Rule-governed behavior Flashcards
Rule-governed behavior
Rule = Description of a three term contingency of
reinforcement (ABC)
Partial rule = do not identify all three aspects of a
contingency of reinforcement
Command or threat – imply that noncompliance will
be punished
Rule =
Rule = verbal description of a contingency (consequence)
Expressed as IF : THEN statement
E.g., IF you are late : THEN you will be locked out
Rules can be used to establish behavior
E.g., you don’t have to be late to know that you will be locked
out
Human experiments – Tell P, IF you press this button when the
light is on, THEN you will earn money. Within a few seconds of
outlining the rule, you have a button-pressing, money earning
human.
Consequences of following rules influence whether we follow
rules again
Advantages of using rules
When rapid behavior change is desirable
When consequences are delayed
When natural reinforcers are highly intermittent
When behavior will lead to immediate and severe
punishment
Why rules work
Reinforcer indicated in a rule might be delayed for
an individual
But, other people might provide other immediate
consequences if the individual follows (or does not
follow) a rule
An individual might follow a rule and then
immediately make reinforcing statements to himself
or herself
Our operant-respondent interactions give us a
reinforcement history
Following rules is automatically strengthened and
failure to follow rules is automatically punished
Disadvantages of rule governed
behavior
Rule-governed behavior can be less efficient than behavior
shaped by natural contingencies
E.g., no matter how many books you read on how to play golf,
your game will only improve if you actually go out practice
hitting the ball
Behavior is insensitive to actual contingencies
E.g., Human Ps told they can earn money by button pressing.
On FI schedule, human Ps do not display scalloped pattern of
responding typical of FI reinforcement schedules seen in rats.
They press button like continuous schedule. (focus on rule
given)
Rule-governed behavior is useful, BUT…need to recognize
situational limitations and modify accordingly
Personal rules in self-regulation
Self-determined rules can govern own behavior
Expressed as SAY : DO statements
(SAY) if I want do well on exam : (DO) then I must
study hard
To be effective need bright boundaries between
acceptable and unacceptable behavior
E.g., “I will study today” – vague statement – might
delay study behavior until it is too late to study
E.g., “I will study between 6pm and 9pm today” –
specific statement more likely to be carried out
Gollwitzer & Brandstätter (1997)
Ps asked to name 2 tasks they intended to complete during Christmas
break
Easy task (e.g., go skating)
Difficult task (e.g., write an essay)
Ps asked if they had decided when and where they intended to carry
out task
Following break, Ps asked if they had carried out task
Results
Easy task – 80% completed (influence of when & where statements NOT
apparent)
Difficult task – Ps who decided on specific when & where strategies
more likely to have completed task
Personal process rules (specific process for task completion) affects
probability of accomplishing the goal
Gollwitzer & Brandstätter (1997)
Ps asked to name 2 tasks they intended to complete during Christmas
break
Easy task (e.g., go skating)
Difficult task (e.g., write an essay)
Ps asked if they had decided when and where they intended to carry
out task
Following break, Ps asked if they had carried out task
Results
Easy task – 80% completed (influence of when & where statements NOT
apparent)
Difficult task – Ps who decided on specific when & where strategies
more likely to have completed task
Personal process rules (specific process for task completion) affects
probability of accomplishing the goal
Rules are more likely to be
followed if they:
describe behavior specifically
describe specific circumstances in which the
behavior should occur
describe probable consequences
describe sizeable consequences
describe deadlines
How to effectively use rules
Rules should be understandable
Rules should be effective (follow previous slide
guidelines)
Complex rules should be broken down into easy-tofollow steps
Rules should be delivered in a pleasant, courteous
manner
Fading of rules should be used as necessary to allow
other stimuli that are present to take control of the
behavior
Goals
Describes a level of performance toward which an
individual or group should work
Considered to be motivational
Might be considered as a rule
Used to influence individuals to work toward some
objective over a period of time or during a number
of practice opportunities
Goals are more effective when
they:
are specific
include mastery criteria
identify the circumstances under which the
desirable behavior should occur
are realistic and challenging
are public
include deadlines
include feedback
when individuals are committed to them
How to set goals
Set goals that are specific, realistic, and challenging
Identify the specific behaviors and circumstances in
which they should occur in order to meet the goals
Be clear about the specific consequences that
might occur for meeting or not meeting the goal
Break long-term goals into several short-term goals
How to set goals 2
If the goal is complex, devise an action plan for
meeting it.
Set deadlines for goal attainment
Ensure that individuals involved are committed to
the goals
Encourage the learner to share the goals with a
friendly supporter
Design a system for monitoring progress toward
goals
Provide positive feedback as progress toward goals
is achieved
