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Learning & Memory > Operant Conditioning > Flashcards

Operant Conditioning Flashcards

1
Q

What does the ABC of instrumental conditioning refer to?

A
  • An Antecedent will produce a Behavior that has a Consequence
  • positive outcomes=increased behavior
  • negative outcomes=decreased behavior
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2
Q

Thorndike’s Puzzle Box- the CAT

A
  • cat in a box
  • initially a lot of different behaviors
  • animal tracks outcomes to behaviors
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3
Q

Antecedent

Why are antecedents important in OC?

A
  • (context, situation)
  • Tells us which contingencies are in effect
  • If A, B–>C If not A, B does nothing
  • Operant conditioning is about contingencies (if B then C)
  • However, contingencies change can change
  • What contingencies are currently in effect?
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4
Q

Behavior

What is meant by B being “behavior unit”?

A
  • B is a “Behavioral unit”- a class of behaviors producing an effect. Cognitive psychologists= goal of intentions
  • Initially through to be rote motor program but if motor program blocked, animal will use other method. eg. kid would no longer through veggies on floor bc body won’t let them
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5
Q

Consequences

A
  • Outcome determines change in behavior
  • 4 types of outcomes
  • pos rein
  • neg rein
  • pos pun
  • neg pun
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6
Q

Positive Reinforcement

A
  • Adding something they like to increase the behavior

- deliciousness–>person behaves

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7
Q

Negative Reinforcement

A
  • Taking something away that they don’t like to increase the behavior (escape)
  • take chore away–>person behaves
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8
Q

Positive Punishment

A
  • Adding something they dislike to decrease the behavior

- spanking–>less likely to disobey

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9
Q

Negative Punishment

A
  • Taking away something they like to decrease behavior (omission)
  • take toy away–> less likely to disobey
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10
Q

Positive vs. Negative in Operant Conditioning

A

Adding vs. subtracting a consequence/reward

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11
Q

Reinforcement vs Punishment in Operant Conditioning

A

Increasing vs. decreasing the behavior

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12
Q

Why did psychologists switch from using Thorndike’s puzzle boxes to Skinner boxes?

A

-some methodology problems
-had to repeat trials over and over, resetting the animal and the device
-When is the cutoff time? What is a worst performance? When did they or did not get it?
-How do you generate a prediction from latencies?
Skinner Box has ABC with no questions on when to take them out of the box

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13
Q

Describe the 4 types of consequences reguarding the Skinner box

A

Pos Rei- Press lever (B)–> get food
Neg Rei- Press lever (B)–>end the shock
Pos Pun- Press lever (B)–>get shocked
Neg Pun- Press lever (B)–>food stops

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14
Q

Skinner Box

A

A: light that signals box is “on”
B: rate of lever pressing
C: +/- food delivery (reward)
+/- shock through wires in the floor (punishment)

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15
Q

Pre-training

A
  • low spontaneous rate of B

- on a normal basis you do not see rats pressing levers.

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16
Q

Training

A
  • contingency (antecedent) is introduced: If A, then B–>C

- B has a low initial rate; the animal must discover the antecedent on it’s own

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17
Q

Acquisition

A
  • animal discovers contingency (antecedent), rate of B increases
  • when they have realized that when in that situation, and they do the behavior, they get the consequence
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18
Q

Extinction

A
  • antecedent is eliminated (B–>nothing)

- rate of B decreases because no consequence

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19
Q

What determines the effectiveness of OC?

A
  • Timing from behavior to consequence

- relationship between behavior and consequence (schedule)

20
Q

How is timing important for OC?

A
  • The closed in time behavior and consequence are, the better the learning
  • the different rates at which consequences are given make the learning stronger
21
Q

Fixed Ratio (FR)

A
  • Every X B’s produced, 1 C
  • Every so many times you do the behavior you get the consequence
  • graph like stairs
  • Has a steady response (upward line) until reinforcement
  • Post-reinforcement pause: (flat line) time out from responding after each reward
  • the higher the ratio the longer the pause after each reward
22
Q

Variable Ratio (VR)

A
  • On average every X B’s produced, 1 C
  • graph is consistent and high rate of responding
  • e.g. gambling, video games
23
Q

Fixed Interval (FI)

A
  • after Y seconds, 1B produces 1C
  • behavior before interval expires has no consequence
  • based on time
    e. g. morphine drip
  • graph scalps
  • at beg of interval, little/no responding
  • increase to rapid rate of responding before interval expires
  • reward, pause, increase behavior, reward, pause…
24
Q

Variable Interval (VI)

A
  • on average after Y seconds, 1B produces 1C
  • Behavior before interval expires has no consequence
  • based on time
  • purpose of doing the behavior is to check if it’s time
  • graph is steady but low rate of increase bc you are hardly in control of when you get the consequence
    e. g. checking phone for message
25
Q

Ratio vs interval

A

ratio- # of times you do the behavior

interval- time bound

26
Q

Why do the different schedules of reinforcement have diff graph shapes?

A
  • Variable graphs have strait lines bc you are not sure when the consequence will arise
    • VR- more behavior = more consequences (got to play to win)
      • generally highest rate of behavior over time
    • VI- more behavior does not equal more consequences (only need to check in)
  • FR- pauses (stairs)
    • don’t want to start doing the behavior again right away
  • FI- scallop
    • slowly start doing the behavior again, as time gets closer the more you preform the behavior
27
Q

What is graphed when looking at schedules of reinforcement?

A

X= time
Y= Cumulative # of responses
How long does it take to learn the behavior given the schedule of consequences

28
Q

How does FR3 differ from FI3?

A

FR3- every 3 times the behavior is preformed the consequence will be given
FI3- every 3 seconds if the behavior is preformed, the consequence will be given

29
Q

How does FR6 differ from VR6?

A

FR6- every 6 times the behavior is preformed, the consequence is given
VR6- on average every 6 times the behavior is performed, the consequence is given

30
Q

How does FR7 differ from VI7?

A

FR7- every 7 times the behavior is preformed, the consequence is given
VI7- on average every 7 seconds if the behavior is preformed the consequence is given

31
Q

How does FI4 differ from VR4?

A

FI4- every 4 seconds if the behavior is preformed the consequence is given
VR4- on average every 4 times the behavior is preformed, the consequence is given

32
Q

How does FI5 differ from VI5?

A

FI5- every 5 seconds if the behavior is preformed the consequence is given
VI5- on average every 5 seconds if the behavior is preformed the consequence is given

33
Q

How does VR8 differ from VI8?

A

VR8- on average every 8 times the behavior is preformed, the consequence is given
VI8- on average every 8 seconds if the behavior is preformed, the consequence is given

34
Q

What is the most effective schedule of reinforcement? Why?

A
  • Variable Ratio is because they know that the frequency of their consequence is based on the number of times they preform the behavior. The fact that they are not sure when they are to get their consequence next drives them to do the behavior more.
  • If fixed (they knew when it was coming) then they would not be inclined to do it at the start of the round
  • If interval (based on time) then they would be less inclined to do it because it was not based on how many times you did the behavior, just on if time was up or not
35
Q

Key differences between Classical and Operant Conditioning

A 
Operant
 -animal operates on the environment
 -antecedent evokes behavior to produce consequence (A-->B-->C)
 -Animal connects context, behavior, and outcome
 -trying to increase/decrease a behavior
 -multiple consequences
Classical
 -environment operates on animal
 -stimulus (A) evokes response (B) (S-->R) with no consequences
 -animal learns CS predicts US
 -trying to create a behavior
 -no consequences
36
Q

When might you want to use classical and operant conditioning?

A

Operant
-trying to increase/decrease behavior
-need multiples ways to produce behavior
-want it to be based on certain circumstances
-need it to be more flexible
Classical
-trying to produce a new behavior
-want a specific thing to produce a specific behavior

37
Q

Shaping

A

-Training to do one elaborate behavior
-shaping through successive approximation builds a complex behavior incrementally
-gradually builds a complex B animal would never spontaneously produce
-e.g. dog ring bell when it wants to go out
tiger/cat jumping through a hoop

38
Q

Chaining

A
  • training to do a sequence of behaviors
  • chaining builds complex behavioral sequences by linking together A–>B–>C conditions
  • reward every time they complete the next step of the sequence
  • e.g. dog agility/dancing
39
Q

What kinds of things do you need to be concerned with when shaping/chaining behavior?

A
  • can be used to train animals to complete incredibly complex behaviors
  • both techniques require skill and patience from the trainer
    • keep animal motivated and interested
    • select proper training sequence- can’t move too fast
  • both techniques are for positive reinforcement
40
Q

Why is effective punishment tricky to achieve?

A
  • Circumvention- subject may learn antecedent that will help it avoid the punishment
  • can produce fear/anxiety/rage that can impair behavior (dog scared of owner rather than scared of behavior) (abuse)
  • can produce generalized behavior disruptions (dog stops barking all together)
  • can produce aggression via modeling (learn that hitting is ok bc mom hits me)
  • reinforces the person giving the punishment (shake baby every time it cries)
41
Q

Introducing Punishment

A
  • key to making it productive
  • weak punishments habituate (take away dessert, they get used to it)
  • escalating punishments habituate more (time out for a min, time out for 3 mins, time out for 5 mins…get used to this fast)
  • NEED TO START STRONG
42
Q

Making Punishment Effective

A
  • START STRONG
  • IMMEDIACY–>give punishment right away bc the longer the delay between B &C, the weaker effect of punishment
  • SCHEDULE–> FR1 (continuous) is the most effective
  • ALTERNATIVES–>giving them an alternative B will greatly improve effectiveness of punishment (say darn instead of damn)
  • ANTECEDENT–>Should always be in effect. Signals that the contingency is in effect (with punishment antecedents can be enabled as cheating. e.g. A) cop not watching, B) speeding –> C) no ticket).
43
Q

Example of difficulty making punishment effective

A

-anything can turn into abuse pretty quickly and when that happens its not the behavior that they are trained not to do but just to do nothing around that person.

44
Q

Pathological additcition

A
  • strong habits maintained despite harmful consequences
    • craving a high “euphoria” and avoiding withdrawals
    • seeking pleasure involved positive reinforcement (makes you feel better when take drug so you increase habit)
    • avoiding pain involved negative reinforcement (take away the pain of not having drug to increase habit)
  • like a drug may help initiate addiction, the incentive salience hypothesis suggests that addiction is maintained by “wanting” the drug
  • all addictive drugs cause the release of dopamine from the ventral tegmental area
45
Q

How do drugs affect the brain?

A
  • Presynaptic dopaminergic neuron secretes dopamine in to Synapse
  • dopamine flows through synapse and into system or is received by postsynaptic neurons (dopamine receptors on the other side) or is reabsorbed into secreting neuron
  • when you take the drug, less dopamine is absorbed into either side of the synapse and most of it flows through it and into the body
46
Q

How are Behavioral addictions related to drug addictions

A
  • produces euphoria via dopamine
  • same chemical reaction with behavioral addictions
  • e.g. compulsive gambling, eating, sex, internet use, shopping, exercise, work and phone
  • understanding drug addictions may help understand/treat behavioral addictions
47
Q

addiction treatments

A
  • naltrexone (drug) treatment
    • inhibits dopamine production. May help treat both types of addictions
  • (cognitive) behavior therapies
    • e.g. extincition, distancing, reinforcement or alternative behaviors, delayed reinforcement
    • based on instrumental conditioning principles

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