Operant Conditioning Flashcards

1
Q

Define ‘Law of Effect’.

A

Of the several responses made to the same situation, those which are closely followed by satisfaction will be more firmly connected with the situation.

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2
Q

What process did the cat in Thorndike’s (1911) experiment learn through?

A

Trial and error.

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3
Q

Describe the conclusions Thorndike drew from his experiment.

A
  • Showed that an animal learns a response through favourable consequences
  • This increases the probability of that behaviour repeating
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4
Q

How does operant conditioning compare to classical conditioning in the responses that are learnt?

A
Classical = The responses already occur naturally to an animal, it's only the stimuli that can be manipulated to elicits these responses
Operant = New behaviours are created in animals in response to a consequence
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5
Q

Define ‘positive reinforcement’.

A

Something positive which is received when the desired behaviour is performed.

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6
Q

Give and example of positive reinforcement.

A

Giving a dog a treat when they act well behaved or perform a trick.

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7
Q

What is ‘primary’ positive reinforcement?

A

One that satisfies a basic need such as getting food.

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8
Q

What is ‘secondary’ positive reinforcement?

A

One that enables you to access a primary reinforcement such as getting money.

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9
Q

Define ‘negative reinforcement’.

A

Something negative is avoided after the desired behaviour is performed which increases the probability of the desirable behaviour being performed and repeated.

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10
Q

Give and example of negative reinforcement.

A

Doing homework to avoid detention.

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11
Q

Define ‘punishment’.

A

Causing some kind of physical or mental distress by giving a negative consequence and so decreasing the probability of the undesirable behaviour being repeated.

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12
Q

Define ‘positive’ punishment.

A

Receiving something negative as punishment.

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13
Q

Give an example of positive punishment.

A

Getting hit by a ruler at school for being naughty.

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14
Q

Define ‘negative’ punishment.

A

Getting something taken away or being deprived of something as punishment.

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15
Q

Give an example of negative punishment.

A

Going to be without tea for being naughty.

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16
Q

Give an example of primary punishment.

A

Being deprived of food.

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17
Q

Give an example of secondary punishment.

A

Being deprived of pocket money.

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18
Q

Define ‘shaping’ in terms of ‘successive approximations’.

A

Learning a new skill through different stages, being rewarded each time.

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19
Q

Give an example of shaping in terms of successive approximations.

A

Learning how to use a knife and fork by using stages such as going from being fed, to a spoon, to a knife and fork.

20
Q

Define ‘chaining’.

A

Combining individual activities to receive a reward at the end rather than after each activity.

21
Q

Give an example of chaining.

A

Tidying all of a room and receiving the reward at the end rather than after each item of clothing is picked up.

22
Q

Define ‘uncontrollable reinforcers’.

A

When the behaviour has no real effect on the reward but the reward follows so that they appear to be linked.

23
Q

Give an example of how this can lead to superstition.

A

Being cautious on Friday 13th and getting through the day without anything bad happening so that behaviour is repeated.

24
Q

List the 3 principles of operant conditioning.

A

1) Generalisation
2) Discrimination
3) Extinction

25
Q

Define ‘generalisation’ in terms of operant conditioning.

A

The the behaviour is generalised to similar things to the reinforced behaviour.

26
Q

Define ‘discrimination’ in terms of operant conditioning.

A

Distinguishing between responses that may be similar to the reinforced behaviour.

27
Q

Define ‘extinction’ in terms of operant conditioning.

A

When the behaviour that was previously reinforced no longer produces reinforcing consequences and the behaviour stops.

28
Q

List the 5 schedules of reinforcement.

A

1) Continuous
2) Fixed ratio
3) Variable ratio
4) Fixed interval
5) Variable interval

29
Q

Define a ‘continuous’ schedule of reinforcement.

A

Where the desired behaviour is reinforced every time it occurs.

30
Q

Give an example of continuous schedule of reinforcement.

A

Getting a raise at work after every successful project.

31
Q

State the response rate and extinction rate of continuous schedule of reinforcement.

A

Response rate = Slow

Extinction rate = Fast

32
Q

Define a ‘fixed ratio’ schedule of reinforcement.

A

When every 5th, 10th, or any such regular desired behaviour is reinforced.

33
Q

Give an example of a fixed ratio schedule of reinforcement.

A

A mom asking her child to clean their room 5 times before they are punished.

34
Q

State the response rate and extinction rate of fixed ratio schedule of reinforcement.

A

Response rate = Fast

Extinction rate = Medium

35
Q

Define a ‘variable ratio’ schedule of reinforcement.

A

Where the number of necessary desired behaviours are constantly altered.

36
Q

Give an example of a variable ratio schedule of reinforcement.

A

When at a casino a slot machine it provides different winnings each time.

37
Q

State the response rate and extinction rate of variable ratio schedule of reinforcement.

A

Response rate = Fast

Extinction rate = Slow

38
Q

Define a ‘fixed interval’ schedule of reinforcement.

A

Reinforcement made once every fixed number of minutes so long as there has been at least one desirable behaviour performed during that time.

39
Q

Give an example of a fixed interval schedule of reinforcement.

A

Receiving a treat after every hour of revision.

40
Q

State the response rate and extinction rate of fixed interval schedule of reinforcement.

A

Response rate = Medium

Extinction rate = Medium

41
Q

Define a ‘variable interval’ schedule of reinforcement.

A

Reinforcement is made at different time periods.

42
Q

Give an example of a variable interval schedule of reinforcement.

A

Self-employed people getting paid at different times in the month after completing different length tasks.

43
Q

State the response rate and extinction rate of variable interval schedule of reinforcement.

A

Response rate = Fast

Extinction rate = Slow

44
Q

Using the acronym ‘EACH’, evaluate 2 ‘evidence’ points.

A

P - Thorndike’s research supports
E - He showed that with trial and error, cats learnt to get out of the cage due to positive reinforcement
E - Therefore showing how behaviour can be learnt through reinforcement
P - Skinner’s research supports
E - He showed that rats learnt when to press a lever to receive a treat with the use of positive reinforcement
E - Therefore showing how behaviour can be learnt through reinforcement

45
Q

Using the acronym ‘EACH’, evaluate a high and low ‘how’ point.

A

P - High reliability
E - Standardised procedures, such as Skinner sounding a buzzer
E - Can be replicated to test for consitency
P - Low generalisability
E - Much research uses animals
E - Humans are more complex and have qualitative differences to animals brains and so can’t generalise

46
Q

Are there any applications (provide 2)?

A

P - Yes
E - Can be used to train guide dogs to support humans through the process of positive reinforcement when they elicit a desirable behaviour
E - Therefore the concept can be used to form treatments and help a range of people
P - Yes
E - Can be used in a token economy program by giving secondary reinforcers in response to desirable behaviours
E - Therefore helping people in psychiatric hospitals such as bulimics

47
Q

Using the acronym ‘EACH’, evaluate a ‘contrasting theory’ point.

A

P - Social learning theory disagrees
E - It suggests that humans learn through observation
E - Therefore observed behaviour may be imitated if desirable consequences follow, without the need for trial and error