• DRA: Developmental Reading Assessment, a tool to assess a student's reading level.

• DRI: Diagnostic Reading Inventory, used to evaluate reading skills and abilities.

• DRL: Daily Reading Log, a record of daily reading activities.

Operant Learning: Punishment Part One

Edward Lee Thorndike

• Two consequences to behavior:

  • "satisfying state of affairs" strengthens behavior

  • "annoying state of affairs" weakens behavior

• Experiment with college students:

  • Correct response increased behavior

  • Wrong response had no change in behavior

• Learning from success, not failure

B. F. Skinner

• Known for "skinner box" experiments with rats

• Behavior is strengthened or weakened by consequences

• Punishment suppresses behavior temporarily

• Rats in punishment group reduced lever pressing

• Return to lever pressing behavior after punishment ended

The Power of Punishment

• Thorndike and Skinner underestimated punishment effects

• Research focused on reinforcement primarily

• Importance of "not doing something" as desired behavior

Weakening of Behavior

• Punishment leads to decrease in behavior strength

• Positive Punishment: stimulus added, behavior decreases

• Negative Punishment: stimulus removed, behavior decreases

Positive and Negative Punishment

• Positive Punishment:

  • Disliked stimulus added to decrease behavior

  • Examples: reprimands, spanking, electric shock

• Negative Punishment:

  • Preferred stimulus removed to decrease behavior

  • Examples: loss of privileges, fines, time out

Variables Affecting Operant Learning

• Contingency: correlation

Operant Learning: Punishment Part Two

Page 3:

• Weakening of Behavior

  • Punishment leads to a decrease in the strength of behavior.

  • Behavior becomes less likely to occur in the future.

• Types of Punishment

  • Positive Punishment: Adding a stimulus leads to a decrease in future behavior.

  • Negative Punishment: Removing a stimulus leads to a decrease in future behavior.

Page 5:

• Concerns with Punishment

  • Inadvertent Reinforcement for Punisher

    • Successful punishment can inadvertently reinforce the punisher.

    • Example: Time out initially used to reduce running in the classroom, but later used for personal convenience.

Page 6:

• Side Effects of Physical Punishment

  • Includes escape/avoidance behaviors, aggression, apathy, and potential for abuse and imitation.

Page 7:

• Alternatives to Punishment

Page 8:

• Response Prevention

  • Focuses on preventing undesirable behavior from occurring.

  • Strategies include limiting access, modifying the environment, and blocking attempts.

Page 9:

• Extinction

  • Involves withholding all reinforcement to reduce undesired behavior.

  • Not always feasible outside controlled environments and may lead to dangerous behaviors.

Page 10:

• Differential Reinforcement

  • Combines extinction with reinforcement of a preferred behavior.

  • Types include DRA, DRI, and DRL to teach alternative or incompatible behaviors and reduce undesired behaviors.

Page 11:

• Caution with Punishment

  • While effective in reducing undesired behaviors, it must be used with caution to prevent unwanted behavior

Operant Applications

Page 4: Reinforcement at Home

• Examples

  • Providing attention to a crying baby

  • Shaping a child’s language development

  • Teaching delayed gratification

Page 5: Punishment at Home

• Methods

  • Time out

  • Differential Reinforcement of Incompatible Behavior (DRI)

  • Differential Reinforcement of Low Rates (DRL)

  • Corporal punishment

Page 7: Reinforcement at School

• Strategies

  • Providing praise and social attention for good behaviors

  • Immediate feedback

  • Using natural reinforcement – correct response leads to a new lesson

Page 8: Punishment at School

• Approaches

  • Ignoring poor behaviors

  • Differential Reinforcement of Low Rates (DRL) to reduce the need for attention

Page 10: Reinforcement in a Clinic

• Behavioral Issues

  • Self-Injurious Behavior

  • DRI, DRL

  • Delusions, DRA

  • Paralysis, Constraint-induced movement therapy (CIMT)

Page 11: Punishment in a Clinic

• Methods

  • Self-Injurious Behavior: Electric Shock, Physical restraints

Page 13: Reinforcement at Work

• Practices

  • Positive feedback, Bonuses, Time off

Page 14: Punishment at Work

• Practice

  • Negative feedback

Page 16: Reinforcement at the Zoo

• Techniques

  • Clicker training, Shaping

Observational Learning Part One

Page 1:

• Observational learning involves learning by observing events and their consequences.

Page 2:

• Edward Lee Thorndike conducted observation experiments with cats in a puzzle box.

  • Cats learned to escape the puzzle box by observing another cat.

• Anecdotal reports suggest the value of learning from observing others.

Page 4:

• Defines terms related to social observational learning.

  • Observer, model's behavior, positive and negative consequences.

    • O= observer, M= models behavior, S+= positive consequence, S-= negative consequence

• Vicariously reinforced: consequences of models behavior strengthens the observers tendency to behave in a similar way

• Vicariously punished: consequences of models behavior weakens observers tendency to behave in a similar way

Page 6:

• Defines terms related to asocial observational learning.

  • Observer (O) , event (E) , positive (S+) and negative (S-) consequences.

Page 8:

• Defines imitation as behaving in a way that resembles the model's behavior.

Page 9:

• Explores imitation and reinforcement.

  • People imitate behaviors even if they do not yield reinforcement.

  • Over-imitation increases with age in humans.

  • Generalized imitation is reinforced despite knowing better ways.

Page 11:

• Difficulty of the task affects learning during observation.

• Observation of modeled behavior increases future success in learning the behavior.

Page 12:

• Compares skilled vs. unskilled models in observational learning.

• Benefit of skilled model:

  • Observing the correct response every time

• Benefit of unskilled model:

  • Observing correct and incorrect responses, allows for better evaluation of “ideal” response

Page 13:

• Characteristics of the model influence learning.

  • Attractive, likable, prestigious, powerful, and popular models are more effective.

Page 14:

• Characteristics of the observer that impact learning.

  • Language, learning history, age, gender, and developmental/intellectual disabilities.

Page 15:

• Consequences of observed acts

  • Imitation increases when behavior is reinforced

  • Imitation decreases when model’s behavior is punished

Page 16:

• Consequences of the Observers behavior

  • Imitation increases when the observers behavior is reinforced upon imitation

  • Imitation decreases when the observers behavior is punished upon imitation

Observational Learning Part Two

Page 1

• Learning by observing events and their consequences is a key aspect of observational learning.

Page 3

• Albert Bandura's Social Cognitive Theory is significant in understanding observational learning.

  • Cognitive processes play a crucial role.

  • Attentional, retentional, motor-reproductive, and motivational aspects are involved.

Page 4

• Attentional component involves focusing on the model's behavior and consequences.

  • Involves self-directed exploration.

  • Originates from within the observer.

  • Emphasizes the construction of meaningful perception from modeled events.

Page 5

• Retentional, encoding, retrieval, and reproduction are essential in Bandura's Social Cognitive Theory.

Page 6

• Motor-reproductive stage includes putting retained information into action to imitate the model's behavior.

Page 7

• Motivational aspect focuses on expectations for consequences rather than actual outcomes.

Page 8

• Operant Learning Model emphasizes how modeled behavior and consequences influence the observer's behavior.

  • Attention, retention, motor reproduction,