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Fundamentals of Learning > Chapter 5 > Flashcards

Chapter 5 Flashcards

Instrumental Conditioning: Foundations

1
Q

Define Instrumental behaviour:

A

Behaviour that
occurs because it was previously needed
for producing certain consequences

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2
Q

Define instrumental conditioning

A

A form of learning in which behaviour is modified by
administering rewards and/or punishments

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3
Q

Behaviourist School of Thought (4):

A

– Skinner + Watson
– Human behaviour is shaped primarily by their
environment
– Learning is a product of reinforcement and punishment
– We are born as blank slates

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4
Q

What is the “equation” for instrumental conditioning?

A

Voluntary Response/ Behaviour
(ex: biting ones nails)
+
consequence (punishment)
=
Increase or
decrease in voluntary response (ex: no more biting of nails)

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5
Q

What is the “equation” for classical conditioning:

A

stimulus + stimulus = conditioned reflexive response

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6
Q

In instrumental conditioning, voluntary responses are __

A

modified

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7
Q

Give the basic procedure of instrumental conditioning (Step 1 , Step 2, and consequence)

A

Step 1:The organism ‘reacts or behaves’

Step 2: A behaviour modification technique is applied

Consequence:The reaction or behaviour either
occurs more frequently or is reduced/stopped

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8
Q

Instrumental conditioning can be used to:

A

produce complex behaviours

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9
Q

instrumental conditioning is a type of learning in which the _

A

consequences of behaviour tend to modify
that behaviour in the future

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10
Q

definition instrumental behaviour:

A

Behaviour that
occurs because it was previously needed
for producing certain consequences

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11
Q

Instrumental conditioning:

A

procedures developed to study instrumental behaviour

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12
Q

instrumental conditioning rationale, behaviour that is rewarded or reinforced tends to be:

A

repeated

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13
Q

instrumental conditioning rationale: Behaviour that is ignored or punished is _

A

less likely to be repeated

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14
Q

Edward L. Thorndike

A

The first serious theoretical analysis
of instrumental conditioning

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15
Q

thorndike studied instrumental conditioning using the

A

puzzle box

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16
Q

Thorndike’s Early Studies

A

Initially, a lot of behaviours are tried out
* Animal tracks outcomes of behaviours
– S -> R -> O
– In context (S), response (R) produces outcome (O)
* This knowledge guides future behaviours:
– Behaviours with positive outcomes increase
– Behaviours with negative outcomes decrease

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17
Q

Thorndike’s “Law of Effect”

A

If a response in the presence of a stimulus is followed by a satisfying event, association between
the stimulus (S) and the response (R) is strengthened
Conversely:
If a response is followed by an undesirable event, the
S-R association is weakened

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18
Q

Notes on Thorndike’s Law of effect: The resulting event is ___ of the association

A

not part

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19
Q

Notes on Thorndike’s Law of effect:The satisfying or annoying consequence serves to ____

A

Strengthen or weaken the S-R association

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20
Q

DEfine variables S-R-O

A

S=stimuli
R=Response
O= outcome

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21
Q

what are some methodological problems with thorndike’s puzzle boxes(5)?

A

(1) Have to repeat trials over and over, resetting animal and device
(2) cutoff: what is the worst performance?
(3) decreases with learning
(4) hard to compare across animals, trials
(5) How do you generate a prediction from latencies?m

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22
Q

what are the two types of procedures to study instrumental conditioning?

A

(1)Discrete-trial procedures (puzzle boxes + maze learning)
(2) Free operant procedures

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23
Q

What are the two types of discrete-trial procedures?

A

(1) Puzzle boxes
(2) Maze learning (T-Maze, 8-Arm Radial Maze)

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24
Q

What are the different types of mazes?

A

(1) Runway maze (aka straight-alley maze)
(2) T-maze
(3) 8-arm Radial Maze

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25
Q

8-arm Radial Maze

A

Often used for memory tasks

High off the ground, rats hesitant to walk off : makes learning more obvious when they DO walk off

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26
Q

free operant procedures in comparison to discrete trial allows

A

more dependant variables ; we can look at RATE of conditioning

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27
Q

The operant response is defined in terms of its:

A

effect on the environment

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28
Q

Different types of operant responses:

A
  1. Lever-press
  2. Chain pull
  3. Nose-poke
  4. Peck
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29
Q

What is the dependant variable in free operant procedures:

A
  1. Response rate
    2.Total number fo responses
    3.Latency to respond
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30
Q

BF skinner is considered to be:

A

the leading authority of IC

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31
Q

BF skinner was influenced by:

A

Thorndike

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32
Q

B.F skinner invented the “skinner box” to:

A

test IC through shaping

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33
Q

shaping reinforces

A

any movement in the direction of the desired response

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34
Q

shaping rewards:

A

gradual successive
approximations

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35
Q

Shaping is __ than waiting for the
response to occur and then
reinforcing it

A

quicker

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36
Q

Used effectively to condition humans
and many types of animals

A

Shaping

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37
Q

Shaping:

A

Shaping through successive
approximation builds a complex R
incrementally

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38
Q

Describe the steps in shaping (3):

A
  • Initially, the contingency is
    introduced for simple behaviour (R)
  • As the rate of R improves, the
    contingency is moved to a more
    complex version of R
  • Gradually, it builds a complex R
    animal that would never be
    “spontaneously” produced
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39
Q

Chaining:

A

Chaining builds complex R
sequences by linking together
S–>R–>O conditions

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40
Q

Describe chaining process (3):

A
  • Initially, train the animal to pick up an object
  • Next, reward it for picking it up and then throwing it
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41
Q

Chaining allows:

A

A series of behaviours
(as opposed to shaping, which simply elaborates on a single response)

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42
Q

Shaping and chaining can be used together to:

A

Train animals to complete incredibly complex behaviours

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43
Q

Shaping and chaining cannot:

A

move too fast

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44
Q

Shaping involves

A

combining familiar response
components into a new activity

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45
Q

shaping depends on:

A

inherent response variability

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46
Q

How To Get a Rat To Lever Press: Shaping:

A
  1. Magazine/food port training

Food is available here!

  1. Shaping

– Define the final response

– Identify the starting point of the behaviour

– Divide the progression from starting point to final point into a of steps – training plan

– Reinforcing successive approximations of the final behavioural response (and non-reinforcement of earlier response forms)

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47
Q

In the skinner box, the animal is:

A

free in the chamber, no experimenter intervention: Free operant learning
-> free operant learning!

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48
Q

Positive reinforcement

A

Press lever (R) –>Get food

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49
Q

Negative punishment

A
  • Press lever (R) -> Food stops
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50
Q

Negative reinforcement

A

Press lever (R) -> End shock

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51
Q

Positive punishment

A
  • Press lever (R) –> Get shocked
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52
Q

Describe IC in the skinner box:

A

(1):Initially, tries
many things;
eventually,
accidentally
presses the
lever, produces
a positive
effect
(2)Now starts
hanging
around the
lever,
accidentally
presses it again
(3)Rat has
learned a
contingency: if
light on (S),
pressing lever
(R) –> food (O);
spends much
of its day
pressing and
eating

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53
Q

Basic Pattern of IC: Pre-training:

A

Low spontaneous rate of R

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54
Q

Basic Pattern of IC:Training

A

Contingency is introduced:
* If S, R->O

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55
Q

Basic Pattern of IC: Acquisition:

A

-Animal discovers contingency
– Rate of R increases

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56
Q

Basic Pattern of IC:Extinction

A

Contingency is eliminated
R–> __
Rate of R decreases

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57
Q

Basic Pattern of IC: R has a __ initial rate

A

R has a LOW initial
rate

Animal must discover the
contingency

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58
Q

__ occurs in IC

A

generalization

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59
Q

Generalization:

A

Responding to other, similar
stimuli

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60
Q

example of generalization:

A

Pigeons respond to
different colours of disks The less similar the colour, the lower the pecking rate

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61
Q

Discrimination:

A

learning to distinguish
between a stimulus that has been reinforced and others that may be similar

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62
Q

Instrumental Conditioning: Influencing Factors (5):

A
  1. ‘Quality’ of the outcome (appetitive stimulus/ aversive stimulus)

2.Relationship between the instrumental behaviour and the outcome (positive or negative contingency)

  1. Magnitude of reinforcement
  2. Immediacy of reinforcement
  3. Level of motivation
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63
Q

Influencing factor: What are the two different “quality of the outcome” factors:

A

(1) Appetitive stimulus: “pleasant” event or outcome in the context of instrumental conditioning

(2) Aversive stimulus:‘unpleasant’ event or outcome
in the context of instrumental conditioning

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64
Q

define appetitive stimulus:

A

‘pleasant’ event or outcome
in the context of instrumental conditioning

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65
Q

Define “aversive stimulus”:

A

‘unpleasant’ event or outcome
in the context of instrumental conditioning

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66
Q

Influencing factors: What are the two relationships between the instrumental behaviour and the outcome::

A

(1) Positive contingency
(2) Negative contingency

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67
Q

Define positive contingency:

A

The instrumental response
causes an outcome/stimulus to APPEAR

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68
Q

Define negative contingency:

A

The instrumental response
causes a stimulus to DISSAPEAR or be ELIMINATED

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69
Q

Influencing factors: 3. Magnitude of reinforcement: As magnitude increases (3):

A

(1) Acquisition of a response is faster
(2) Rate of responding is higher
(3) Resistance to extinction is greater

ex: people work harder for $30/hr than $10/hr

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70
Q

Influencing factors: 4. Immediacy of reinforcement: describe two points or “rules”

A

(1)If reinforcement is immediate, responses are
conditioned more effectively
(2)As a rule, the longer the delay in reinforcement,
the more slowly the response will be acquired

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71
Q

Influencing factors: 5. Level of motivation: describe:

A

Higher motivation leads
to faster learning

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72
Q

Changes in instrumental behaviour are determined by:

A

The nature of the outcome, and whether or not the outcome is presented or eliminated

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73
Q

Define reinforcement:

A

Where the relationship between the response (R) and the outcome (O) INCREASES the probability of the response occuring

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74
Q

Define punishment :

A

Where the relationship between the response (R) and the outcome (O) DECREASES the probability of a response occurring

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75
Q

Reinforcement:

A

Anything that STRENGTHENS a response (or increases the probability that the response will occur)

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76
Q

What are primary reinforcers?

A

Primary reinforcers fulfill basic physical needs for survival

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77
Q

Primary reinforcers do not depend on :

A

learning

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78
Q

What are examples of primary reinforcers?

A

Food, water, termination of pain

79
Q

What are secondary reinforcers?

A

Secondary reinforcers are acquired or learned by association with other reinforcers

80
Q

What are examples of secondary reinforcers?

A

Money, praise, awards and good grades

81
Q

What is punishment?

A

Anything that SUPPRESSES a response (or decreases the probability that the response will occur)

82
Q

Response-outcome
contingency: Positive

A

Response produces an
appetitive stimulus

83
Q

Response outcome contingency: negative

A

Response eliminates or prevents the occurence of an appetitive stimulus

84
Q

Reinforcement is the __ in response rate, and punishment is the _ in response rate

A

Reinforcement is the INCREASE in response rate
and punishment is the DECREASE in response rate

85
Q

Positive reinforcement:

A

Positive: Behaviour produces an appetitive stimulus

Reinforcement: increase in response rate

86
Q

Negative Reinforcement:

A

REMOVE something to increase behaviour

87
Q

Positive Punishment

A

Add something to decrease behaviour

88
Q

Negative punishment:

A

Remove something to decrease behaviour

89
Q

Give an example of positive reinforcement:

A

Clean room -> get weekly allowance

90
Q

example Positive punishment:

A

tease little sister –> receive parental scolding

91
Q

example Negative punishment:

A

Fight with other children –> time-out from play

92
Q

Negative reinforcement is synonymous with:

A

escape/avoidance training

93
Q

negative punishment is synonymous with:

A

omission training; differential reinforcement of other behaviour, negative punishment

94
Q

In instrumental conditioning, the animal ___ on the environment

A

in instrumental conditioning, the animal operates on the environment

95
Q

in classical conditioning, the environment _ on the animal

A

In classical conditioning the environment operates on the animal

96
Q

In instrumental conditioning, the stimulus evokes __

A

A response to produce an outcome (S –> R –> O)

97
Q

In instrumental conditioning: animal connects:

A

context, behaviour and outcome

98
Q

In classical conditioning, the stimulus evokes;

A

a response

99
Q

In classical conditioning, the animal learns that:

A

CS predicts US

100
Q

What is the type of association in classical conditioning:

A

between two stimuli

101
Q

What is the type of association in instrumental conditioning:

A

The type of association between a response and its consequence

102
Q

What is the state of the subject in classical conditioning?

A

passive

103
Q

what is the state of the subject in instrumental conditioning?

A

active

104
Q

What type of response is typically involved in classical conditioning?

A

Involuntary or reflexive response

105
Q

What type of response is typically involved in instrumental conditioning?

A

voluntary response

106
Q

What are the bodily responses involved in classical conditioning?

A

internal response (emotional or glandular reactions)

107
Q

What types of bodily responses are typically involved in instrumental conditioning?

A

external responses (muscular and skeletal movement and verbal responses)

108
Q

In classical conditioning, the range of responses is :

A

relatively simple

109
Q

in instrumental conditioning, the range of responses:

A

simple to highly complex

110
Q

In classical conditions, the responses learned are:

A

Emotional reactions (fear,likes, dislikes)

111
Q

In instrumental conditioning, the responses learned are:

A

goal-orienteed responses

112
Q

Skinner notes that during punishment:

A

animals cease many activities, not just the punished one

113
Q

What did skinner propose in regards to punishment?

A

He proposed that punishment does not produce true IC (not true learning of a contingency

Instead it produces a generalized suppresion –> a temporary decrease in most behaviours

114
Q

Was skinner right in regards to his thoughts about punishment?

A

NO skinner was WRONG

115
Q

Why was skinner wrong in regard to his thoughts on punishement?

A

Although punishment can produce a general deccrease in behaviour, the punished behaviour decreases much more

Punishment does not always wear off
(this is a problem only with weak punishers, which can cause habituation)

116
Q

what are the 4 problems with punishment?

A

(1) Indicates what behaviour is bad but does not help a person develop better behaviours (should be used in conjunction with rewards for appropriate behaviour)
(2) circumvention –> animal may learn discriminative stimuli that help it avoid punishment
(3)punished animal become fearful. and angry towards punisher (can lead to retaliation, avoidance, escape,etc)
(4) Punishment leads to agression
(children that were punished using physical force often also end up using same tactic on chilfren)

117
Q

Alternatives to punishment:

A

use NEGATIVE REINFORCEMENT:

example:

POSITIVE PUNISHMENT: A parent punishes a child after
repeated requests to clean room are ignored
– Result: room probably does not get cleaned, kid
angry/resentful at parent

NEGATIVE REINFORCEMENT:
A parent grounds
kid until the room is clean
– Result: room is more likely to get cleaned, kid
can only be angry at himself/herself!

118
Q

How to make punishment effective:

A

(1) Timing : right away, not delayed
(2) Intensity: Minimum necessary to suppress problem behaviour
(3) Consistency: do not punish half the time, punish every time
(4) never punish out of anger: anger renders you less rational and less likely to be rational

119
Q

What is the manner of introduction (a way to make punishment effective)

A

– Weak punishers habituate
– Escalating punishers habituate more
– It is necessa

120
Q

How to Make Punishment Effective:

A

Discriminative stimulus –> signals the
contingency is in effect

With punishment, discriminative stimuli can
enable cheating –> For effective punishment, contingency
should always be in effect

121
Q

what is stereotypy:

A

if given task or Instrumental behaviour, and task can be done in a simplisitic way you will do it the exact same way over and over again –> cognitively the easiest

122
Q

What is this R that is learned?

A

R is a “behavioural unit”
– Not a single behaviour but a class of behaviours producing an effect
– Some cognitive psychologists would call it a goal
or intention

123
Q

What are the factors that influence R-O associations in positive reinforcement:

A

(1) instrumental response
(2) The outcome of the response (the reinforcer)
(3) The relation or contingency between the response and outcome

124
Q

The Instrumental Response
* Stereotypy vs. response variability

A
  • It is possible to maintain variability of responses using reinforcement
    – However, unless variability is explicitly reinforced,
    responding will be become more stereotypical
125
Q

The Instrumental Response:Thorndike’s belongingness

A

– Easier to train responses that ‘belong’ with
the reinforcer
* e.g., cannot train yawns or scratching as an
escape response

126
Q

The Instrumental Response: Breland & Breland’s instinctive drift

A

Extra responses that are performed instinctively
because they are RELATED TO THE REINFORCER
– They compete with the response required by
the training procedure
* e.g., cannot teach raccoons to drop coins in a box

127
Q

We study R-O associations in regard to

A

positive reinforcement

128
Q

What matters in regards to the instrumental reinforcer:

A

(1) quantity of the reinforcer
(2) quality of the reinforcer

129
Q

The Instrumental Reinforcer
* Does prior experience with a reinforcer influence IC?

A

Positive and negative contrasts

130
Q

The Response-Reinforcer Relation: Temporal relation:

A

The time between the response
and the appearance of the reinforcement

131
Q

Temporal contiguity refers to

A

refers to the situation where
the reinforcer appears immediately after the response

132
Q

Response-reinforcer contingency:

A

The extent to
which the response is necessary and sufficient for
occurrence of the reinforcer (CAUSAL)

133
Q

Is it possible to overcome the delay effect?

A

YES:BY marking the target instrumental response

134
Q

Is a perfect causal relationship between the
response and reinforcer sufficient for
instrumental learning?

A

no

135
Q

Skinner’s superstitious behaviour

A
  • Instrumental responding acquired through accidental
    or adventitious reinforcement
    – Contiguity and not contingency is important

He was WRONG to a certain degree

136
Q

who added on skinner’s superstious behaviour

A

Staddon & Simmelhag

137
Q

Staddon and Simmelhag studied and found that:

A

A behaviour-systems theory explanation:
Periodic presentation of reinforcer produces
behavioural regularities based on the interval

terminal vs interim responses

138
Q

interim response

A

behvaiour is not linked with finding or production of food

139
Q

Why are high terminal and low interim responses observed?

A

Periodic deliveries of food activate feeding systems and corresponding pre-organized species-typical foraging and feeding responses

140
Q

Periodic deliveries of food activate feeding systems and corresponding pre-organized species-typical foraging and
feeding responses, just after food:

A

post-focal search responses near food cup

141
Q

Periodic deliveries of food activate feeding systems and corresponding pre-organized species-typical foraging and
feeding responses:In between food presentations:

A

general search behaviours

142
Q

Periodic deliveries of food activate feeding systems and corresponding pre-organized species-typical foraging and
feeding responses:just before next food delivery:

A

focal search behaviours near
food cup

143
Q

What effect did seligman and his colleagues add to the response-reinfrocer contingency?

A

The effect of controllability: The learned
helplessness effect

144
Q

Seligman at al. designed

A

triadic design

145
Q

What are the two hypotheses for learned helplessness (why is learning impaired in group y)

A

(1)The learned helplessness hypothesis
(2)Activity deficit:

146
Q

The learned helplessness hypothesis:

A

– Animals learn in Phase 1 that there is nothing they can do
to control the shocks
– Leads to an expectation of lack of control in future, which
undermines their ability to learn a new response

147
Q

Activity deficit:

A

Since nothing they can do helps (during Phase 1), the
animals conserve energy and stop (almost) all behaviours

148
Q

Why is the capacity to escape shock less debilitating?

A

Escape:

– Performing an instrumental response that results in the
termination of an aversive stimulus

– Making an escape response produces sensory feedback
cues, which come to predict the termination of shock

149
Q

What happens when you receive outcome

A

– Learned helplessness
– Trained that no response you make will alter
outcome, so stop trying

150
Q

In IC, organisms learn to make responses under particular
conditions in order to obtain or avoid outcomes

A
  • The outcome occurs only if the organism makes a response
  • This is not the case in CC
151
Q

Discriminative stimuli signal to the organism whether a

A

particular
response will result in a particular outcome

152
Q

Organisms work to

A

obtain reinforcers and avoid punishment

153
Q
  • Positive punishment is
A

not ideal for a variety of reasons

154
Q
  • Omission training (with differential reinforcement of alternative
    behaviours) is effective at
A

eliminating unwanted behaviour

155
Q

Complex responses can be trained via:

A

shaping and chaining

156
Q

Reinforcers and punishers can be both:

A

positive or negative

157
Q

accidental reinforcement:

A

An instance in which the delivery of a reinforcer happens to coincide with a particu- lar response, even though that response was not responsi- ble for the reinforcer presentation. Also called adventitious reinforcement. This type of reinforcement was considered to be responsible for “superstitious” behavior.

158
Q

adventitious reinforcement

A

Same as accidental reinforcement.

159
Q

appetitive stimulus

A

A pleasant or satisfying stimulus that can be used to positively reinforce an instrumental response.

160
Q

aversive stimulus

A

An unpleasant or annoying stimu- lus that can be used to punish an instrumental response.

161
Q

avoidance

A

An instrumental conditioning procedure in which the instrumental response prevents the deliv- ery of an aversive stimulus.

162
Q

behavioral contrast

A

Change in the value of a reinforcer produced by prior experience with a reinforcer of a higher or lower value. Prior experience with a lower valued reinforcer increases reinforcer value (positive behavioral contrast), and prior experience with a higher valued reinforcer reduces reinforcer value (negative behavioral contrast).

163
Q

belongingness

A

The idea, originally proposed by Thorndike, that an organism’s evolutionary history makes certain responses fit or belong with certain rein- forcers. Belongingness facilitates learning.

164
Q

conditioned reinforcer

A

A stimulus that becomes an effective reinforcer because of its association with a pri- mary or unconditioned reinforcer. Also called secondary reinforcer.

165
Q

contiguity

A

The occurrence of two events, such as a response and a reinforcer, at the same time or very close together in time. Also called temporal contiguity.

166
Q

differential reinforcement of other behavior (DRO)

A

An instrumental conditioning procedure in which a positive reinforcer is periodically delivered only if the participant does something other than the target response.

167
Q

discrete-trial procedure

A

A method of instrumental conditioning in which the participant can perform the instrumental response only during specified periods, usually determined either by placement of the participant in an experimental chamber or by the presentation of a stimulus.

168
Q

escape:

A

An instrumental conditioning procedure in which the instrumental response terminates an aversive stimulus. (See also negative reinforcement.)

169
Q

free-operant procedure

A

A method of instrumental conditioning that permits repeated performance of the instrumental response without intervention by the experimenter. (Compare with discrete-trial procedure.)

170
Q

instinctive drift

A

A gradual drift of instrumental behavior away from the responses required for rein- forcement to species-typical, or instinctive, responses related to the reinforcer and to other stimuli in the experimental situation.

171
Q

instrumental behavior

A

An activity that occurs because it is effective in producing a particular consequence or reinforcer.

172
Q

interim response

A

A response that has its highest probability in the middle of the interval between suc- cessive presentations of a reinforcer, when the rein- forcer is not likely to occur.

173
Q

latency

A

The time between the start of a trial (or the start of a stimulus) and the instrumental response.

173
Q

law of effect

A

A mechanism of instrumental behavior, proposed by Thorndike, which states that if a response (R) is followed by a satisfying event in the presence of a stimulus (S), the association between the stimulus and the response (S-R) will be strengthened; if the response is followed by an annoying event, the S-R association will be weakened.

174
Q

learned-helplessness effect

A

Interference with the learning of new instrumental responses as a result of exposure to inescapable and unavoidable aversive stimulation.

175
Q

learned-helplessness hypothesis

A

The proposal that exposure to inescapable and unavoidable aversive stimu- lation reduces motivation to respond and disrupts subse- quent instrumental conditioning because participants learn that their behavior does not control outcomes.

176
Q

magazine training

A

A preliminary stage of instru- mental conditioning in which a stimulus is repeatedly paired with the reinforcer to enable the participant to learn to go and get the reinforcer when it is presented. The sound of the food-delivery device, for example, may be repeatedly paired with food so that the animal will learn to go to the food cup when food is delivered.

177
Q

marking procedure

A

A procedure in which the instru- mental response is immediately followed by a distinc- tive event (the participant is picked up or a flash of light is presented) that makes the instrumental response more memorable and helps overcome the deleterious effects of delayed reinforcement.

178
Q

negative punishment

A

Same as omission training or differential reinforcement of other behavior.

179
Q

negative reinforcement

A

An instrumental condition- ing procedure in which there is a negative contingency between the instrumental response and an aversive stimulus. If the instrumental response is performed, the aversive stimulus is terminated or canceled; if the instrumental response is not performed, the aversive stimulus is presented.

180
Q

omission training

A

An instrumental conditioning procedure in which the instrumental response prevents the delivery of a reinforcing stimulus. (See also differen- tial reinforcement of other behavior.)

181
Q

operant response

A

A response that is defined by the effect it produces in the environment. Examples include pressing a lever and opening a door. Any sequence of movements that depresses the lever or opens the door constitutes an instance of that partic- ular operant.

182
Q

positive reinforcement

A

An instrumental condition- ing procedure in which there is a positive contingency between the instrumental response and an appetitive stimulus or reinforcer. If the participant performs the response, it receives the reinforcer if the participant does not perform the response, it does not receive the reinforcer.

183
Q

positive punishment

A

Same as punishment.

184
Q

punishment

A

An instrumental conditioning procedure in which there is a positive contingency between the instrumental response and an aversive stimulus. If the participant performs the instrumental response, it receives the aversive stimulus; if the participant does not perform the instrumental response, it does not receive the aversive stimulus.

185
Q

response–reinforcer contingency

A

The relation of a response to a reinforcer defined in terms of the proba- bility of getting reinforced for making the response as compared to the probability of getting reinforced in the absence of the response.

186
Q

response shaping

A

Reinforcement of successive approximations to a desired instrumental response.

187
Q

running speed

A

How fast (e.g., in feet per second) an animal moves down a runway.

188
Q

secondary reinforcer

A

Same as conditioned reinforcer.

189
Q

superstitious behavior

A

Behavior that increases in fre- quency because of accidental pairings of the delivery of a reinforcer with occurrences of the behavior.

190
Q

temporal contiguity

A

Same as contiguity.

191
Q

temporal relation

A

The time interval between an
instrumental response and the reinforcer.

192
Q
A

Fundamentals of Learning (10 decks)

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