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BEHAVIORAL
ANALYSIS
 Radical behaviorism
– a doctrine that avoids
all hypothetical constructs
such as ego, traits, drives,
needs, hunger.
OVERVIEW
 Determinist
Environmentalist
- he rejected the notion of
volition/free will.
- explain behavior on the
basis of environmental
stimuli.
BIOGRAPHY
Burrhus Frederic
Skinner or B.F. Skinner
 was born in
Susquehanna,
Pennsylvania, USA, on
March 20, 1904.
 William Skinner
- A lawyer and
politician
 Grace Mange
Burrhus Skinner
- A good Presbyterian,
who took care of the
house and family.
 Skinner grew up in a
comfortable, happy,
upper-middle class home
where his parents
practiced the values of
temperance, service,
honesty, and hard work.
BIOGRAPHY
 when Skinner was 2 ½ years old,
Edward was born.
BIOGRAPHY
 and died during
Skinner’s first year
at college.
YOUNG ADULTHOOD
 Skinner experience his first
identity crises when armed with
an undergraduate degree in
English.
 B.F. Skinner returned to his
parents’ home hoping to shape his identity
in the world of literature.
BIOGRAPHY
BIOGRAPHY
 William Skinner reluctantly agreed to allow
and support Fred but in one condition; He
would get a job if his writing career was not
successful.
 After 3 months of trying to become a creative
writer, Fred realized that the quality of his work
was poor.
 He blamed his parents, their hometown, even
literature itself.
BIOGRAPHY
 “Dark Year”
- time of identity confusion (Erikson)
- time for trying to discover who he was,
where he was going to get there.
November, 1927
- he decided to abandon literature and study
psychology.
 He became determined to be a behaviorist
after reading some of the works of Watson and
Pavlov.
BIOGRAPHY 1928
- He became a graduate student at Harvard
University’s psychology department, aged 24.
1931
- completed his PhD
- received a fellowship from the National Research
Council to continue his laboratory research at Harvard.
 1933
- Harvard created the Society of Fellows (a
program designed to promote creative thinking among
young intellectually gifted men in the university).
BIOGRAPHY
 1936
- Skinner began a teaching and research
position at the University of Minnesota and
married
Yvonne Blue
Julie, 1938 Deborah,1944
BIOGRAPHY
 Minnesota Years
- published his first book , The Behavior of
Organisms (1938).
- interesting ventures:
1. pigeon-guided missile
BIOGRAPHY
Pigeon-guided missile
attempt to condition pigeons to make
appropriate pecks on keys that would maneuver
an explosive missile into an enemy target.
 1944
- Skinner dramatically demonstrated to
government officials the feasibility of the project
by producing a live pigeon that unerringly
tracked a moving target.
BIOGRAPHY
2. Baby tender
 an enclosed crib with a
large window and a
continual supply of fresh
warm air.
BIOGRAPHY Skinner, still dependent on his father for financial
help. (40 yrs. Old)
 1945
- became the chair of Indiana University’s
psychology department.
- wrote Walden Two ( a utopian novel that
portrayed a society in which problems were solved
through behavioral engineering.
 1948
- He returned to Harvard where he taught mostly
in the College of Education.
BIOGRAPHY
 1964
- he retired from teaching but retained
faculty status. (60 yrs. Old)
 1974
- retired as a professor of Psychology but
continued working until his death on,
 August 18, 1990
- B.F. Skinner died aged 86 in Cambridge,
Massachusetts from complications resulting
from leukemia.
regarded as the
father of Operant
Conditioning.
SCIENTIFIC
BEHAVIORISM
 Skinner insisted that human behavior should
be studied scientifically.
 Skinner disagreed in postulating a
hypothetical internal mental function.
“People do not eat because they are hungry.”
-Hunger is an inner condition not directly
observable.
SCIENTIFIC
BEHAVIORISM
 Cosmology – concern with causation.
To be scientific, psychology must avoid
internal mental factors and confine itself to
observable physical events.
Philosophy of SCIENCE
“Scientific behaviorism allows for an interpretation
of behavior but not an explanation of its causes”.
SCIENTIFIC
BEHAVIORISM
Characteristics of SCIENCE
 Science is cumulative.
 Science is an attitude that places value on
empirical observations.
Three components of scientific attitude:
 rejects authority
 demands intellectual honesty
 suspends judgment
 Science is a search for order and lawful
relationships.
STRUCTURE OF
PERSONALITY
 He focused on modifiable behavior and de-
emphasized the biological or genetic
determinants.
CONDITIONING
 Classical conditioning(respondent
conditioning)
 Operant conditioning(Skinnerian
conditioning)
Classical
conditioning
 a response is drawn out of the organism
by specific, identifiable stimulus.
 a conditioned stimulus is paired with an
unconditioned stimulus a number of times
until it is capable of bringing about a
previously unconditioned response.
(conditioned response)
Classical
conditioning
reflexive behaviors:
- light shined in the eye stimulates the
pupil to contract,
- food place on the tongue brings about
salivation,
- pepper in the nostrils results in the
sneezing reflex.
 responses are unlearned involuntary, and
common not only to the species but across
species as well.
Classical
conditioning
The Case of Little
Albert
 Conditioned
stimulus: white rat
 Unconditioned
stimulus: fear of the
loud sudden sound
Operant
refer to any "active behavior that
operates upon the environment to
generate consequences“
 In other words, Skinner's theory
explained how we acquire the range of
learned behaviors we exhibit each and
every day.
Operant
conditioning
a type of learning in which
reinforcement, which is contingent upon
the occurrence of a particular response,
increases the probability that the same
response will occur again.
 Reinforcement
- any condition within the environment
that strengthens behavior.
Operant
conditioning
behavior is made more likely to recur when
it is immediately reinforced.
 “if the occurrence of the operant is followed
by presentation of reinforcing stimulus, the
strength is increased”
 if a response is followed by a reward, the
response will be strengthened;
 or if you want to strengthen a response of a
behavior pattern, reward it.
Operant
conditioning
Example:
 when a lab rat presses
a blue button, he receives
a food pellet as a reward,
but when he presses the
red button he receives a
mild electric shock.
As a result, he learns to press the
but avoid the red button.
Operant
conditioning
Operant
conditioning
 Shaping
- a procedure in which the experimenter
or the environment first rewards gross
approximations of the behavior, then closer
approximations, and finally the desired
behavior itself.(Fiest)
- a process in which reinforcement is used
to create new responses out of old ones.
- a gradual molding of behavior through
reward.
Shaping
reward
reward
reward
reward
Operant
conditioning
 Instances:
 A. Antecedent
- refers to the environment or
setting in which the behavior takes
place.
 B. Behavior
- response must be within the
person’s repertoire and must not be
interfered with by competing or
antagonistic behaviors such as
Operant
conditioning
 Instances:
 C. Consequences
- the reward
 Operant Discrimination
- Skinner’s observation that an organism, as a
consequence of its reinforcement history, learns to
respond to some elements in the environment.
- a function of environmental variables and
organism’s previous history of reinforcement.
Types of responses
 Neutral operants
- responses from the environment that neither
increase nor decrease the probability of a behavior being
repeated.
Reinforcers
- Responses from the environment that increase the
probability of a behavior being repeated. Reinforcers can
be either positive or negative.
Punishers
- Responses from the environment that decrease the
likelihood of a behavior being repeated. Punishment
weakens behavior.
Operant
conditioning
Stimulus Generalization
- a response to a similar environment
in the absence of previous reinforcement.
- the tendency for the
conditioned stimulus to evoke similar
responses after the response has been
conditioned.
Operant
conditioning
 Reinforcement
- any condition within the environment
that strengthens a behavior.
Effects:
 Strengthens the behavior
 Rewards the person
Operant
conditioning
 Positive
reinforcement
- strengthens a
behavior by
providing a
consequence an
individual finds
rewarding.
 Positive
reinforcer
- Any stimulus
that, when added to
a situation,
increases the
probability that a
given behavior will
occur.
Operant
conditioning
 Negative
Reinforcement
-removal of an
unpleasant
reinforcer can also
strengthen
behavior.
 Negative
reinforcer
- Any stimulus
that, when remove
from a situation,
increases the
probability that the
immediately
preceding behavior
will occur.
Operant
conditioning
 Punishment
- opposite of reinforcement
- presentation of an aversive stimulus
or the removal of a positive one.
 Effects:
 supress behavior
Ex. If the boy teases his younger sister,
his parents can make him stop by
spanking him.
Operant
conditioning
 conditioning of a negative feeling
-If the pain of spanking is strong enough, it will
instigate a response (crying) that is incompatible
with the behavior of teasing a younger sibling.
 spread of its effects
- The boy may simply learn to avoid his younger
sister, stay away from his parents, or develop
negative feelings toward the paddle or the place
where the paddling occurred.
Operant
conditioning
Conditioned reinforcer (secondary reinforcers)
- those environmental stimuli that are not by
nature satisfying but become so because they are
associated with such unlearned (primary
reinforcers) as food, water, sex, or physical
comfort.
 Generalized reinforcer
- conditioned reinforcer that has been
associated with several primary reinforcers.
Ex. Money
Operant
conditioning
 Schedules of Reinforcement
 continuous schedules
- the organism is reinforced for every
response.
- type of schedule increases the frequency
of a response but is an efficiency use of the
reinforcer.
Operant
conditioning
intermittent schedules (partial schedules)
- the reinforcement of an organism on only
certain selected occurrences of a response;
opposed to a continuous schedule in which the
organism is reinforced for every correct trial.
Operant
conditioning
Ratio
- amount of responses
 Interval
- time
 Fixed
- consistent
 Variable
- variation
Fixed-Ratio
 Fixed- Interval
 Variable- Ratio
Variable -Interval
Operant
conditioning
Basic Intermittent Schedules:
 Fixed-ratio schedule
- the organism is reinforced intermittently
according to the number of responses it makes.
-Behavior is reinforced only after the behavior
occurs a specified number of times. One
reinforcement is given after every so many
correct responses (after every 5th response).
Ex. A child receives a star for every five words
spelt correctly.
Operant
conditioning
Fixed-Ratio
Car salesman
1 2 3 4 5
It emits high rate of behavior
because the frequency of getting a
reward with a reinforce depends
on the person.
Operant
conditioning
 Variable-ratio schedule
- the organism is reinforced after the nth
response on the average.
- Behavior is reinforced after an
unpredictable number of times.
Ex. gambling or fishing
(Playing slot machines) The machine is set
to pay off at a certain rate, but the ratio must be
flexible, that is, variable, to prevent players from
predicting payoffs.
Operant
conditioning
Variable-Ratio
Car salesman
1 2 3 4 5
1st bonus2nd bonus
1 2 3 4 5 61 2 3 4 5 6 7
3rd bonus
1 2 3 4 5 6 7 8
4th bonus
1 2 3 4 5 6 7 8 9
5th bonus
Operant
conditioning
 Fixed-interval schedule
- the organism is reinforced for the first
response following a designated period of time.
- One reinforcement is given after a fixed
time interval providing at least one correct
response has been made.
Ex. being paid by the hour, or would be every 15
minutes (half hour, hour, etc.)
Operant
conditioning
Fixed- Interval
Car salesman
1
two weeks
The paycheck is on the interval
schedule because the reinforcement
occurs after a consistent amount of
time has passed(two weeks).
Operant
conditioning
 Variable-interval schedule
- the organism is reinforced after the lapse
of random periods of time.
- reinforcement is given after an
unpredictable amount of time has passed
Ex. self-employed person being paid at
unpredictable times.
Operant
conditioning
Car salesman
1
Variable- Interval
supervisor
Operant
conditioning
 Four Reasons why responses can be lost:
a) passage of time
b) interference of preceding or subsequent
leaning
c) punishment
d) cause of lost learning or EXTINCTION
- Defined as the tendency of a previously
acquired response to become progressively
weakened upon nonreinforcement.
Operant
conditioning
 Operant Extinction
- takes place when an experimenter
systematically withholds reinforcement of a
previously learned response until the
probability of that response diminishes to
zero.
Operant
conditioning
 HUMAN
BEHAVIOR/PERSONALITY
 Forces:
 Natural selection
 Cultural Evolution
 Individuals history of reinforcement
Operant
conditioning
 Natural selection
- we are shaped by contingencies of
survival.
 Cultural Evolution
 Selection is responsible for those
cultural practices that have survived.
Operant
conditioning
 Inner States
Drives
- the effect of deprivation and satiation
and the corresponding probability
that the organism will respond.
 Emotions
 Purpose and Intention
Operant
conditioning
 Complex behavior
 Creativity – result of random or accidental
behaviours that happen to be rewarded.
 Dreams
 Higher Mental Processes
- Thinking, problem solving, and reminiscing
are covert behaviors that take place within the
skin but not inside the mind. As behaviors, they
are amenable to the same contingencies of
reinforcement as overt behaviors.
Control of Human Behavior
Methods of social control:
a. Operant conditioning
b. describing contingencies
c. Deprivation and satiation
d. Physical restraint
2. Self-Control
• the contingencies of self-control
do not reside within the individual
and cannot be freely chosen.
2. Self-Control
Techniques:
 physical aids
- Such as tools, machines, and financial
resources
Ex.
A person may take extra money when
going shopping to give herself the opinion
of impulse buying.
2. Self-Control
Techniques:
 changing environmental stimuli
Ex.
A student wanting to concentrate on his
studies can turn off a distracting a
television set.
2. Self-Control
Techniques:
 arranging the environment to allow
escape from aversive stimuli
Ex.
A woman can set an alarm clock so
that the aversive sound can be stopped only
by getting out of bed to shut off the alarm.
2. Self-Control
Techniques:
 Drugs
Ex.
A man ingest tranquilizers to make
his behavior more placid.
2. Self-Control
Techniques:
 Doing something else
Ex.
An obsessive woman may count repetitious
patterns in wallpaper to avoid thinking about
previous experiences that would create guilt.
The Unhealthy Personality
A. Counteracting Strategies
People counteract through:
- escape
People withdraw from the
controlling agent either physically or
psychologically.
The Unhealthy Personality
A. Counteracting Strategies
- revolting
People rebel through vandalizing
public property, tormenting teachers,
verbally abusing other people, etc.
The Unhealthy Personality
A. Counteracting Strategies
- passively resisting
Skinner believed that passive resistance is
most likely to be used when escape and revolt
failed.
Ex.
A child with homework to do finds dozen
excuses why it cannot be finished.
The Unhealthy Personality
B. Inappropriate behaviors
 excessive vigorous behavior
 excessive restrained behavior
 blocking of reality
 defecting self-knowledge
 self-punishment
Skinner was not a
psychotherapist, and he even
criticized psychotherapy as being
one of the major obstacles to a
scientific study of human behavior
in a therapeutic setting.
PSYCHOTHERAPY
Skinner

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Skinner

  • 2.  Radical behaviorism – a doctrine that avoids all hypothetical constructs such as ego, traits, drives, needs, hunger. OVERVIEW
  • 3.  Determinist Environmentalist - he rejected the notion of volition/free will. - explain behavior on the basis of environmental stimuli.
  • 4. BIOGRAPHY Burrhus Frederic Skinner or B.F. Skinner  was born in Susquehanna, Pennsylvania, USA, on March 20, 1904.
  • 5.  William Skinner - A lawyer and politician  Grace Mange Burrhus Skinner - A good Presbyterian, who took care of the house and family.
  • 6.  Skinner grew up in a comfortable, happy, upper-middle class home where his parents practiced the values of temperance, service, honesty, and hard work. BIOGRAPHY
  • 7.  when Skinner was 2 ½ years old, Edward was born. BIOGRAPHY  and died during Skinner’s first year at college.
  • 8. YOUNG ADULTHOOD  Skinner experience his first identity crises when armed with an undergraduate degree in English.  B.F. Skinner returned to his parents’ home hoping to shape his identity in the world of literature. BIOGRAPHY
  • 9. BIOGRAPHY  William Skinner reluctantly agreed to allow and support Fred but in one condition; He would get a job if his writing career was not successful.  After 3 months of trying to become a creative writer, Fred realized that the quality of his work was poor.  He blamed his parents, their hometown, even literature itself.
  • 10. BIOGRAPHY  “Dark Year” - time of identity confusion (Erikson) - time for trying to discover who he was, where he was going to get there. November, 1927 - he decided to abandon literature and study psychology.  He became determined to be a behaviorist after reading some of the works of Watson and Pavlov.
  • 11. BIOGRAPHY 1928 - He became a graduate student at Harvard University’s psychology department, aged 24. 1931 - completed his PhD - received a fellowship from the National Research Council to continue his laboratory research at Harvard.  1933 - Harvard created the Society of Fellows (a program designed to promote creative thinking among young intellectually gifted men in the university).
  • 12. BIOGRAPHY  1936 - Skinner began a teaching and research position at the University of Minnesota and married Yvonne Blue Julie, 1938 Deborah,1944
  • 13. BIOGRAPHY  Minnesota Years - published his first book , The Behavior of Organisms (1938). - interesting ventures: 1. pigeon-guided missile
  • 14. BIOGRAPHY Pigeon-guided missile attempt to condition pigeons to make appropriate pecks on keys that would maneuver an explosive missile into an enemy target.  1944 - Skinner dramatically demonstrated to government officials the feasibility of the project by producing a live pigeon that unerringly tracked a moving target.
  • 15. BIOGRAPHY 2. Baby tender  an enclosed crib with a large window and a continual supply of fresh warm air.
  • 16. BIOGRAPHY Skinner, still dependent on his father for financial help. (40 yrs. Old)  1945 - became the chair of Indiana University’s psychology department. - wrote Walden Two ( a utopian novel that portrayed a society in which problems were solved through behavioral engineering.  1948 - He returned to Harvard where he taught mostly in the College of Education.
  • 17. BIOGRAPHY  1964 - he retired from teaching but retained faculty status. (60 yrs. Old)  1974 - retired as a professor of Psychology but continued working until his death on,  August 18, 1990 - B.F. Skinner died aged 86 in Cambridge, Massachusetts from complications resulting from leukemia.
  • 18. regarded as the father of Operant Conditioning.
  • 19. SCIENTIFIC BEHAVIORISM  Skinner insisted that human behavior should be studied scientifically.  Skinner disagreed in postulating a hypothetical internal mental function. “People do not eat because they are hungry.” -Hunger is an inner condition not directly observable.
  • 20. SCIENTIFIC BEHAVIORISM  Cosmology – concern with causation. To be scientific, psychology must avoid internal mental factors and confine itself to observable physical events. Philosophy of SCIENCE “Scientific behaviorism allows for an interpretation of behavior but not an explanation of its causes”.
  • 21. SCIENTIFIC BEHAVIORISM Characteristics of SCIENCE  Science is cumulative.  Science is an attitude that places value on empirical observations. Three components of scientific attitude:  rejects authority  demands intellectual honesty  suspends judgment  Science is a search for order and lawful relationships.
  • 22. STRUCTURE OF PERSONALITY  He focused on modifiable behavior and de- emphasized the biological or genetic determinants. CONDITIONING  Classical conditioning(respondent conditioning)  Operant conditioning(Skinnerian conditioning)
  • 23. Classical conditioning  a response is drawn out of the organism by specific, identifiable stimulus.  a conditioned stimulus is paired with an unconditioned stimulus a number of times until it is capable of bringing about a previously unconditioned response. (conditioned response)
  • 24. Classical conditioning reflexive behaviors: - light shined in the eye stimulates the pupil to contract, - food place on the tongue brings about salivation, - pepper in the nostrils results in the sneezing reflex.  responses are unlearned involuntary, and common not only to the species but across species as well.
  • 25. Classical conditioning The Case of Little Albert  Conditioned stimulus: white rat  Unconditioned stimulus: fear of the loud sudden sound
  • 26. Operant refer to any "active behavior that operates upon the environment to generate consequences“  In other words, Skinner's theory explained how we acquire the range of learned behaviors we exhibit each and every day.
  • 27. Operant conditioning a type of learning in which reinforcement, which is contingent upon the occurrence of a particular response, increases the probability that the same response will occur again.  Reinforcement - any condition within the environment that strengthens behavior.
  • 28. Operant conditioning behavior is made more likely to recur when it is immediately reinforced.  “if the occurrence of the operant is followed by presentation of reinforcing stimulus, the strength is increased”  if a response is followed by a reward, the response will be strengthened;  or if you want to strengthen a response of a behavior pattern, reward it.
  • 29. Operant conditioning Example:  when a lab rat presses a blue button, he receives a food pellet as a reward, but when he presses the red button he receives a mild electric shock.
  • 30. As a result, he learns to press the but avoid the red button. Operant conditioning
  • 31. Operant conditioning  Shaping - a procedure in which the experimenter or the environment first rewards gross approximations of the behavior, then closer approximations, and finally the desired behavior itself.(Fiest) - a process in which reinforcement is used to create new responses out of old ones. - a gradual molding of behavior through reward.
  • 33. Operant conditioning  Instances:  A. Antecedent - refers to the environment or setting in which the behavior takes place.  B. Behavior - response must be within the person’s repertoire and must not be interfered with by competing or antagonistic behaviors such as
  • 34. Operant conditioning  Instances:  C. Consequences - the reward  Operant Discrimination - Skinner’s observation that an organism, as a consequence of its reinforcement history, learns to respond to some elements in the environment. - a function of environmental variables and organism’s previous history of reinforcement.
  • 35. Types of responses  Neutral operants - responses from the environment that neither increase nor decrease the probability of a behavior being repeated. Reinforcers - Responses from the environment that increase the probability of a behavior being repeated. Reinforcers can be either positive or negative. Punishers - Responses from the environment that decrease the likelihood of a behavior being repeated. Punishment weakens behavior.
  • 36. Operant conditioning Stimulus Generalization - a response to a similar environment in the absence of previous reinforcement. - the tendency for the conditioned stimulus to evoke similar responses after the response has been conditioned.
  • 37. Operant conditioning  Reinforcement - any condition within the environment that strengthens a behavior. Effects:  Strengthens the behavior  Rewards the person
  • 38. Operant conditioning  Positive reinforcement - strengthens a behavior by providing a consequence an individual finds rewarding.  Positive reinforcer - Any stimulus that, when added to a situation, increases the probability that a given behavior will occur.
  • 39. Operant conditioning  Negative Reinforcement -removal of an unpleasant reinforcer can also strengthen behavior.  Negative reinforcer - Any stimulus that, when remove from a situation, increases the probability that the immediately preceding behavior will occur.
  • 40. Operant conditioning  Punishment - opposite of reinforcement - presentation of an aversive stimulus or the removal of a positive one.  Effects:  supress behavior Ex. If the boy teases his younger sister, his parents can make him stop by spanking him.
  • 41. Operant conditioning  conditioning of a negative feeling -If the pain of spanking is strong enough, it will instigate a response (crying) that is incompatible with the behavior of teasing a younger sibling.  spread of its effects - The boy may simply learn to avoid his younger sister, stay away from his parents, or develop negative feelings toward the paddle or the place where the paddling occurred.
  • 42. Operant conditioning Conditioned reinforcer (secondary reinforcers) - those environmental stimuli that are not by nature satisfying but become so because they are associated with such unlearned (primary reinforcers) as food, water, sex, or physical comfort.  Generalized reinforcer - conditioned reinforcer that has been associated with several primary reinforcers. Ex. Money
  • 43. Operant conditioning  Schedules of Reinforcement  continuous schedules - the organism is reinforced for every response. - type of schedule increases the frequency of a response but is an efficiency use of the reinforcer.
  • 44. Operant conditioning intermittent schedules (partial schedules) - the reinforcement of an organism on only certain selected occurrences of a response; opposed to a continuous schedule in which the organism is reinforced for every correct trial.
  • 45. Operant conditioning Ratio - amount of responses  Interval - time  Fixed - consistent  Variable - variation Fixed-Ratio  Fixed- Interval  Variable- Ratio Variable -Interval
  • 46. Operant conditioning Basic Intermittent Schedules:  Fixed-ratio schedule - the organism is reinforced intermittently according to the number of responses it makes. -Behavior is reinforced only after the behavior occurs a specified number of times. One reinforcement is given after every so many correct responses (after every 5th response). Ex. A child receives a star for every five words spelt correctly.
  • 47. Operant conditioning Fixed-Ratio Car salesman 1 2 3 4 5 It emits high rate of behavior because the frequency of getting a reward with a reinforce depends on the person.
  • 48. Operant conditioning  Variable-ratio schedule - the organism is reinforced after the nth response on the average. - Behavior is reinforced after an unpredictable number of times. Ex. gambling or fishing (Playing slot machines) The machine is set to pay off at a certain rate, but the ratio must be flexible, that is, variable, to prevent players from predicting payoffs.
  • 49. Operant conditioning Variable-Ratio Car salesman 1 2 3 4 5 1st bonus2nd bonus 1 2 3 4 5 61 2 3 4 5 6 7 3rd bonus 1 2 3 4 5 6 7 8 4th bonus 1 2 3 4 5 6 7 8 9 5th bonus
  • 50. Operant conditioning  Fixed-interval schedule - the organism is reinforced for the first response following a designated period of time. - One reinforcement is given after a fixed time interval providing at least one correct response has been made. Ex. being paid by the hour, or would be every 15 minutes (half hour, hour, etc.)
  • 51. Operant conditioning Fixed- Interval Car salesman 1 two weeks The paycheck is on the interval schedule because the reinforcement occurs after a consistent amount of time has passed(two weeks).
  • 52. Operant conditioning  Variable-interval schedule - the organism is reinforced after the lapse of random periods of time. - reinforcement is given after an unpredictable amount of time has passed Ex. self-employed person being paid at unpredictable times.
  • 54. Operant conditioning  Four Reasons why responses can be lost: a) passage of time b) interference of preceding or subsequent leaning c) punishment d) cause of lost learning or EXTINCTION - Defined as the tendency of a previously acquired response to become progressively weakened upon nonreinforcement.
  • 55. Operant conditioning  Operant Extinction - takes place when an experimenter systematically withholds reinforcement of a previously learned response until the probability of that response diminishes to zero.
  • 56. Operant conditioning  HUMAN BEHAVIOR/PERSONALITY  Forces:  Natural selection  Cultural Evolution  Individuals history of reinforcement
  • 57. Operant conditioning  Natural selection - we are shaped by contingencies of survival.  Cultural Evolution  Selection is responsible for those cultural practices that have survived.
  • 58. Operant conditioning  Inner States Drives - the effect of deprivation and satiation and the corresponding probability that the organism will respond.  Emotions  Purpose and Intention
  • 59. Operant conditioning  Complex behavior  Creativity – result of random or accidental behaviours that happen to be rewarded.  Dreams  Higher Mental Processes - Thinking, problem solving, and reminiscing are covert behaviors that take place within the skin but not inside the mind. As behaviors, they are amenable to the same contingencies of reinforcement as overt behaviors.
  • 60. Control of Human Behavior Methods of social control: a. Operant conditioning b. describing contingencies c. Deprivation and satiation d. Physical restraint
  • 61. 2. Self-Control • the contingencies of self-control do not reside within the individual and cannot be freely chosen.
  • 62. 2. Self-Control Techniques:  physical aids - Such as tools, machines, and financial resources Ex. A person may take extra money when going shopping to give herself the opinion of impulse buying.
  • 63. 2. Self-Control Techniques:  changing environmental stimuli Ex. A student wanting to concentrate on his studies can turn off a distracting a television set.
  • 64. 2. Self-Control Techniques:  arranging the environment to allow escape from aversive stimuli Ex. A woman can set an alarm clock so that the aversive sound can be stopped only by getting out of bed to shut off the alarm.
  • 65. 2. Self-Control Techniques:  Drugs Ex. A man ingest tranquilizers to make his behavior more placid.
  • 66. 2. Self-Control Techniques:  Doing something else Ex. An obsessive woman may count repetitious patterns in wallpaper to avoid thinking about previous experiences that would create guilt.
  • 67. The Unhealthy Personality A. Counteracting Strategies People counteract through: - escape People withdraw from the controlling agent either physically or psychologically.
  • 68. The Unhealthy Personality A. Counteracting Strategies - revolting People rebel through vandalizing public property, tormenting teachers, verbally abusing other people, etc.
  • 69. The Unhealthy Personality A. Counteracting Strategies - passively resisting Skinner believed that passive resistance is most likely to be used when escape and revolt failed. Ex. A child with homework to do finds dozen excuses why it cannot be finished.
  • 70. The Unhealthy Personality B. Inappropriate behaviors  excessive vigorous behavior  excessive restrained behavior  blocking of reality  defecting self-knowledge  self-punishment
  • 71. Skinner was not a psychotherapist, and he even criticized psychotherapy as being one of the major obstacles to a scientific study of human behavior in a therapeutic setting. PSYCHOTHERAPY

Editor's Notes

  1. Determinist philosophy:  a theory or doctrine that acts of the will (see 2will 4a), occurrences in nature, or social or psychological phenomena are causally determined by preceding events or natural lawsb :  a belief in predestination Environmentalist-
  2. when a teacher tells a student she cannot go out for recess if she keeps interrupting the class.
  3. In operant conditioning, stimulus generalization explains how we can learn something in one situation and apply it to other similar situations. For example, imagine that parents punish their son for not cleaning his room. He eventually learns to clean up his messes to avoid punishment. Instead of having to relearn this behavior at school, he applies the same principles he learned at home to his classroom behavior and cleaned up his messes before the teacher could punish him.
  4. In operant conditioning, stimulus generalization explains how we can learn something in one situation and apply it to other similar situations. For example, imagine that parents punish their son for not cleaning his room. He eventually learns to clean up his messes to avoid punishment. Instead of having to relearn this behavior at school, he applies the same principles he learned at home to his classroom behavior and cleaned up his messes before the teacher could punish him.
  5. Skinner showed how positive reinforcement worked by placing a hungry rat in his Skinner box. The box contained a lever on the side and as the rat moved about the box it would accidentally knock the lever. Immediately it did so a food pellet would drop into a container next to the lever. The rats quickly learned to go straight to the lever after a few times of being put in the box. The consequence of receiving food if they pressed the lever ensured that they would repeat the action again and again. For example, imagine that parents punish their son for not cleaning his room. He eventually learns to clean up his messes to avoid punishment. Instead of having to relearn this behavior at school, he applies the same principles he learned at home to his classroom behavior and cleaned up his messes before the teacher could punish him.
  6. Skinner showed how negative reinforcement worked by placing a rat in his Skinner box and then subjecting it to an unpleasant electric current which caused it some discomfort. As the rat moved about the box it would accidentally knock the lever. Immediately it did so the electric current would be switched off. The rats quickly learned to go straight to the lever after a few times of being put in the box. The consequence of escaping the electric current ensured that they would repeat the action again and again. In fact Skinner even taught the rats to avoid the electric current by turning on a light just before the electric current came on. The rats soon learned to press the lever when the light came on because they knew that this would stop the electric current being switched on. For example, if you do not complete your homework, you give your teacher £5. You will complete your homework to avoid paying £5, thus strengthening the behavior of completing your homework.
  7. Punished behavior is not forgotten, it's suppressed - behavior returns when punishment is no longer present.
  8. Causes increased aggression - shows that aggression is a way to cope with problems. Creates fear that can generalize to undesirable behaviors, e.g., fear of school. Does not necessarily guide toward desired behavior - reinforcement tells you what to do, punishment only tells you what not to do.
  9. Money because it is associated with food, shelter, and other primary reinforcers.
  10. An animal/human is positively reinforced every time a specific behaviour occurs, e.g. every time a lever is pressed a pellet is delivered and then food delivery is shut off. Response rate is SLOW Extinction rate is FAST
  11. a pellet is delivered (providing at least one lever press has been made) then food delivery is shut off.
  12. Cultural Evolution -people do not observe particular practces in order that the group will be more likely to survive , they serve them because groups that induced their members to do so, survived and transmittd them.
  13. Drives To deprive a person of food increases the likelihood of eating, to satiate that person, decreases the likelihood. Satiate-satisfy Emotions Those behaviors followed by delight, joy, pleasure and other pleasant emotions tend to be reinforced thereby increasing the probability that this behaviors would recur in life of that individual. Purpose and Intention - a felt,ongoing purpose may itself be reinforcing. Ex. If you believe that your purpose for jogging is to feel bettter and live longer, then this thought acts as reinforcing stimulus. - a person may intend to see a movie Friday evening because viewing similar films has been reinforcing. At the time the person intends to go to the movie,she feels a physical condition within the body and labels it as intention. physically felt stimuli within the organism.
  14. The fact that some people are more creative than others is due both to differences in genetic endowment and to experiences that have shaped their creative behavior. The fact that some people are more creative than others is due both to differences in genetic endownment and to experiences that have shaped their creative behavior. Unconscious behavior. Behavior is labeled unconscious when people no longer think about it because it has been suppressed through punishment Dreams dream behavior is reinforcing when repressed sexual or aggressive stimli are allowed expression. Higher mental process- refers to the human ability to take knowledge and learning and use it create new things, ideas and concepts. Endowment-gift Higher Mental Processes Skinner admitted that human thought is the most difficult of all behaviors to analyze , but potentially at least, it can be understood as long as one does not resort to a hypothetical fiction as “mind”.\ Ex. When a woman has misplaced her car keys,she searches for it,because similar searching behavior has been previously reinforced.
  15. 1. Social Control The laws of a nation, the rules of an organization, and the customs of a culture transcend any one individual’s means of counter control and serve as powerful controlling variables in the lives of individual members. . -Operant conditioning - describing contingencies Deprivation and satiation Physical restraint-something under control or within limits.
  16. As people can alter the variables in another person’s environment, so they can manipulate the variables within their own environment and thus exercise some measure of self-control.
  17. Such as tools, machines, and financial resources to alter their environment
  18. People can change their environment thereby increasing the probability of the desired behavior.
  19. People can change their environment so that they can escape from an aversive stimulus only by producing the proper response.
  20. People can take drugs especially alcohol, as a means of self-control. placid.-calm
  21. People can do something else in order to avoid behaving in an undesirable fashion.
  22. Skinner viewed Unhealthy Personality as means of coping with excessive social control. Social control and self control sometimes produce Counteracting Strategies and inappropriate behaviors.. When social control is excessive, People can counteract from it by: Escaping from It. -with defensive strategy of ecape, - People who counteract by escape find it difficult to become involved in intimate personal relationships, tend to be mistrustful of people, and prefer to live lonely livesof noninvolvement.
  23. People who revolt against societys controls behave more actively , counterattacking the control agent.
  24. People who counteract control through passive resistance are more irritating to the controllers than those who rely on escape. The conspicuous feature of passive resistance is “stubbornness”.
  25. Inappropriate behaviors follows from self-defeating techniques of counteracting social control or from unsuccessful attempts at self-control,