SM

Schedules of Reinforcement

Definition (#f7aeae)

Important (#edcae9)

Extra (#fffe9d)

Learning Outcomes:

  1. Explain the difference between the different schedules of reinforcement.

  2. Evaluate the advantages and disadvantages of the different schedules.

Schedules of Reinforcement:

  • Learning refers to acquisition on new behaviors.

  • Learning can also be referred to the change in rate and pattern in performance.

  • Schedule of Reinforcement: A rule describing the delivery of reinforcement.

Simple schedule:

Rule that determines when a behavior will be reinforced.

  1. Fixed Duration: Reinforcement is contingent on the continuous performance of behavior for some period of time.

  2. Variable Duration: The required period varies around some averages.

  3. Fixed Time: Reinforcement is given regardless of what behavior occurred.

  4. Variable Time: Reinforcer is delivered periodically at irregular intervals, regardless of the behavior.

  5. Progressive Scheduling: Progressive increase the ratio, time, intervals or durations to be reinforced.

  6. Progressive Ratio:

    • Uses arithmetic(2,4,6) or geometric scale (2,4,8,16).

    • First reinforcement after 2 behaviors, second reinforcement after 4 behaviors etc.

    • Break point: Rate of behavior falls sharply or stops entirely.

  7. Stretching the ratio: Increasing the number of behavior before reinforcement or gradually reducing the size of reinforcement.

  8. Ratio Strain: May lead to breakpoint.

Intermittent Schedule:

Reinforces a behavior only sometimes, not every time it occurs.

  1. Fixed Ratio: Reinforcement is provided after a set number of responses.

  2. Variable Ratio: Reinforcement is provided after a varying number of responses.

  3. Fixed Interval: Reinforcement is provided after a specific amount of time has passed, regardless of the number of responses.

  4. Variable Interval: Reinforcement is provided after a varying amount of time has passed, with the average time between reinforcements consistent.

Compound Schedule:

Created by combining two or more basic schedules of reinforcement.

  1. Multiple schedules (with stimuli): Two or more basic schedules are presented, each with a different stimuli that signals which schedule is currently in effect.

    Ex: 1 might indicate a fixed ratio schedule while the 2nd indicates a variable interval schedule.

  2. Mixed schedule (without stimuli): The learner is presented with different schedules in a random order, and they must learn to respond based on the overall pattern.

  3. Chain schedule (new schedule is indicated): Two or more schedules are presented in sequence, and each schedule has its own stimuli that signals the current requirement.

    Completing each schedule in order is necessary to access the final reinforcement. 

  4. Tandem schedule: The learner must complete each schedule in order, but there are no cues to signal the specific requirements of each phase.

  5. Cooperative schedule:

  6. Concurrent schedule: Two or more schedules are in effect simultaneously, and the learner can choose which schedule to respond to.

    Can be explained with the choice and matching law.

    Matching law: Distribution of behaviors matches the availability of reinforcement.

Partial Reinforcement:

  • Schedule of reinforcement where a behavior is only reinforced some of the time, not every time it occurs.

  • Partial reinforcement is more resistant to extinction.

  • The thinner the reinforcement, the greater the behavior during extinction.

Extinction:

When a previously reinforced behavior is no longer reinforced, it will decrease in performance and become extinct.

1 extinction session is not enough to stop reinforcing a behavior.

Factors influencing extinction:

  1. Number of times the behavior was reinforced.

  2. The effort the behavior required.

  3. The type and size of the reinforcer.

  4. The reinforcement schedule.

Effects:

  • Extinction Outburst:

    The immediate effect of extinction is an abrupt increase.

  • Variability of Behavior:

    If something isn’t working, try something else.

  • Aggression:

    Disappointment with the lack of rewards.

  • Resurgence:

    Reappearance of a previously reinforced behavior.

    Regression behavior can be explained using resurgence.

When an extinct is reinforced again, spontaneous recovery happens.

The longer the intervals between extinction sessions, the greater the recovery.

Hypothesis:

  1. Discrimination Hypothesis:

    The discrimination hypothesis suggests that an individual's ability to distinguish between different stimuli or groups is a key factor in their behavior or learning.

  2. Frustration Hypothesis:

    The Frustration-Aggression Hypothesis suggests that frustration, or the blocking of goal-directed behavior, is a major cause of aggression.

    When an individual is blocked from achieving a desired goal, they experience frustration, which can then lead to aggressive behaviors.

  3. Sequential Hypothesis:

    Sequential hypothesis testing is a statistical method where the sample size is not fixed in advance but data is evaluated as it's collected, allowing for early stopping if significant results are found.

  4. Response Unit Hypothesis:

    The Response Unit hypothesis suggests that behaviors can be grouped into units that are either acquired or extinguished as a whole.

    It proposes that the strength of a response in extinction is related to the length of the learning pattern or the unit of the response.