Instrumental, operant, contiguity +contingency

Question 1

classical conditioning

Answer 1

Learning associations between stimuli
Ex. a bell meant food was coming

Question 2

instrumental conditioning

Answer 2

Learning associations between stimuli, response, and outcome, leads to get directed behavior
Ex. brush teeth, no cavities

Question 3

thorndike puzzle box

Answer 3

Food restricted cats
Goal: escape and food measured latency to escape
Cats learned association between stimulus and response
Association affected by outcome
Rope in box (S) + pulling rope (R) → escape (o)

Question 4

law of effect

Answer 4

Response to a stimulus followed by a satisfying event strengthened S-R relationship
Ex. pull rope→ food and escape→ less time to escape
Response to a stimulus followed by an annoying event→ Weekend S-R relationship
Ex. pull rope in the box→ shock→ longer time to escape

Question 5

discrete trial approach

Answer 5

Response is performed once
Behavior of subject terminates trial
Timing of trial determined by the experimenter

Question 6

free operant approach

Answer 6

Subject is free to respond at any time
May be repeated many times
Timing of responses determined by subject

Question 7

skinner box - operant

Answer 7

Skinner box measures operant response rate
Ex: number of lever presses for food
Operant responses
Behavior that “operates” on the environment

Question 8

magazine training (classical conditioning)

Answer 8

How to produce target response
Step 1: magazine training
Classical conditioning- sound of the magazine (food dispenser) is a CS+, followed by a food US that orients organism
Ex. shaking kat kaviar to get cats attention

Question 9

shaping (instrumental)

Answer 9

Rewarding successive approximations to target behavior by;
1. Reinforcing closer actions to the correct response
2.Not reinforcing early non target responses (only when rat touches bar they get a treat)
Correct steps are preserved
Ex. the rat still rears up to push the bar

Question 10

shaping familiar response

Answer 10

Must be a variable response
Opening of the beak to eat
Slowly step up criteria
Can bring about super or miniature responses
With training we can modify consummatory behavior

Question 11

Deich allan andzeigler

Answer 11

Training beak opening in pigeons
Terminology
A response may produce 1 or 2 outcomes
Appetitive stimulus:
Pleasant outcome (getting paid, food, sunshine)
Aversive stimulus:
Negative outcome (yelling, shock, cold)

Question 12

contingency

Answer 12

something likely to occur bc of something else
Positive contingency:
Response turns on/causes and outcome
A rat can press the lever to get food
Negative contingency
Response turns off/ inhibits an outcome
A rat can turn off a loud noise by pressing the lever

Question 13

positive reinforcement

Answer 13

Positive contingency between response and appetitive stimulus
Response turns on a good thing
Outcome
Increased responding
Ex
Dog training
Good grades
Working to get paid

Question 14

punishment

Answer 14

Positive contingency between response and aversive stimulus (response turns on a bad thing)
Outcome: decreased responding
Ex
Ticket for speeding
Cat goes on table gets sprayed

Question 15

omission

Answer 15

Negative contingency between a response and an appetitive stimulus
Response removes an appetitive stimulus (response removes smth you like)
Outcome: decreased responding
Ex
Swearing leads to loss of TV
Hit bro phone gets taken away
Autoshaping reversal

Question 16

negative reinforcemnt

Answer 16

Negative contingency between response and aversive stimulus
Response turns off or avoids a bad thing
Outcome: increased responding
Types

Escape: aversive stimulus present at the time of behavior, stopped by response
Cats do smth to avoid smth aversive
Taking advil to get rid of headache

Avoidance: aversive stimulus schedules to happen but is prevented from happening by response - never experience the aversive stimulus its prevented
Putting sunscreen on if you know your going in the sun

Question 17

Barton bulle and repp

Answer 17

Differential reinforcement of other behaviors
Subjects- students w autism spectrum disorder
Behaviors
Hand flapping- decrease
Omission training
Other behaviors- increase
Positive reinforcement

Question 18

You drink 4 locos at a party and find its easier to socialize, so u drink it again next time out

Answer 18

Positive reinforcement

Question 19

U are deathly afraid of clowns after your catastrophic 5th birthday,every time you see one you run and hide

Answer 19

Negative reinforcement
escape

Question 20

instrumental conditioning foundation

Answer 20

Response
Response- reinforcer - relation
Reinforcer

Question 21

response

Answer 21

Behavior performed
Conditioned behavior depends upon the response conditioned
Variable vs stereotyped response
Belongingness of response
Behavioral systems

Question 22

reinforce any–>

Answer 22

stereotype response

Question 23

reinforce variability–>

Answer 23

variable response

Question 24

Page and neuringer

Answer 24

Pigeons peck 2 keys 8 times→ food
Control group: any sequence→ food
Variability group: no repeat→ food
Reinforcing variability encourages creativity

Question 25

belongingness in thorndike box

Answer 25

Cats wouldn't yawn to escape They didn't make connection Why Final cause (evolutionary)

Question 26

instinctive drift

Answer 26

Responses are impacted by instincts (like raccoons rubbing fish in hands before eating)

Question 27

Breland and breland

Answer 27

Trained animals for zoos and commercials using food Food related examples Raccoons rubbed coins together Racoons were awarded with food after being restricted, so the instinct was to not let coins go Pigs rooted around coins Pigs were rewarded with food, but these coins were just pushed around in the dirt with snout (bc they are used to rolling in dirt)

Question 28

behavior systems theory

Answer 28

Learning response depends on compatibility with natural behaviors Feeding system activated→ food related behavior Ex. raccoons rubbing coins tg could interfere with target response

Question 29

conditioning depends on the reinforcer

Answer 29

Quantity Quality Shifts in quantity and quality

Question 30

hutt 1954

Answer 30

Thirsty rats trained to press lever for Quantity Small,Medium,Large Quality - acidic, normal, sweet Increase in quantity and quality = increased responding Reinforcer shifts responding depends on expectation Positive contrast small/ bad reward→ larger/ better reward Low responding→ increase responding Negative contrast Larger / better reward→ smaller/bad reward Spoiled child used to getting big rewards so decreased responding when they get smaller ones High responding→ decreased responding

Question 31

contiguity + contingency

Answer 31

****Contiguity -Temporal How long after the response does the reinforcer occur Contiguity has two T temporal or time is important Contingency -Causal Is the response necessary for the reinforcer to occur In autoshaping does a pigeon have to peck at the light? False Two Cs in contingency is causal contingency (Operant conditioning must have contingency )

Question 32

contiguity

Answer 32

Reinforcer immediately after response→ better learning Why Easier to pick out correct response Closer tg more level pressing

Question 33

how to overcome delay in reinforcement

Answer 33

Secondary reinforcer Marking Delay in reinforcement→ decrease in learning

Question 34

secondary reinforcement

Answer 34

Connects correct response with delayed primary reinforcer CS previously associated with the reinforcer Ex: coaching, dog training, poker chips gold stars

Question 35

marking procedure

Answer 35

Marks the subjects response Marking is not associated with reinforcement, but CHOICE

Question 36

Lieberman et al - discrete operant approach

Answer 36

Correct arm has treat incorrect no treat → but the delay is too long to learn reinforcement Group 1 marked after correct (black) and incorrect (white) responses Marked - picked up by experimenter and places in delay box after choice Group 2 unmarked after correct (black) and incorrect (white) responses Unmarked - walk without pickup into delay box Marked rats perform better

Question 37

B.F skinner

Answer 37

Pigeons received food every 15 sec Odd behaviors emerged 360 degree turning Beak tossing why Accidental reinforcement: accidental pairing of response with reinforcer Thus, skinner believed contiguity was most important

Question 38

Staddon and simmelhag

Answer 38

two types of responses Interim responses: “odd” behaviors did not occur close to reinforcer (¼ turn) Terminal responses: food related behaviors occur just before reinforcer (pecking) Skinner did not account for when odd responses occurred Pecking is not superstitious, ‘it belongs’

Question 39

controllability

Answer 39

Controllability→ affects learning about causality (contingency) The shuttle box: dogs hate shocks It usually has a noise our a light as a warning stimulus and then dogs rapidly learn to jump to other side

Question 40

triadic designs

Answer 40

Subjects in group Y feel “helpless” compared to group R because there is no response - reinforcer contingency R group shows negative reinforcement

Question 41

controllability (marking)

Answer 41

Attention deficit theory Inescapable shock→ difficulty attributing a choice to reinforcer

Question 42

passivity in aversion theory

Answer 42

Repeated aversive stimulation leads to unlearned passivity

Question 43

What if we mark the response? Maier et al

Answer 43

Y-M group: marking the response reversed ‘helplessness’ Marking provides contingency

Question 44

helplessness hypothesis

Answer 44

Perceived lack of control over environment→ depression Reduced motivation Difficulty identifying effective behaviors

Question 45

overcome helplessness in humans

Answer 45

Using marking, using a diary to track outcomes of the day, help identify choices that determine outcome, which helps change behavior