operant conditioning

operant conditioning

• learning explained by consequences

• Classical conditioning explains involuntary learning.

• Behaviourist psychologists needed a model for voluntary behaviours.

• B.F. Skinner focused on how environmental stimuli control voluntary behaviours through operant conditioning.

• Operant behaviours are those that act on the environment to produce consequences.

• Operant conditioning is associative learning where learners connect their voluntary behaviours with rewards or punishments.

opperant

• Any response that acts on the environment to produce a consequence.

• Based on Edward Thorndike’s law of effect:

  • Behaviours followed by pleasant consequences are likely to be repeated.

  • Behaviours followed by unpleasant consequences are likely to cease.

• Rewarding consequences strengthen behaviours (reinforcement), while

unpleasant consequences weaken behaviours (punishment).

three phase model

• The probability of behaviour (B) occurring in response to an antecedent (A) depends on the consequence (C) that followed in the past.

antecedent

• the stimulus that signals the probable consequence for a behaviour.

• influences whether a behaviour will occur

• does not elicit a response like in classical conditioning.

• The antecedent condition must be present for the behaviour to potentially occur.

  • E.g. The red light in the Skinner Box signals the rat to press the lever.

behaviour

• the voluntary action in response to the antecedent stimulus.

• can be a specific action or a pattern of actions.

  • E.g. Pressing the lever when the red light turns on.

consequence

• the event that occurs immediately after the behaviour.

• affects the strength and frequency of the behaviour.

strength

Behaviour can become more or less established.

frequency

 Behaviour can occur more or less often.

consequence

action that follows a behaviour and influences its future occurrence.

opperant conditioning

• Operant conditioning involves modifying behavior through reinforcement or punishment.

• Reinforcement increases the likelihood of a behavior, while punishment decreases it.

reinforcers

• Reinforcement strengthens or increases the likelihood of a response.

• It involves:

  • Adding a desirable stimulus (positive reinforcement).

  • Removing an undesirable stimulus (negative reinforcement).

reinforcer criteria

• Strengthen the preceding behavior.

• Increase the frequency of the behavior.

positive reinforcement

• stimulus that strengthens a target behavior by providing a desirable consequence.

negative reinforcement

• unpleasant stimulus that, when removed, strengthens a target behavior.

punishers

• Punishment aims to weaken or eliminate unwanted behavior.

• It can involve:

  • Delivering an unpleasant consequence (positive punishment).

  • Removing a pleasant consequence (negative punishment).

positive punishment

• adding an unpleasant stimulus to decrease behavior.

negative punishment

• removing a pleasant stimulus to decrease behavior.

reinforcement delivery

• Reinforcement can be delivered in two main ways:

continuous reinforcement

• Provided after every correct response.

Learning is usually fastest when the correct response is continuously reinforced.

Once the desired response is consistent, a partial reinforcement schedule can be used to maintain or strengthen the response.

partial reinforcement

• Provided only on some occasions for performing the correct response.

• Responses maintained through partial reinforcement are stronger and less likely to weaken than those maintained by continuous reinforcement.

ratio

After a certain number of correct responses.

interval

After a certain amount of time has passed since the last correct response.

fixed interval

• Reinforcer delivered after a specific time has elapsed since the last reinforcer, provided the desired response has been made.

  • E.g. First correct response after 2, 7, 10, or 20 seconds is reinforced.

• Produces a moderate and often erratic response rate.

• Workers may show more productivity before evaluations and less afterward.

variable interval

• Reinforcement given after irregular periods have passed, provided the desired response has been made.

  • E.g. Average of once every 10 seconds, but at unpredictable times.

• Produces a low but steady rate of responding.

fixed ratio

• Reinforcer given after a set number of desired responses.

  • E.g. A ratio of 1:10 means one reinforcement for every ten correct responses.

• Once learning is complete, the frequency of reinforcement can be extended.

variable ratio

• Reinforcer given after an unpredictable number of correct responses.

  • E.g. Average of ten correct responses for reinforcement, but can vary widely.

• Very effective for acquiring responses and prolonging behavior.