Operant Conditioning Flashcards
Define ‘Law of Effect’.
Of the several responses made to the same situation, those which are closely followed by satisfaction will be more firmly connected with the situation.
What process did the cat in Thorndike’s (1911) experiment learn through?
Trial and error.
Describe the conclusions Thorndike drew from his experiment.
- Showed that an animal learns a response through favourable consequences
- This increases the probability of that behaviour repeating
How does operant conditioning compare to classical conditioning in the responses that are learnt?
Classical = The responses already occur naturally to an animal, it's only the stimuli that can be manipulated to elicits these responses Operant = New behaviours are created in animals in response to a consequence
Define ‘positive reinforcement’.
Something positive which is received when the desired behaviour is performed.
Give and example of positive reinforcement.
Giving a dog a treat when they act well behaved or perform a trick.
What is ‘primary’ positive reinforcement?
One that satisfies a basic need such as getting food.
What is ‘secondary’ positive reinforcement?
One that enables you to access a primary reinforcement such as getting money.
Define ‘negative reinforcement’.
Something negative is avoided after the desired behaviour is performed which increases the probability of the desirable behaviour being performed and repeated.
Give and example of negative reinforcement.
Doing homework to avoid detention.
Define ‘punishment’.
Causing some kind of physical or mental distress by giving a negative consequence and so decreasing the probability of the undesirable behaviour being repeated.
Define ‘positive’ punishment.
Receiving something negative as punishment.
Give an example of positive punishment.
Getting hit by a ruler at school for being naughty.
Define ‘negative’ punishment.
Getting something taken away or being deprived of something as punishment.
Give an example of negative punishment.
Going to be without tea for being naughty.
Give an example of primary punishment.
Being deprived of food.
Give an example of secondary punishment.
Being deprived of pocket money.
Define ‘shaping’ in terms of ‘successive approximations’.
Learning a new skill through different stages, being rewarded each time.
Give an example of shaping in terms of successive approximations.
Learning how to use a knife and fork by using stages such as going from being fed, to a spoon, to a knife and fork.
Define ‘chaining’.
Combining individual activities to receive a reward at the end rather than after each activity.
Give an example of chaining.
Tidying all of a room and receiving the reward at the end rather than after each item of clothing is picked up.
Define ‘uncontrollable reinforcers’.
When the behaviour has no real effect on the reward but the reward follows so that they appear to be linked.
Give an example of how this can lead to superstition.
Being cautious on Friday 13th and getting through the day without anything bad happening so that behaviour is repeated.
List the 3 principles of operant conditioning.
1) Generalisation
2) Discrimination
3) Extinction
Define ‘generalisation’ in terms of operant conditioning.
The the behaviour is generalised to similar things to the reinforced behaviour.
Define ‘discrimination’ in terms of operant conditioning.
Distinguishing between responses that may be similar to the reinforced behaviour.
Define ‘extinction’ in terms of operant conditioning.
When the behaviour that was previously reinforced no longer produces reinforcing consequences and the behaviour stops.
List the 5 schedules of reinforcement.
1) Continuous
2) Fixed ratio
3) Variable ratio
4) Fixed interval
5) Variable interval
Define a ‘continuous’ schedule of reinforcement.
Where the desired behaviour is reinforced every time it occurs.
Give an example of continuous schedule of reinforcement.
Getting a raise at work after every successful project.
State the response rate and extinction rate of continuous schedule of reinforcement.
Response rate = Slow
Extinction rate = Fast
Define a ‘fixed ratio’ schedule of reinforcement.
When every 5th, 10th, or any such regular desired behaviour is reinforced.
Give an example of a fixed ratio schedule of reinforcement.
A mom asking her child to clean their room 5 times before they are punished.
State the response rate and extinction rate of fixed ratio schedule of reinforcement.
Response rate = Fast
Extinction rate = Medium
Define a ‘variable ratio’ schedule of reinforcement.
Where the number of necessary desired behaviours are constantly altered.
Give an example of a variable ratio schedule of reinforcement.
When at a casino a slot machine it provides different winnings each time.
State the response rate and extinction rate of variable ratio schedule of reinforcement.
Response rate = Fast
Extinction rate = Slow
Define a ‘fixed interval’ schedule of reinforcement.
Reinforcement made once every fixed number of minutes so long as there has been at least one desirable behaviour performed during that time.
Give an example of a fixed interval schedule of reinforcement.
Receiving a treat after every hour of revision.
State the response rate and extinction rate of fixed interval schedule of reinforcement.
Response rate = Medium
Extinction rate = Medium
Define a ‘variable interval’ schedule of reinforcement.
Reinforcement is made at different time periods.
Give an example of a variable interval schedule of reinforcement.
Self-employed people getting paid at different times in the month after completing different length tasks.
State the response rate and extinction rate of fixed interval schedule of reinforcement.
Response rate = Fast
Extinction rate = Slow
Using the acronym ‘EACH’, evaluate 2 ‘evidence’ points.
P - Thorndike’s research supports
E - He showed that with trial and error, cats learnt to get out of the cage due to positive reinforcement
E - Therefore showing how behaviour can be learnt through reinforcement
P - Skinner’s research supports
E - He showed that rats learnt when to press a lever to receive a treat with the use of positive reinforcement
E - Therefore showing how behaviour can be learnt through reinforcement
Using the acronym ‘EACH’, evaluate a high and low ‘how’ point.
P - High reliability
E - Standardised procedures, such as Skinner sounding a buzzer
E - Can be replicated to test for consitency
P - Low generalisability
E - Much research uses animals
E - Humans are more complex and have qualitative differences to animals brains and so can’t generalise
Are there any applications (provide 2)?
P - Yes
E - Can be used to train guide dogs to support humans through the process of positive reinforcement when they elicit a desirable behaviour
E - Therefore the concept can be used to form treatments and help a range of people
P - Yes
E - Can be used in a token economy program by giving secondary reinforcers in response to desirable behaviours
E - Therefore helping people in psychiatric hospitals such as bulimics
Using the acronym ‘EACH’, evaluate a ‘contrasting theory’ point.
P - Social learning theory disagrees
E - It suggests that humans learn through observation
E - Therefore observed behaviour may be imitated if desirable consequences follow, without the need for trial and error
