Behavioral Learning Theory: Operant Conditioning Flashcards
Define Positive reinforcement and give an example:
Definition: strengthening a target behavior – that is, increasing and maintaining the probability that a particular behavior will be repeated – by presenting a stimulus immediately after the behavior has occurred.
Example: A teacher rewards you with a compliment or good grade etc. and you therefore work harder or repeat a behavior.
Define Negative reinforcement and give an example:
Definition: Instead of supplying a desired stimulus, one removes an unwanted and aversive stimulus whenever a target behavior is exhibited.
Example: A driver uses a seat belt to stop the annoying beeping sound
Define Punishment and give an example:
Definition: reducing the frequency of an undesired behavior using an aversive stimulus.
Example: making a student write 500 times “I will not chew gum in class.”
Define Generalization and give an example:
Definition: When an individual learns to make a particular response to a particular stimulus and then makes the same or a similar response in a slightly different situation
Example: obedience training Thomas with Time-out
Define Discrimination and give an example:
Definition: individuals learn to notice the unique aspects of seemingly similar situations (for example, that teachers are not parents, although both are adults) and to respond differently to each situation.
Example: students ignore or question a teacher’s every request and direction because they have been reinforced for responding that way to their parents at home.
Define Shaping and give an example:
Definition: actions that move progressively closer to the desired terminal behavior (to use Skinner’s term) are reinforced. Actions that do not represent closer approximations of the terminal behavior are ignored.
Example: In learning to write an essay reward brainstorming, then outlining, ignoring playing a game on the phone, rewarding writing a first draft and so on.
Explain Fixed Interval schedules of reinforcement:
In this schedule, a learner is reinforced for the first desired response that occurs after a predetermined amount of time has elapsed (for example, five minutes, one hour, or seven days). Once the response has occurred and been reinforced, the next interval begins. E.x. teachers schedule exams or projects at regular intervals. The grade or score is considered to be a reinforcer. As you are certainly aware, it is not unusual to see little studying or progress occur during the early part of the interval. However, several days before an exam or due date, the pace quickens considerably.
Explain Variable Interval schedules of reinforcement:
the length of time between reinforcements is essentially random but averages out to a predetermined interval. E.x. Teachers who give surprise quizzes or call on students to answer oral questions on the average of once every third day are invoking a variable interval schedule.
Explain Fixed Ratio schedules of reinforcement:
Within this schedule, reinforcement is provided whenever a predetermined number of responses are made. E.x. A teacher may reinforce a student with praise for every 10 arithmetic problems correctly completed.
Explain Variable Ratio schedules of reinforcement:
reinforcement after a different number of responses from one time to the next, according to a predetermined average. Eg people play the slot machines in gambling casinos.
How could you use shaping in the classroom? Describe a specific example in detail.
one of your students rarely completes more than a small percentage of the arithmetic (or algebra) problems on the worksheets you distribute in class, even though you know the student possesses the necessary skills. To begin, you decide that a reasonable goal would be for the student to complete at least 85 percent of the problems on a given worksheet. Next, you review the student’s work for the past several weeks and determine that, on average, he completed only 25 percent of the problems per worksheet. Your next step is to select positive reinforcers that you know or suspect will work.
How could you use the Premack principle in the classroom? Describe a specific example in detail.
you can start by reinforcing the student for completing five problems (25 percent) each day for several consecutive days. Then you reinforce the student for completing five problems and starting a sixth (a fixed ratio schedule). Then you reinforce the student for six completed problems, and so on. Once the student consistently completes at least 85 percent of the problems, you provide reinforcement after every fifth worksheet on the average (a variable ratio schedule).
How could you use token economy in the classroom? Describe a specific example in detail.
students can accumulate check marks, gold stars, or happy faces and “cash them in” at some later date for any one of several reinforcers (Photo 7–4). Such instructional activities as doing math worksheets, working at the computer, engaging in leisure reading, and playing academic games have proven to be effective reinforcers in token economies
How could you use contingency contracting in the classroom? Describe a specific example in detail.
The contract, which can be written or verbal, is an agreement worked out by two people (teacher and student, parent and child, counselor and client) in which one person (student, child, client) agrees to behave in a mutually acceptable way, and the other person (teacher, parent, counselor) agrees to provide a mutually acceptable form of reinforcement. For example, a student may contract to sit quietly and work on a social studies assignment for 30 minutes. When the student is done, the teacher may reinforce the child with 10 minutes of free time, a token, or a small toy.
How could you use extinction in the classroom? Describe a specific example in detail.
The most straightforward approach is to ignore the undesired response. If a student bids for your attention by clowning around, for instance, you may discourage repetition of that sort of behavior by ignoring it.
