, non-preferred
  behavior.

24
Premack Principle

• The high frequency behavior to use as a
  reinforcer can be determined by

1. Asking students what they would like to do.
2. Observing students during free time.
3. Knowledge of interests of a particular age
group.
25
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).

26
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.

27
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 out
28
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 reinforcement
29
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.
c. What was the consequence?
Having water thrown on him.
d. Was the behavior consequence added or
subtracted?
Added
30
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.
31
Analyzing An Example
Additional examples are provided in the web
materials.
An excellent web-based presentation on positive
reinforcement is provided at
http//server.bmod.athabascau.ca/html/prtut/reinpa
ir.htm