Transcript Behavioral Modification

Amanda
Morgan
Fall 2011
•
At the end of this lesson, students should be
able.....

to apply the terms and processes used in
classical and operant conditioning

to analyze examples of operant conditioning

to recognize the real-world applications of
classical and operant conditioning

to design a behavior-modification program using
operant conditioning
Design
program:
Specify
your target
behavior
Determine
initial level
of
response
Select
strategies
to
increase/
decrease
response
strength
Execute
and
evaluate
your
program
Bring your
program
to an end

Rough draft due in section for Peer-Review:
11/6/12

Final copy due: 11/21/12 (in lecture)

25 points

4 double-spaced pages (max) excluding
graphs

History of Classical Conditioning:
◦ Pavlov’s Dogs
chini3.quangcaophuyen.net
metronome
metronome
Extinction
Acquisition
Spontaneous
recovery
Renewal effect



Acquisition of fears
and phobias
Advertising
The office:
http://vimeo.com/5
371237
mediabistro.com

Focus of Operant Conditioning is on
the CONSEQUENCE, whereas the focus
of Classical Conditioning is on the
PAIRING of the stimuli.

Behavior ----> Consequence

Big Bang Theory Video
•
An outcome or consequence of a
behavior that strengthens the
probability of the behavior.
 Positive reinforcement: Presentation of a
stimulus that strengthens the probability of
the behavior
 Negative reinforcement: Removal of an
aversive stimulus that strengthens the
probability of the behavior
•
Outcome or consequence of a behavior that
weakens the probability of the behavior.
 Positive Punishment: The presentation of an
aversive stimulus following a behavior, resulting
in a decreased frequency of that behavior.
 Negative Punishment: The removal of a stimulus
the organism wishes to experience following a
behavior that results in a decreased frequency of
that behavior.

Consequences determined by function
($ not a reinforcer if it doesn’t increase behavior)
 Positive vs. Negative

We need to determine 2 things:
◦ 1: What is the target behavior?
◦ 2: Who is doing the behavior?
Behavior
↑
Behavior
↓
Audrey is
complimented by
her supervisor for
submitting her
report by the
deadline. Diane
begins working
harder to submit her
reports by the
deadlines.
Behavior
↑
Behavior
↓
Leon goes to the
health club for a
rare workout and
pushes himself so
hard by running 6
miles that his entire
body aches and he
throws up. Leon
hasn’t run much
since that workout.
Behavior
↑
Behavior
↓
Sharron lets her
dog out so she
won’t have to listen
to its whimpering.
Now Sharron lets
her dog out every
time it begins to
whimper so she
doesn’t have to
listen to it.

Problems with punishment
according to Skinner and
others:
◦ Tells the organism only what not
to do, not what to do
◦ Often creates anxiety, which can
interfere with future learning
◦ May encourage people to
become sneakier about
displaying forbidden behavior
◦ Coming from parents, may
provide a model for children’s
aggressive behavior
•
Many behaviors are too complex to simply give out
a reinforcement and expect the subject to learn
exactly what you want them to.
 Shaping is a process of conditioning a target
behavior by progressively reinforcing behaviors
that come closer and closer to the target
behavior.
 Activity



Fixed ratio (FR)- after (n) number of responses
Fixed interval (FI)- for the first response after a specified
amount of time has passed
Variable ratio (VR)- after a specific number of responses on
average
◦ it is an average of the pre-determined number of responses, so actual
number each time will vary randomly

Variable interval (VI)- for the first response after an average
length of time passes
◦ it is an average of the pre-determined length of time, so actual length
each time will vary randomly
1. Sarah is paid on a commission basis for selling
computer systems. She gets paid for every third
sale.
2. Juan’s parents let him earn some pocket money
approximately once a week by doing yard work.
3. Martha is fly-fishing. Think of each time that she
casts her line as the response that may rewarded.
4. Jamal, who is in the fourth grade, gets a gold star
from his teacher for every book he reads.
5. Skip, a professional baseball player, signs an
agreement that his salary increases will be
renegotiated every third year.
Operant
Classical
◦Elicited
automatically
◦Provided
unconditionally
◦Autonomic
nervous
system
Target
behavior is…
Reward
Behavior
is…
depends
primarily on…
◦ Emitted
voluntarily
◦ Contingent
on
behavior
◦ Skeletal
muscles

1. Pick a behavior

 Not a behavioral chain


 Record modified
frequency (and make a
graph)
2. Observe that behavior
 Record unmodified
frequency (and make
graph)
3. Design a program
 Positive/Negative,
Reinforce/Punish
 Fixed/Variable,
Ratio/Interval
 Rationale
4. Implement that
program

5. Observe the effect
 Analyze:
 Did it work?
 Why/Why not?
 What would have worked
better? (revised program)
 What did you learn about
yourself?




Get with a partner
Discuss 2-3 possible behaviors you would like
to change (could be things you want to increase
or decrease)
Discuss whether you would choose
positive/negative reinforcement/punishment
Make this a meaningful assignment by choosing
something you are actually interested in
changing!



Lilienfeld, S., Lynn, S., Namy, L. & Woolf, N. (2011). Psychology: From
inquiry to understanding. Boston, MA: Allyn & Bacon.
Malott, R. (2008). Principles of Behavior. Upper Saddle River, NJ:
Pearson Prentice Hall
Adapted from previous lesson plans by Amanda Morgan (Psychology
111)
Behavior
↑
Behavior
↓
1. Jose drives fast
and gets a
speeding ticket,
which costs him
$130. Jose doesn’t
speed much
anymore.
Behavior
↑
Behavior
↓
5. Richard shoots
up heroin to ward
off tremors and
chills associated
with heroin
withdrawal. This is
how Richard deals
with withdrawal
symptoms now.