Week 9: Behaviour Chaining, Operant & Respondent Conditioning Together Flashcards
Behaviour chain/stimulus-response chain
- Consistent sequence of stimuli and responses that occur closely to each other in time and where the last response is followed by a reinforcer
- Has to be CLOSE PROXIMITY
- Ex. sight of fork –> reach for fork –> fork in hand –> fork in food –> food on fork –> fork in mouth –> reinforcing food
- SD1 -> R1 -> SD2 -> R2 -> SD3 -> R3…SD7 -> R7
Total-task presentation method
- Whole task is laid out step-by-step
- Whole sequence laid out fr beginning (told steps)
- Go through step-by-step (only given reinforcer if all steps are done)
The backward-chaining method
- Starts at last stimulus & work backward
- S3 -> R3 –> Reinforcer … S2 -> R2 -> S3 -> R3 –> Reinforcer… S1 -> R1…
- When they’re having trouble understanding steps/are unmotivated
- Reinforce each step & work backwards –> Builds motivation
- Ex. “Snap done up” -> “Slacks all the way up” -> “Both legs in slacks” -> One leg in slacks -> “Slacks held upright” -> Slacks in hands -> “Put on your slacks”
The forward-chaining method
- Start at first stimulus
- Constantly building & breaking associations
- Not best if unmotivated
- S1 -> R1 –> Reinforcer…S1 -> R1 -> S2 -> R2 –> Reinforcer…
Which method of teaching a behaviour chain is most effective?
- Can all be
- Evidence that total-task is most effective (focuses on teaching response and response sequence simultaneously; appears to maximize independence)
Gradual change procedures
- Progressing gradually through series of stesp to produce new behaviour, stimulus control over a behaviour, or new sequence of stimulus-response steps
Unaware-misapplication pitfall of chaining
Adventitious chain: Superstitious component, non-functional component that’s part of a behaviour chain that produced the reinforcer (ex. tapping fork on table before eating it b/c it was accidentally incorporated into chain)
Example of respondent and operant conditioning acting together for exams
- Respondent consequence: Punishment for not studying enough = anxiety
- Stronger conditioned response: Closer to exam = more anxiety
- Operant consequence: Studying = relieve anxiety
How a dog attack can have both respondent and operant conditioning
- Respondent: Fear conditioned from dog knocking child down
- Operant: Punishment from dog knocking child down
Components of emotions
- Feeling component, which is internal, private and subjective
- Overt, public and objective component
Respondent component of emotions
- Our feelings
- 4 major classes of respondents: reflexes of digestive system, circulatory system, respiratory system, skeletal/motor reflexes (ANS heavily tied to emotions)
Operant component of emotions
- Our actions
- Depends on each person’s conditioning history (ex. modelled by those around us, punishments, reinforcers)
- Secondary displays of emotion vary from person to person and from culture to culture
- Our Awareness and descriptions
- Taught to be aware and describe emotions
Causes of emotions
- Presentation & withdrawal of reinforcers
- Presentation & withdrawal of aversive stimuli
- Occur along continuum
Cause of joy
Presentation of reinforcers
Cause of anger
Withholding/withdrawing reinforcers
Cause of anxiety
Presentation of aversive stimuli
Cause of relief
Withdrawal of aversive stimuli
The autonomic reaction felt during emotions is influenced by ______ conditioning
Respondent
The way you learn to express emotion overtly is influenced by _____ conditioning
Operant (learn appropriate ways to respond)
The way you become aware of and describe your emotions is influenced by ____ conditioning
Operant
Conditioned seeing
- Component of thinking
- Pairing words w/ an image
- Produce image in your brain
- Respondent component
- Developed by Skinner
Conditioned sensing
- Component of thinking
- Pairing w/ other senses
- Ex. distinct perfume paired w/ person
- Respondent component
- Developed by Skinner
Self-talk
- Component of thinking
- Skinner proposed that we learn to silently talk to ourselves at a very early age
- Largely b/c we encounter punishers when we think out loud (learn to not say some things out loud)
- Private verbal behaviour to help navigate tasks
- Operant component
Covert behaviour
- Private behaviour often includes both respondent and operant components of thinking & emotions
- Ex. child being teased –> operant thinking “I wonder if bullies will be there”, conditioned seeing = picturing bullies there –> negative emotions (reflexive) –> behaviour: carefully pick outfit
